Research On The Effectiveness Of Chinese Classroom Teaching In Senior High School In Lhasa City

It was in 1950 s that the Chinese scholars started to research the problems on the effectiveness of the classroom teaching. With the advance of the new curriculum reform, people increasingly pay more attention to the teaching efficiency and teaching result, and constantly seek the teaching effectiveness. Although, at present, there are still many terribly bad phenomena in Chinese classroom teaching, such as wasting of teaching resources and Low teaching efficiency, and the problem of “what to teach” and “how to teach” cannot solve completely yet. Therefore, study how to improve the effectiveness of Chinese classroom teaching and promote the comprehensive development of students on both knowledge and ability is an extremely urgent matte. In Tibet, facing the situation of social and economic development by leaps and bounds, also has the urgency of this issue.This thesis consists of four sections. The first section is introduction. It mainly includes the background of the study, literature review, the significance of research and the innovations of research. The second section is the key concepts and the definition of the standard for teaching effectiveness. In this part, the author gives the explanations on “classroom”, “classroom teaching” and “effective teaching” in the very beginning. And in the second place, makes a conclusion of the standard of the effective teaching. In the following section, the author analyzes the problems of Chinese classroom teaching in senior high school in Lhasa City. By teaching into the classroom and observing deeply about the current situation of the Chinese classroom teaching, making questionnaire survey to the students, and interviewing the teachers, the author acquires the present situation of senior high school in Lhasa City. And then, from the points of teacher and students respectively, the author analyzes the reasons for the low teaching efficiency from the following five aspects: teaching goals, teaching activities, teaching abilities, teaching feed-backs and teaching management. In the fourth section, the author summarizes the strategies of how to improve the teaching effectiveness. The strategies contain five methods. First of all, the teaching goals should be clear and brief so that it can meet the need of students’ physical and mental development. Secondly, the teaching activities should be colorful and close to life. Therefore, it can stimulates different learning interests. Thirdly, comprehensively improve the teaching abilities and expedite the teacher themselves’ development. Fourthly, collect the teaching feed-backs timely and push the reform of the classroom teaching. Last but not least, organize and mange teaching effectively and properly.It’s a long way and hard task to realize the effectiveness of Chinese classroom teaching. So it cannot only rely on teachers’ constant efforts, but also need the all kind of participation of students, schools, families, and social communities. Therefore, it can give a possibility to make sure the students have a comprehensive development both physically and psychologically and classroom teaching can carry out effectively.