Study On Problems Of Pre-class Preparation Of High School Chinese Language Teaching

Ordinary high school Chinese curriculum advocates that high school Chinese course should give full play to its unique function to promote the development of students’ language learning and emphasize the students’ ability of autonomous learning. Chinese lesson preparation as an effective method of students’ autonomous learning, has a great effect on classroom teaching. Research into the present situation and the problems of Chinese lesson preparation and the relationship between preparation and classroom teaching, can better stimulate students’interest in Chinese learning and their independent inquiry ability so as to improve their Chinese language comprehensive quality, and further to raise teaching efficiency. Based on how well preparation goes on before class and how well the cohesion between classroom teaching and preparation effectively happens, this present essay explores the feasible and workable methods to promote all-round development of teachers and students.The present paper, revolving around the status quo of ordinary high school Chinese language preparation of our country at present, carried out a questionnaire polls to analyze the present problems existing in the high school Chinese language preparation before class. The key is focused on the cohesion of Chinese classroom teaching and preparation as the breakthrough point, attaching great importance to principles and specific methods of the preparation before class and class-teaching cohesion. Mainly the present paper is divided into three parts as follows:The first part mainly states the relationship between the high school Chinese language preparation and classroom teaching. This part covers the high school Chinese language definition of lesson preparation, the theoretical basis of the Chinese preparation and, the relationship between Chinese preparation and classroom teaching. Among the three, the theoretical basis deals with its points from another three aspects of the requirements of "Ordinary High School New Curriculum Standard" (experimented), the concept of constructivism learning theory and, students’ motivation theory. The relationship between preparation and classroom states from three aspects of analysis that Chinese language preparation is focused on students’ autonomous classroom rehearsal independently, high efficient classroom in need of students’ autonomous learning and the challenge that the new curriculum reform causes.The second part mainly states the present situation and problems of high school Chinese preparation. First, this part used a questionnaire to survey the present situation of high school language preparation, which was based on the survey to analyze the current main problems existing in the ordinary high school language preparation. That is, the lesson-preparing habit does not reach the designated requirements; there is lack of scientific system of preparation methods; there is lack of evaluation; there is lack of inquiry and critical spirit; lesson preparation doesn’t really serve the classroom, etc.The third part mainly begins with stating how to prepare a Chinese lesson and the cohesion of class teaching, including two aspects:First, the principle of high school language lesson preparation linking to the language classroom, namely, the pertinence, the scientism and variety. Secondly, the specific approaches to cohesion. To combine students’ preparation with classroom teaching target; to combine the consciousness of language problem with the classroom teaching process; to combine the preparation difficulty degree with the assumption of classroom teaching; to combine students’ interest with the effectiveness of classroom teaching.Through the research, this present essay has worked out the basic features of current Chinese preparation before class and found the main problems existing in current high school Chinese lesson preparation. According to this Chinese lesson preparation can be closely combined with classroom teaching. Starting from the Chinese teaching practice itself, this paper puts forward the concrete operational methods in order to promote and improve the efficiency of high school Chinese lesson preparation and the effectiveness of classroom teaching.