Research On The Chinese Language Teaching Of Family-oriented Works In Junior Middle School

With the development of society and economy, the material conditions of people's lives have greatly enriched, and their living standards have improved, but the sense of affection and gratitude has gradually weakened. Junior high school is a key period for the development of a person's cognition, emotion and personality. Featured with both instrumental and humanistic, Chinese is regarded as an important subject to carry out family education. Therefore, it is essential to apply family-oriented works to junior high school by making full use of the family subject in Chinese language teaching.In reality, the situation of the family education in Chinese language teaching is not cheerful because of the influence of the society, school and family. Teachers lack of emotional devotion in their teaching process, do not have family education in place, and sometimes teaching evaluation is carried out inadequately. Students lack of enthusiasm of learning and initiative of practicing. Based on these questions, I try to analyze the family oriented works based on the Chinese language teaching and Chinese teaching materials.The beginning of this paper is the introduction, mainly through the introduction of family themes of the origin of the study, research status and research methods, and thus leads to the topic.The main body consists of three parts.The first part is an overview of works of family. Family not only refers to the relationship between parents and children, brothers and sisters, but also includes the relationship between family members. The family-oriented works, as its name implies, refers to those literature on the subject of family content. The family-oriented works are widely distributed in textbooks of junior high school. The arrangement of content, the choice of genre and the use of personal pronouns all have their own characteristics.The second part analyzes the teaching condition of family-oriented works in forms of interview and questionnaire from two aspects of teachers and students, and analyze the causes from three aspects of social, school and family.The third part provides some detailed solutions focus on the current teaching situation of family-oriented works. This part mainly includes two aspects: first,teachers should create the situation through introduction, questioning and evaluation to stimulate students' emotions toward family, act based on textbooks to evoke students' emotion towards the family, and ask students to connect with the practice to see the real family; second, teachers should appropriately arrange "family-oriented" homework in the teaching process, to test what students gained, influence students by using of traditional culture, lead students to practical activities to guide and inspire their senses of family, and influence students by mobilizing all resources to create the external environment; third, teachers' words and deeds should served as a kind of role model for students to form their own personality.