Research Of The Present Teaching Situation About Chinese Open Course In Middle School And Its Improvement Strategy

The open class started from the training of teachers in the 1950 s and has experienced more than half a century of development.At this stage,it has become a lawyer to explore teaching rules and study teaching methods and promote teachers' professional development and strengthen school-based training and carry out academic exchanges and An effective means of communication as well,especially for the professional development of teachers has a pivotal role.Public classes are increasingly becoming an important form of school-based teaching and research activities at all levels of schools.However,due to people's understanding of open class is not accurate enough,in the middle school language teaching in the public there have been many problems,hinded the open class value and function play,leading to teacher training and professional development to a "vicious circle",or even farther away from the normal class teaching and depart from the open class' fundamental purpose.This study takes the survey of the status quo of the teaching of open language in middle school as the breakthrough point,and adopts the methods of literature,questionnaire,interview,classroom observation and so on.The researchers conducted a special questionnaire and interview outline,conducted a questionnaire survey of 119 junior high school teachers,conducted four interviews with the four teachers,and respectively in the two provincial demonstration junior high school and high school to listen to six open class,Get the necessary information.Through the analysis of the results of the survey,the paper analyzes the main problems existing in the current Chinese language courses and puts forward the corresponding improvement strategies.The main conclusions of this study are as follows: the main problems of middle school language open course are as follows: First,the purpose of utilitarian teaching is serious;second,the trend of teaching method of open class teaching is obvious;Thrid,Class teaching process evolution of the problem is prominent;Fourth,open classteaching observation of thephenomenon of dislocation common.Correspondingto these problems,the proposed strategies are: first,to re-adjust and locate the function of open classes,digestive utilitarian over-expansion;second,the rational creation of teaching context,the scientific transfer of teaching content.Third,pay attention to student learning effect,inhibit excessive performance behavior.Fourth,the transfer of classroom observation perspective,reconstruction of teachers and students classroom relations.