The Practice And Reflecting Of High School Chinese Dynamic Stratification Teaching

With the development of a new round of basic education curriculum reform,engaged in the education of the nation's people are all in the new things:rethinking the old teaching ideas,the pursuit of innovation teaching way.Of hierarchical teaching in 2017 is CiLi NO.1 Middle School third year,there are certain reform achievement,also exposed some limitations and problems.The author as a Chinese teacher,firsthand experience of former CiLi NO.1 Middle School layered teaching controversial,transformed at the start of the stratified teaching,layered teaching has certain achievement after the persistent efforts of three stages.Now,based on the requirement of new curriculum reform of the country's social and CiLi NO.1 Middle School layered teaching reform facing the subject of fine,specialized requirements,The author thinks that it is necessary to comprehensively study hierarchical teaching of theory and practice experience at home and abroad,and objective observations CiLi a Chinese dynamic hierarchical teaching in the development course,and profound reflection CiLi NO.1 Middle School Chinese dynamic hierarchical teaching problems,and puts forward some feasible Suggestions.The specific contents of the thesis is divided into six parts,each part is as follows:The first part is the introduction and literature review,will clarify the topic research background,research purpose and research significance,and explains the study of stratified teaching theory at home and abroad,and then list at home and abroad to the layering teaching practice exploration process,finally,the theoretical research and practical exploration to do a summary and based on this proposed own view.The second part is the first chapter,to dynamic hierarchical teaching and define the concept of the Chinese dynamic hierarchical teaching,high school,and to clarify the definition of the concept of theoretical basis,finally introduced the research ideas and research methods of this study.The third part is the second chapter,a middle school students from the college entrance examination Chinese new changes,CiLi demand,the respect such as Chinese teacher needs interpretation CiLi NO.1 Middle School Chinese dynamic hierarchical teaching background;And introduce CiLi NO.1 Middle School language dynamic hierarchical teaching of specific measures.Finally specific display in Chinese subject dynamic hierarchical teaching cases.The fourth part is the third chapter,will summarize CiLi NO.1 Middle School Chinese subject dynamic hierarchical teaching results,and through the questionnaire survey to concrete analysis CiLi NO.1 Middle School Chinese dynamic hierarchical teaching problems.The fifth part is the fourth chapter,combination with the practical experience and theoretical basis for reflection CiLi NO.1 Middle School when carrying out stratification teaching deficiencies and improvement measures.The sixth divided into conclusion part,will make a summary of the research,and on the future development of CiLi NO.1 Middle School Chinese dynamic hierarchical teaching and researches of the hierarchical teaching in China for a future.