Inquiry Into Deep Teaching Of Chinese In Middle School

For a long period of time,there always has been the phenomenon of surface,shallow and performance in the Chinese language teaching.As a result,the teaching quality is in the state of "less,slow,inefficient,and poor".With the advancement of the curriculum reform in Chinese language teaching,a growing number of researchers and first-line teachers have begun to pay attention to the research on deep teaching in middle school Chinese classroom.Deep teaching of Chinese in middle schools means that Chinese teachers guide students to break through the shallow learning of Chinese knowledge,train and develop students'logical thinking skills,and pay attention to the meaning generation of students in the process of using Chinese basic knowledge,thereby effectively improving students' language ability and comprehensively enhancing students' Chinese literacy.This article is divided into four sections:In the first chapter,it explores origin of the deep Chinese teaching in middle schools.Firstly,it starts from the theoretical background and practical background of the era.Secondly,it provides the theoretical basis for the formation of deep Chinese teaching in middle schools in the historical context of the new curriculum reform.The second chapter mainly focuses on the analysis of the concept of deep Chinese teaching in middle school.In this chapter,the author first explained the meaning of deep Chinese teaching in middle schools in detail.Then,it further defines the concept in three dimensions:knowledge teaching:text depth interpretation;method teaching:deep thinking training;emotional teaching:profound emotional experience.In the end,it further explores and analyzes its teaching value,that is,aesthetics:perceptual accumulation;intelligence examination:rational thinking;heart examination;poetic dwelling.The third chapter expounds the deep teaching of Chinese in middle school from the perspective of teaching practice.Combining the classical cases of several famous teachers of the "profound Chinese" genre,the article strives to explore the teaching artistic features of deep Chinese teaching in three aspects:text teaching,thinking teaching,and emotional teaching,that is the extension of text teaching,the depth of thinking teaching,and the attention of emotional teaching.The fourth chapter mainly discusses the reflection and enlightenment of the deep teaching of Chinese in middle school.In first place,the article looked at some of the misunderstandings in the teaching process of the deep teaching of Chinese in middle school,that is over-interpretation,pan-text,and pan-human culture.Then,we will discuss some enlightenment from the three perspectives——moderate interpretation,prevention of generalization and balance between instrumentality and humanity.I hope that this paper will give you a clearer understanding of deep teaching of Chinese language in middle school,and gaining some inspiration from it,enriching the Chinese classroom teaching practice.