A Study On Group Discussions Of Chinese Class In Middle Schools

In today's world,with the rapid development of science and technology,the competition for talents is becoming more and more intense.The society pays more and more attention to the quality of talents.This trend requires teachers who are responsible for the training of the new generation of newcomers to have higher quality.Teachers must gradually change the traditional "spoon-feeding" teaching methods.They should pay more attention to these instructional strategies such as heuristic education,inquiry teaching and discussion teaching.Thus,teachers can mobilize the students' enthusiasm for classroom learning and improve the quality of classroom teaching.Therefore,the application of classroom group discussions plays a very important role in changing the traditional Chinese teaching model in middle schools.This paper makes a more comprehensive study on the overall situation of group discussions in Chinese class of middle schools.This study has been systemically investigated and analyzed the current situation of classroom group discussions in middle schools by combining classroom observation,questionnaire and interview.In the course of the investigation,the author observes 36 Chinese classes,collects 394 valid questionnaires and interviews 18 teachers.Through the analysis of the results of the investigation,I found that there are still some problems in the group discussions of Chinese class.The results show that most teachers have failed to gather the knowledge and skills of group discussions;there exists unequal opportunities for speaking in group discussions;there is a lack of clear rules in most group discussions,and the order of discussions is more chaotic;teachers have failed to promote and supervise the process of group discussion preferably;many group discussions lack report and effective evaluation.Based on the above issues,I summarized some related factors that influence the implementation of classroom group discussions,including teachers,students,time,space and school.What is more,the author puts forward some strategies.These strategies are as follows: teachers should have a correct understanding of advantages and disadvantages of group discussions;strengthening the preliminary guidance to students about group discussions;emphasizing the design and supervision of group discussions;creating an appropriate discussion environment for students;establishing an effective evaluation mechanism;schools should strengthen school-based teacher training and seminars.