Research About "Highly-Efficient Teaching Method Of 2 Plus 4 Class Of Junior Chinese Subject Of Xilinhot City No.1 Middle School"

Teaching is the focus of the school work, and teaching quality is the cornerstone of the school while curriculum reform is the key to improve the teaching quality. The direction of our school curriculum reform is to build highly-efficient class. In the course of research and conduction, we are deeply convinced that the main solution is aimed at the two aspects of the problem concerning teaching work on the part of teachers and learning process on the part of students. How do teachers teach? How do students learn and practice? Only if the two aspects are combined with each other closely and appropriately can we achieve the purpose of highly-efficient class. In response to the call of implementing the theory of the new curriculum reform, comprehensively promoting quality-oriented education so as to better teaching quality, our school administrators take the lead in advocating the guiding principle—How to present, how to learn, how to practice” to create highly-efficient academic class for running a school. In order to decide whether class is highly-efficient, the simplest evaluation standard is less input and more output. As is known to us all, one point is clear that every class period is in the same duration. How can we achieve high efficiency in the same duration of class? Through some study of related teaching theories, close observations in other schools, questionnaire survey and analysis of randomly-selected two classes from three grades individually, interviews with fellow teachers of Chinese subject from each grade while communicating with them, exchanging teaching experiences and researching into the issue of highly-efficient class, we put forward “Highly-Efficient teaching method of 2 plus 4 Class of Junior Chinese subject of Xilnm,inhot City No.1 Middle School” according to the actual situation of our school Chinese teaching and learning. “2”stands for 2 teaching procedures concerning “introduction” and “presentation” on the part of teachers, which show the roles of teachers as an organizer and guide and solve the problem of “how to teach” on the part of teachers.” “4”stands for 4 teaching procedures-“check, output, debate, practice”, which show the autonomy of students learning and solve the issue of “how to learn, how to practice” on the part of students. We will put different weight on different teaching procedure according to different teaching and learning condition and situation in different grades. The teaching method is designed to optimize teaching structure in Chinese class and transform roles of teachers in class under the guide of advanced educational theory, which actively advocates the learning method of “autonomy, co-operation, research”, inspires students’ learning interest and potential, meanwhile cultivates students’ ability of self-study and is dedicated to forming students’ Chinese accomplishment. Meanwhile, the teaching method is intended to give all students full play in the autonomy of Chinese learning, contribute to promoting comprehensive development of students and improve overall efficiency of Chinese class.