Research On Effective Teaching In Middle School Chinese Based On Knowledge Classification

It has been witnessed that the current reform of Chinese teaching is in a full swing in recent years. we are delighted to see many changes of teaching concepts and applications of new methods and ideas in the field of Chinese teaching in high school.Unfortunately,the present situation of Chinese teaching has not been changed fundamentally,which is "less,slow,poor,wasteful", coupled with the category of Chinese knowledge has not been further divided,Chinese teaching in the middle school exists blindness, random trend. The main specific performance of low-efficiency teaching : first of all,the blindness in Chinese teaching, most teachers did not know about what to teach,which means they did not understand what Chinese knowledge they should teach in every class, leading to the teaching goal is not clear,the purpose of Chinese teaching is not strong, the teaching content is far from its target. Secondly, Chinese teaching is in random, teachers did not know "how to teach".Teachers can not be aimed at students different starting point and different knowledge to adopt different teaching methods.The fundamental reason of low-efficiency in Chinese teaching is that they did not divide the category of knowledge. With the development of the new curriculum reformation, teachers have gradually realized that the effective teaching should be implemented under the background of the new curriculum, and how to improve the effectiveness of Chinese teaching has became the focus of attention. Therefore it is necessary to clear Chinese type of knowledge for improving the efficiency of class teaching.The core viewpoint of knowledge classification theory is: there are different types of knowledge, which requires different learning conditions, it contends that teachers divide knowledge types scientifically, and choose different teaching contents,process and methods according to different attributes of knowledge. The author is trying to start from the theory of knowledge classification by cognitive psychology,to explore the effective Chinese teaching of middle school,which is based on the existing problem of Chinese teaching.This paper is divided into five chapters: the first chapter is the introduction part,mainly summarize the research status, elaborate the raise,the research significance,research innovation and research methods of this problem. The second chapter mainly introduces the basic concept and the theoretical basis of this study. The third chapter mainly puts forward some effective teaching strategies based on the knowledge classification theory, including the effective teaching objectives established strategy,effective learning task and the strategy choice of effective teaching methods of analysis. The fourth chapter will be the effective teaching theory of knowledge classification strategy based on the specific application in middle school Chinese teaching practice, through the design of teaching cases, involved in the inspection of teaching effect of teaching experiment. The fifth chapter summarize the whole thesis,analysis the deficiency and prospect of it, and provide the reference for theteachers and the relevant teaching and research staff. In short, in the face of the current Chinese curriculum reform, the introduction of contemporary knowledge category theory can alleviate the low-efficiency problem in Chinese teaching, and make the teaching of Chinese more orderly, more scientific, and more effective.