| The "naturally divided teaching" proposed by Professor Xiong Chuanwu refers to a teaching theory and practice form in which teachers let the teaching tasks naturally differentiate with the students’ differences and guide students to study their own learning problems.After the introduction of “naturally divided teaching”,it was piloted in more than 50 schools across the country,including Danyang Yunyang School.After studying the theory of “naturally divided teaching”,Yunyang School developed a set of implementation strategies suitable for Chinese language teaching.The author uses literature analysis method,classroom observation method,interview method,quantitative research method,and case study method to deeply explore the implementation and effect of Chinese “naturally divided teaching” in Yunyang School.Yunyang School’s Chinese “naturally divided teaching” has achieved good results from the perspective of students,teachers and teacher-students.Because the language "natural teaching" meets the requirements of pedagogy,psychology related theory and Chinese curriculum standards,it has played a good role in improving students’ performance,cultivating students’ multi-faceted ability,developing students’ feelings and promoting the formation of students’ core literacy.However,Yunyang School also exposed some problems in the regularization stage of the implementation of the Chinese “naturally divided teaching”.First of all,it weakened the characteristics of the Chinese subject.Secondly,the students with learning difficulties progress slowly.Finally,it decreased the efficiency of group cooperation.The author puts forward specific improvement measures for these problems in the implementation process of Yunyang School: First,the determination to strengthen the reform of the Chinese “naturally divided teaching”;second,to study the “naturally divided teaching” under the Chinese language discipline;third,improve the implementation strategy of the Chinese “naturally divided teaching”.The third improvement measures including adjust the classroom teaching links,deepen the problem tracking,improve the group construction,and strengthen the classroom compliance testing.This article discusses from four aspects.The introduction part introduces the origin of the topic,the purpose and significance of the research,the research status,research ideas and methods;the first part gives an overview of the “naturally divided teaching”;the second part discusses the implementation strategy of the Chinese “naturally divided teaching” in Yunyang school;the third part discourses the implementation effect of the teaching from students,teachers and teacher-students three perspectives;the fourth part analyzes the deficiencies and suggestions for improvement in the implementation of the teaching.The purpose and innovation of this thesis is to conduct a case study on the implementation of Chinese “naturally divided teaching” in Yunyang School of Danyang City,to provide experience for other schools to conduct the teaching method,and to think about how to explore students’ individualized education in the conclusion part. |
