Research On The Teaching Strategies Of "Chinese Methodological Knowledge" In Junior Middle School

In the goal of the Chinese curriculum,the process and method are an important dimension;in the middle school Chinese teaching material compiled by the Ministry of Education,the language element is an important part of the “two-line component”;in the language teaching,more and more teachers pay attention to Method of guidance.Methodological knowledge is indispensable in Chinese teaching.It exists not only in teaching materials,but also in the teaching generation of teachers.Junior high school is also an important transitional stage for the development of students’ learning methods.Therefore,the author defines the research object as the "Chinese methodological knowledge" in junior high school,aiming at strengthening teachers’ emphasis on and practice of methodological knowledge teaching,and providing some teaching strategies.Suggestions and choices.Firstly,based on the analysis of the curriculum standard,this paper clarifies the general teaching objectives of "Chinese methodological knowledge".Secondly,it clarifies the basic content on the basis of combing the teaching materials,and through the investigation and analysis,clarifies the problems and their causes in the teaching.Finally,Propose strategies to solve the problem.The full text is divided into six parts,the specific contents are as follows:The introduction part introduces the reasons for the selection of this article,and summarizes the four aspects of textbook presentation,content,teaching problems and teaching strategies of Chinese knowledge,and finally the presentation of research methods.The first chapter is to understand the connotation of "Chinese methodological knowledge".In the concept definition,the relationship between the subject nature of Chinese knowledge and the knowledge and ability of Chinese language is clarified,and then the transition to theoretical value and teaching value is discussed.The second chapter is to sort out the "Chinese methodological knowledge" in the middle school Chinese teaching material compiled by the Ministry of Education.This chapter combs the methodological knowledge in the junior middle school Chinese textbooks in a tabular way,and then presents its characteristics of literary and holistic,explicit and implicit,and the specific content of the five major sections.Made a more detailed analysis.The third chapter clarifies the problem of teaching "methodological method knowledge".Here is mainly a collation analysis of questionnaires to understand the current situation of teaching,and to reflect on the lack of teaching process in terms of thinking and practice.Among them,the importance of methodological knowledge in data collection,organization and application is highlighted.The last two chapters are the focus of this article,as well as innovation.Both ideology and practical research are an integral part of the teaching strategies.The fourth chapter deals with the three requirements of the subjective and dominant,flexibility and pertinence that teachers should follow when teaching methodological knowledge,as well as the two major ways of text and topical teaching.Relevant elaboration is intended to help teachers establish a good teaching concept of "language methodological knowledge." The fifth chapter is based on Mr.Zhang Dajun’s classification of teaching strategies,focusing on the generalization of methodological knowledge,teaching implementation and teaching monitoring in the teaching process.It is expected to present a procedural and dynamic strategy research.In the specific discussion,combine the famous teacher case to explore appropriate teaching strategies.