The Effective Teaching Strategy Research Of High School Chinese Optional Course About Extracts Of Pre-Qin Scholars

It was 11 years that Chinese Curriculum Standards of the Ordinary Senior Middle School has been carried out since 2003, but during the past years, optional courses teaching of Selected Readings in Pre-Qin scholars had little effects to improve student’s cultural quality and inherit Chinese culture. We can always see the phenomenon of ineffectiveness and poor efficiency in optional courses teaching. There’s no doubt that many problems concerning the improvement of optional courses teaching remain to be solved. According to the specialized characteristics of Selected Readings in Pre-Qin scholars, the author finished this paper based on a case study of a Middle School in Guangzhou city. The thesis is composed of four parts: Part one is the basic theory summary of the information and knowledge relate to this thesis. Part two is an investigation and analysis on present teaching in Selected Readings in Pre-Qin scholars through a research on the present teaching situation of a middle school. Part three put forward some effective teaching strategies of Selected Readings in Pre-Qin scholars through five aspects of the teaching objective determination, the teaching contents integration, the teaching methods choice, the teaching activities design, the teaching results guidance and evaluation. The fourth part is the analysis about the effect after implementation of effective teaching strategies in Selected Readings in Pre-Qin scholars teaching. Since 2014, the author make investigation, research, experiment and analysis for almost one year, and found that Selected Readings in Pre-Qin scholars as a representative collection of the Pre-Qin Period exists many problems, such as teachers put too much emphasis on teaching content and make contents more difficult, teaching time constraint, and lack of effective teaching strategies,etc. At the end, through the effectiveness research in teaching methods, contents, activities and evaluation, the author put forward three kinds of targeted curriculum designs which combined with the actual situation of a middle school and topic teaching approach, the author hope it can enlighten and help those teachers who standing on the first line of high school teaching.