| Recently the quality education has been applied to the roll,the quality education advocated by the current primary and secondary schools mainly refer to the Australia teaching mode and the Dulangkou"10 + 35" mode in our country,which created the myth of education.The similarity of them is that complying with the "people-oriented" philosophy of education,restoring the students' dominant position,through the student's "learning" to evaluates the teacher's "teaching" and" let the students to move,make the class active." For a long time,we have carried on many times to the reform of the quality education in the Chinese classroom teaching in our country.But always in such a state: after preparing the lesson the teacher speaking with fervor and assurance on the podium,dozens of students in the whole class face to a teacher,teachers often have to carefully plan each step of the teaching process,and strive to dominate the thinking of each student.The teacher fully adhering to the teaching and their own doubts ",and students just play the role of classroom notes,the biggest drawbacks of the teaching mode is to deprive the students' initiative spirit,contrary to the function of Chinese education,ignore an important principle: " Give a man a fish and you feed him for a day.Teach him how to fish and you feed him for a lifetime".In our practice of classroom discussion,because of the lag of teachers' educational ideas,the lack of students' collective participation,the large difference in the area of education and other factors,the mistakes of discussion teaching methods are found everywhere.Therefore,this paper discusses the application of the method in the current Chinese classroom,reviews the practical value of the discussion teaching method,puts forward reasonable corrective measures for the misunderstanding in the application of Chinese classroom,makes expectations of its future development direction,in order to promote the effective implementation of the discussion teaching method,and constantly enrich the theory and practice of Chinese classroom teaching.The structure of this paper is as follows:Introduction: this chapter mainly and briefly displayed the research status of the discussion teaching method at home and abroad,problems and research value,research ideas and methods.The first chapter: the basic theory of the discussion teaching method in Chinese classroom.This chapter elaborated on the concept of academic discussion teaching method definition;discussed the application status of discussion teaching method in current Chinese teaching and the theoretical basis of discussion teaching method.The second chapter: the classification and function of the language teaching method.This chapter mainly discussed several categories of the discussion teaching method,discussed the prominent function of the discussion teaching method in the current Chinese teaching,in order to provide the necessary theoretical support for the follow-up study.The third chapter: the analysis of the invalid phenomenon of the discussion teaching method.This section contained the rethinking of the present stage of discussion teaching method in Chinese classroom and the feedback of the invalid phenomenon in the course of the application.The fourth chapter: discuss the effective strategies of teaching method.This chapter was based on the third chapter of the emergence of all kinds of invalid phenomenon,mainly from the teachers,students and school three aspects to explore the effectiveness of measures.Conclusion: currently the discussion teaching method is just a part of the teacher's teaching design.To let the discussion teaching method in the real sense to enter the classroom still need our further efforts. |
PDF Full Text Request