Research On Student-based Class Of Wang Songzhou

As the advance phase of the new curriculum reform, the 21 century has seen numerous unique teachers spring up, one of them being Songzhou Wang. With excellent ability of text-decoding and poetic classroom teaching method, Wang somehow is becoming a "weirdo" in the field of primary Chinese education. He also has received much critics as more and more attentions are attracted. Comments varies. Some hold that they could be intoxicated with gurgling poetry in his emotional classroom, while others criticize that so much focus on emotion would lead to the neglect of pragmatic teaching. Still, some appreciate his free-flow teaching process, while others point out that students’subject position is hurt as a result of teachers’ excessively dominant status in the classroom. To summarize the comments above, it is not hard to find out that the crucial point lies in the relationship between teachers and students, which is greatly affected by the current mode of student-based teaching method.This paper aims at analysing Wang’s classroom teaching performance of Chinese classes in student-based teaching idea from the perspective of the other people and also from himself. In order to take controversies concerned Wang’s teaching method more seriously, the author not only analysed the sample based on interviews and former files, but also read a great deal of teaching records and essays of Wang’s. Only by doing so did this paper come out.The whole paper would be divided into three parts:introduction, body and conclusion. And the body part consists of four chapters.The introduction part mainly deals with the reason why this topic is being chosen and how does it matters. Previous studies home and abroad about the student-based teaching idea, positive and negative side of Wang’s teaching method, together with the aim, analysis of Wang’s teaching method from student-based idea, and method of this paper are also introduced in this section.Chapter 1 would lay a foundation for the following discussion. It introduces the concerned theories of student-based teaching idea and also the characteristics and orientations of the classrooms under this kind of idea. The characteristics include real situation learning, awakening positive learning, cooperative active learning and guided inspiring learning. The student-based orientations are about value, teacher-student relationship and learning results.Chapter 2 is a crucial step for progressing the topic. It looks into the current opinions toward Wang’s teaching method by means of first-hand interviews which include face-to-face talks, phone calls and wechat, etc. due to the limited time and space. Two main points are made clear in this interview. One is the problematical aspects of Wang’s teaching method, the other is the opinion about student-based teaching method in primary school classes. Main points of numerous document literature are distilled to support the interview above.Chapter 3 is attempting to let Wang speak for himself and defend in his own voice. Controversies could only be objectively solved when different parties are involved. So the author tries to explain Wang’s personal understandings of his teaching method, teaching content and result from the perspective of student-centered state, text decoding and poetic classroom, etc. Dialogues may infuse lots of energy into the classrooms, but could also ignore the students as subject and lead to either question-answer mode or artificially lively invalid talks. The balance of mutual understanding toward one text enables teachers to use it as well as students. The ideal class is the one which focuses on the improvement of both teachers and students.Chapter 4 shall be the initiative part of all chapters. As the former two chapters have discussed the opinions of Wang and the others toward student-based teaching method, the author, based on the former, tries to propose her own thought in this chapter. She praised Wang’s student-based classroom design, but statistically pointed out the deficiency of it. The ideal student-based classes are illustrated at last. Text-decoding depends on real situations. It is not the form in class that counts but the inspirations behind it. Eliciting talks shall mostly be generative, not presupposed so that the classes could be upgraded to a higher level. In addition* the student-based teaching method is to promote students, so not only should the process be concerned, the result should also.The conclusion part in the end aims at commenting on the student-centered state in a critical sense. It objectively praises the positive effects Wang has achieved on student-based teaching and looks forward to his further improvement on both theory and practice. It, too, points out the deficiency of this paper and the eager to dig deeper to get a more mature research in the future.