The Practical Research On The Subjectivity Of Teachers And Students In The Middle School Chinese Teaching Under The New Curriculum

The new curriculum reform has stumbled over ten years in theory and practice. The hardships and achievement during this process is known for all. From the Chinese traditional education to the innovative education, the Chinese education has undergone enormous changes. The independence and initiative are fully pay attention to the students, which makes students enjoy study. The importance of students’ independence in Chinese education of middle school is especially attached, and the individual insights for life are fully respected. However, due to some programmatic requirements for examination and the misunderstanding of most teachers for the requirements of the implementation on the national curriculum, the problems during the direct teaching emerged in endlessly. It is more often than not that students’ subjectivity much emphasized, but the subjectivity of teachers is largely ignored. What’s more, the student’s subjectivity is performed in a superficial form, and the activities in the classroom are taken by fixed pattern. The result is that the subjectivity of teachers didn’t fully played, and the flexibility of teachers and students are much reduced. The playing of the subjectivity in the middle school is facing a major test. It is an overwhelming trend that how to ensure the subjectivity of teachers and students are played to the best, which will become the main content of the new curriculum reform. In this way, students’ Chinese literacy can be more effectively enhanced and the teacher’s work will be more effective.Mainly based on the teaching of the Chinese language in middle school and combined the theory with the observation in teaching, this thesis makes further explanation for the concept of subject, subjectivity and subjectivity of teachers and students after communicating with teachers and students and reading a large number of documents. Combined the new curriculum standards with the concept of traditional education, it interprets the theoretical basis of playing teachers’ subjectivity. Along with the constructivism theory, meaningful learning theory and humanistic education concept, it explains the theoretical basis of playing the subjectivity of students. It summarized the elements of teachers and students subjectivity in classroom and the status of the teachers and students subjectivity in practical teaching. This thesis sum up the inappropriate of current students’ subjectivity with classic cases of the excellent Chinese teachers, analyze and the method of solving the problems, which means a lot to some extent. It exposes the "pseudo subject" in teaching and set up a concept of inter-subjectivity. By close contact between teachers and students and the text, the subjectivity of teachers and students are fully played. On the aspect of evaluation mechanism, evaluation methods, evaluation objects and evaluation content, it made a comprehensive view for the integrity of construction classroom teaching and the evaluation.As for the level of the subjectivity played by the teachers and students, it largely rely on teachers how to adjust the classroom and walk into the student’s heart, and satisfying with the students learning desire, so the students’ spirit can be fully stimulated and they can be gradually guided from the shallow to the deep, from the outside to the inside. Teacher’s strong subjectivity is needed to stimulate students’subjectivity, rather than a programming formality and carelessness for the situation. Therefore, the progress of the new curriculum won’t be made without the updating concept and teaching training. Only when the real practitioner put the specific ideas into practice, the hopes of the future education can be foresee, and Chinese traditional culture can be inherited.