The Language Learning Status And The Corresponding Chinese Teaching Reform Strategy Of Left-behind Students In Rural Junior Middle School

This special group "left-behind students" has caused the attention of the whole society,this article focuses on the left-behind students in the countryside as the research object.It is very common in the countryside.just like Jiang jiaji middle school in our hometown,the proportion of the left-behind students accounted for 70%.At the same time they also have distinct particularity,whether in life,learning,or psychological,as well as physical.As a line of rural middle school Chinese teacher,they are my direct education object.The particularity of these students directly attracted me to their special attention,in propose of teaching and educating.One of the most prominent problem is that the rural left-behind student's present study situation and development trend,the normal learning activities between these children and others are affected due to their psychological,family factors.Therefore,how to pay special attention to the left-behind students' supervision and education,has become an important problem not only aroused the attention of the whole society--especially education department,but also one of the focuses which the author can not ignore and have to face,for having served as a Chinese teacher.Because studies focus on their growth is my obligatory responsibility,so it has positive significance for my education and teaching career.In order to illustrate that the countryside junior middle school left-behind students deserve special attention,this paper analyzes the cause of left-behind rural junior high school students and their psychological,personality,and their language learning situation.It is focused on their language learning.The problem of-putting forward the rural middle school Chinese teaching reform is imminent,and this reform is a system engineering associated with society,schools and families,which needs three aspects of society,schools and families to cooperate with each other.In the study,some problems were found,and we should look for the methods and measures to solve the problems immediately.In the third and the fourth part of the article,combining with the reality of Chinese teaching,the author mainly talked about how to implement effective strategies of Chinese teaching reform and promoting the comprehensive Chinese accomplishment of left-behind students.The first requirement we Chinese teachers should do is to teach combined with education,to help left-behind students expand horizons,to shape healthy personality,and to actively guide the students learn Chinese through our real and usual life;Followed by is to teach left-behind students to establish positive and healthy ways of learning,arousing students' interest in learning the language,and help them develop good study habits and learning methods;The last is to highly cultivate students' ability of listening,speaking,reading and writing in Chinese,and learn to combine class inside and outside,so they can use the learned the language ability in practice.The implementation of this purpose,it needs the teachers' promoting the development of students in thinking ability and their increase in humanities accomplishment and aesthetic ability.The author hopes that through these practical measures,we can change left-behind students'Chinese learning,improving the effect of Chinese learning as a whole.Based on the author's school---Jiang jiaji Middle School of XinYang city,Henan province,as case analysis,this paper is combined with the current new curriculum reform to the requirement of quality education,as well as the reality of Chinese teaching,emphasizing we teachers need practically strengthen the students' psychological guidance and emotional education;we should also constantly improve our own quality,give more caring for the left-behind students,for the propose of shaping a good personality of their own,and preventing them from being misled in their growth;Try our best,use Chinese language teaching to help them,to make sure that their Chinese listening,speaking,reading and writing ability and the comprehensive Chinese accomplishment can be improved.For this point,through Chinese language teaching to shape the mind through words,we Chinese teacher not only teach knowledge,develop the skills,improve the teaching,also build the humanities educaLtion platform using Chiness teaching as the carrier,so as to achieve the goal of the education.Therefore,the research of the necessity and importance of Chinese language teaching posed in this topic which is focused on rural left-behind students,which is conducted in combination with the author's working practice and survey data,under the circumstance of a comprehensive analysis,so it has a realistic guiding significance.Compared with the precious research,my research measures are trying to be more systematic,more comprehensive,and more specific.This paper is not just aimed to study some matter of left-behind students,but take all aspects of Chinese teaching in junior middle school stage into consideration,in order to take effective teaching measures,thus to improve the teaching effect as a whole.In addition,due to my own limited ability,some views and methods are not mature enough or overall,I hope to provide some reference for the further study of the later.