The Survey And Analysis Of Chinese "271" Teaching Mode In No.1 Middle School In Yulin City

Elementary education curriculum reform plays a vital role in China’s education reform, especially after the release of the "Tentative Elementary Education Course Reform Guide" in 2001. The new-born reform grows quickly across the country, with the rise of new teaching models in school of different levels.Yulin NO.1 Middle School is one of the key schools in Shanxi Province. To meet the ca of new educational reform and earnestly implement the educational ethics "education for all, all-round development’, it applies "271" teaching mode under the guidance of scientific development outlook. "271"mode targets to improve the developments of teachers and students through optimizing class setting, cultivating effective classes, and motivating students’participation and team spirits.This research is based on the apprenticeship experience in Yulin No.1 School, combined with 13 questionnaires from teachers and 400 copies from students. After a pareliminary knowing of the application of "271 "in the Chinese subject, the report conducts an analysis on the possible causes of the strengths and weaknesses identified in the questionnaire. The report then comes up with several suggestions accordingly.The thesis consists of five parts. In the first part, we introduce the purpose of the topic, current research results and the scope and methods we use. In the second part, we illustrate the base theory of "271"teaching mode. Following, we conduct researches on campus, with emphasis on three perspectives:school’s implementation, teacher’s application and students’acceptance. In the fourth part, we summarize the primary problems we found and try to figure out the reasons. Issues identified include:form over substance, non-profound understanding of "271", unfairness towards students, unbalanced participation, and over-loaded homework. In the last part, we put forward corresponding solutions. School should devise creative and various performance measurements, and devotes to effective teaching strategies. On the teacher’s side, teachers are supposed to design teaching process and choose the appropriate one in practice. For students, they need to be active in pre-viewing lessons and group participations.