A Study On The "Question And Exploration" Teaching Model Carried Out In Chinese Teaching In No.l Middle School,jining

With the strong propulsion of educational reform, No.1Middle Schoolof Jining is now faced with a severe situation. The prestigious school beyondthe Great Wall with more than10,000high school students in the past has lostits glory. The present educational situation makes us be soberly aware that weneed to build efficient classes and improve teaching quality bycomprehensively promoting class reform. Under this circumstance, a newteaching model based on questioning and exploring was brought into Chineseclasses in our school. In the course of educational reform, we ever learnedfrom the teaching style of Yangsi Middle School in Jiang Su, in whichstudents learn by themselves first, and then they are taught by their teachers.Next, Guidance Learning Notes from Hengshui High School in HebeiProvince was brought in. Thirdly, we were modeled after―loop-seat‖methodof Xinjiang Middle School in Shanxi province. Eventually, taking advantageof the teaching method called―question and explore for3times‖in XixiaNo.1High School in Henan province, and considering the actural conditionsin our school, we creatively put forward a brand new teaching method---―Question, Exploration, Guidance, and Practice‖After our3-year-joint.Namely, Question-Exploration Teaching.In the process of actual teaching, I study the traditional teaching patternand explore deeply how to apply the―question–exploration‖model toChinese teaching during senior years. This thesis consists of4parts. Part one,the background and connotative meaning of the implementation of the―question-exploration‖teaching model in Chinese teaching in Ji Ning No.1Middle School; part two, in the process of―question-exploration‖teachingstyle, the specific cases of different types of lessons; part three, the effect of―question–exploration‖teaching pattern, as well as the analysis of theproblems arising; part four, the―question-exploration‖teaching model shouldbe used flexibly according to actual teaching practice. As a teacher on the platform, after reflecting my teaching process, I hodethe opionion that, compared with traditional teaching method, the new onecan fully embody students’ dominant position in studying, which is greatlybeneficial to their desire to learn, ability to learn as well as ability to learnwell in a more democratic and harmonious atmosphere, and which can letthem clearly understand the worth of life and the happiness fromcreativity.However, there is no perfect teaching method in the world, with thequestion-exploration model unexceptional. A series of problems have arisenduring teaching. For example, the distance between teaching objectives andactural efficiency, out-dated hardware equipment hinders teaching processand teachers and students’ attitude towards the newly born teaching style, etc.In the course of practical teaching process, I don’t entirely copy theprocedure worked out by our school. Instead, I flexibly make use of it bycombining it with our traditional teaching method. Meanwhile, I usehierarchical teaching according to the different levels of students, differenttime, as well as varied surroundings.On the basis of different contents, Icombine or expand some teaching processes, which has produced a moresatisfying effect.