The Research Of Effective Teaching And Learning Of Junior Chinese Lesson Under The New Lesson Background

Since the Standard of Full-time Compulsory Education Chinese Course(draft) has been promulgated in the July of 2001, more and more scholars and teachers have realized the importance of classroom teaching efficiency to education. Therefore, many researchers have focused on this field and also presented many strategies to improve the classroom teaching efficiency. However, the aspects of understanding and judgment of teachers to the teaching efficiency need to improve and also the phenomenon that classroom teaching efficiency is deficient still exists. Based on that, this dissertation has done an investigation about the situation of effectively classroom Chinese teaching at the Tanghu foreign language experimental middle school by using questionnaire method, in combination with documentary method and interviewing method and finally come up with strategies to improve it.This dissertation is composed by introduction and four parts of main texts.The introduction mainly explains the reasons, goals and meaning of this dissertation and summarizes some relative researches.In the first part, we have sketched up the intension and characteristics of effectively classroom Chinese teaching. According to the existed research achievements in the academia, we have systemized the intension and particular characteristics of effectively classroom Chinese teaching. As a conclusion, we consider that effectively teching and learing of Chinese lesson is the teaching method that the teacher can make the students master the knowledge, have the ability of Chinese, and promote the all-round development of the student. Its particular characteristics includes course directed by ‘text’, harmonious relationship between teachers and students, rational teaching goals, sufficient preparation of study, scientific teaching organization and active leaning students.In the second part, we have analyzed the evaluation criterions and methods about effectively classroom Chinese teaching. Under the definition and characteristic of it and analysis about the phenomenon of it, we point out the evaluation standards of effectively classroom Chinese teaching from teachers’ teaching, including goals, contents, methods, attitude, expression, organization and effect, and students’ learning, including preparation, process and result. Moreover, the methods are composed by introspection, mutual evaluation, observation, investigation before teaching, examination and inspection of homework.In the third part, we make and analyze individual investigation of effectively classroom Chinese teaching to the Tanghu foreign language experimental middle school. We use the graphics to show the final results. According to the evaluation standards of teaching efficiency that mentioned above, we have evaluated the effectively classroom Chinese teaching in middle school from the aspects of philosophy, expression, methods, contents, goals organization and effect and analyzed the reasons that could impact it. And in the end, we point out that reasons include tedious class atmosphere, overmuch student in a classroom, corrective changing roles of teachers, teachers’ corrective utilization and understanding of teaching conception, the deficiency of teachers’ knowledge and capability, lacking of teaching responsibility, insufficient understanding about students’ self-learning dominant role and depending on infuse-teaching style.In the forth part, we point out the strategies that could carry the effectively classroom Chinese teaching. According to the individual investigation and searching relative literatures’ results, the strategies are as follows: first is optimization the teaching environment, like establishing harmonious relations between students and teachers and carefree classroom atmosphere. Second is making sufficient teaching preparation, such as digging into books and analyzing texts. Third is scientific classroom management, as building up the rules about learning in Chinese class. Forth is designing effective Chinese teaching process. Firth is designing effective questions in Chinese class. Sixth is creating high-efficiency discussion in the classroom. Seventh is design the effective teaching. Eighth is to carry out effective classroom promotion. And through the arrangement of the homework to consolidate the language classroom effective teaching strategy.