The Study Of Teacher’s Guidance Strategies In Chinese Dynamic Generation Class Of High Middle School

The exploratory pedagogy for classroom dynamic transitioned in modern educational reform has impressed the majority of educators. Traditional methodology of teaching still impedes the actual teaching process in classrooms. Chinese language teaching in secondary schools needs to modify its low efficiency and its physical damage to students. In order to facilitate meaningful learning, students’ background information knowledge should be transitioned and emphasized through teachers’ proper guidance to produce a remarkable and well-rounded individuals. Teachers should reflect a higher level of guidance and instructions throughout the learning and probing process. This paper highlights the importance of building well-balanced classroom teaching approach focused on guiding students’ exploration through integration of theories, practice and introspection on students’ experience(zone of proximal Development theory) and interactive dialogue. Furthermore, this paper proposes the strategies and techniques for scientific guidance on the basis of solid research on learning and teaching. The first chapter examines the current existing problems, and introduces current research literature. The second chapter digs into the eco-environment and premise for problem actualization(teaching resources actualization). The third chapter delves in the methods and strategies for dynamic actualization. The fourth chapter deals with the teachers’ guidance and adjustment strategies in a dynamic actualization process. With an empirical approach, this paper hopes to establish an open, harmonious, vibrant and well-balanced classroom setting to advance students’ guided actualization to a higher level so that substantive progress can be made in their Chinese language proficiency.