A Study On Zhengyinong "Non-indicative" Language Education Concept And Practice

Zhengyinong's "non-indicative" education concept encourages students to study and explore independently,values the cooperation between teachers and students,respects students 'unique and individualized experiences,and advocates the diversity of evaluation subjects and standards,whichis in line with the spirit ofstudent-oriented and reformative language learning methods advocated in the Standard of Chinese Curriculum for Ordinary High Schools(2017 Edition).Zhengyinong's non-indicative educational concept encourages students to study and explore independently,values the cooperation between teachers and students,respects students 'unique and individualized experiences,advocates the diversity of evaluation subjects and standards,etc.,which is in line with the specific indicative teaching approach advocated in the(2017 edition),the specific teaching concept of students and changes in students' language learning methods,and the spirit of the practical teaching method,which is not enough to explain the specific teaching concept in the teaching process.Then,according to its shortcomings,the author puts forward the corresponding suggestions,and expects to give some inspiration and reference to the current Chinese classroom teaching.literature review.Based on a review of the four dimensions of non-indicative educational connotation,non-indicative educational value,non-indicative educational implementation and non-indicative educational evaluation,it is found that the current research on Zhengyinong's non-indicative educational concept has achieved some achievements in many aspects,but there is still much room for study.For example: the research on the concept of its lack of integrity and systematization,the research on the concept of its practice,but only in the macroscopic interpretation of its teaching methods and procedures,lack of the educational concepts and teaching methods into the specific teaching practice of the research.Thus,the main research direction of this study is to study Zhengyinong's "non-indicative" educational concept in depth and systematically,and to test its rationality and perfection by integrating its educational concept and teaching method into teaching practice.Zhengyinong "non-indicative" language education concept interpretation and teaching practice enlightenment."non-indicative" education concept of the main spirit of the core:teachers do not inform students in advance of the teaching objectives,do not directly tell students the answers to questions,but let students use their own hearts to understand,express in their own language,judge with their own views,with their own thinking to innovate.The inspiration that this produces to our teaching practice is: the student should learn to determine the study target autonomously,the teacher teaching should "leave white",the teacher and student dialogue should be equal,should respect the student's pluralistic interpretation.Zhengyinong "non-indicative" language education concept of experimental analysis.Zhengyinong's experiment analysis of the concept of non-indicative language education.In a senior sophomore class of T Middle School,we conducted a semester of non-indicative language teaching experiment,and evaluated and analyzed the results from both qualitative and quantitative perspectives through classroom study interviews,examination results and non-indicative teaching surveys.To improve students 'academic performance to a certain extent.Lastly,Zhengyinong "non-indicative" language education concept of practice reflection.Through the research of Zhengyinong's "non-indicative" educational concept and practice,the author finds that "non-indicative" teaching can not only innovate teachers 'teaching concept,improve teachers' teaching ability,but also promote students 'independent learning and cooperative research.Teaching is sometimes not flexible enough;Teaching evaluations are sometimes inadequate;Self-learning is sometimes of low quality.According to these problems,the author gives some suggestions: promoting the trinity of teacher,student and text;Effective construction and adjustment of teaching procedures;Establish a multivariate evaluation mechanism for the whole process;Group cooperation and teacher guidance go hand in hand.