A Research On Knowledge Teaching Mode Of Chinese Reading Teaching In Junior Middle School

What Chinese knowledge should teachers teach in Chinese classroom teaching? What teaching mode should teachers adopt to ensure the effectiveness of knowledge teaching from the rational level? The answers to these questions constitute the core content of the current research on Chinese knowledge teaching mode.However,there are few studies on the matching degree of Chinese knowledge and teaching mode.It can even be said that the academia has not yet carried out a systematic study of the problem.The lack of relevant theoretical research is one of the important reasons why Chinese knowledge teaching is inefficient or even ineffective.This research took “Chinese knowledge” as the starting point to study specifically what Chinese knowledge Chinese teachers have taught and how they have taught it.Based on the research background and purpose of this paper,the research has completed the following four aspects of work: it defined the concept of “Chinese knowledge” and clarified the connotation and extension of “Chinese knowledge” on the basis of combing the existing literature.And it gave the operational definition of “teaching mode” through combining with relevant research results and relevant theories of Chinese teaching.On the basis of these,this research established the analytical framework of “Chinese knowledge teaching mode” and applied the case study method to study the Chinese teachers' knowledge teaching mode.At last,it drew the research results by analyzing and summarizing30 Chinese reading teaching cases.Firstly,this research defined the concept of Chinese knowledge.On the basis of absorbing the research results of the connotation of Chinese knowledge and combining with the characteristics of Chinese discipline,the connotation of Chinese knowledge is understood as follows: Chinese knowledge is the facts,concepts,principles,laws,skills,strategies,problems and attitudes about language and speech(the process and results of using language),articlesand literature in listening,speaking,reading and writing.Specifically,the teaching content of Chinese knowledge included four aspects: social language/speech rules,others' speech experience,text speech content and speech behavioral rules.Secondly,it gave the operational definition of teaching method.On the basis of referring to the existing research results on the concept of teaching method and combining with Chen Youqing's “path theory”,the operational definition of teaching method is defined as: Teaching mode is the activity details of teaching method selected by teachers according to teaching content and teaching objectives.The same teaching mode can be used in different teaching methods,and different teaching modes can also be included in the same teaching method.Because the teaching modes applied in the same teaching method are presented successively,the teaching modes are mostly presented as the specific path of the teaching process.Thirdly,it established the analytical framework of Chinese knowledge teaching mode.Based on the previous research results of Chinese knowledge and teaching mode,the analytical framework of Chinese knowledge teaching mode is established.This research divided Chinese knowledge teaching mode into four aspects,namely,the four different composite path of activity details when teachers teach “social language/speech rules”,“others' speech experience”,“text speech content” and “speech behavioral rules”.According to the established analytical framework,this research used the case study method to analyze and study 30 teaching cases,including 10 first-line classroom teaching examples and 20high-quality classroom records of teaching competitions.Finally,through the study and analysis of 30 Chinese reading lessons,the author found that:(1)The teaching method of Chinese knowledge is diversity and in an unconscious state."Variety" is mainly reflected in the teaching aspect of "social language/speech rules".(2)"Chinese knowledge" and "teaching method" are corresponding and present fixed characteristic."Fixity" is mainly manifested as "special speech form" corresponds to the teaching method of "question-inform" 、 "text construction feature" matches the teaching method of "question/discuss-guide-teach&read" 、 "textual speech content" corresponds to the teaching method of "question-(tell)-guide-summarize" 、 "reading behavior rules" matches the teaching method of "question-sample read-teach&read" 、 "quiet reading behaviorrules" corresponds to the teaching method of "question / rhetorical question-(guide)-apply".(3)The teaching method of Chinese knowledge is empirical and reflects the individualized characteristics of teachers."Personality" mainly presents that different instructors often use different methods to teach the same knowledge content;the same instructor usually chooses different teaching methods even if they face similar teaching content.Further exploration found that the main factors influencing the knowledge teaching mode in junior middle school Chinese reading teaching are as follows:Teachers lack thinking about the matching of teaching content and teaching methods.The teacher's teaching experience is easy to become rigid after reaching a certain degree of accumulation.Personalized teaching methods is the inevitable result of the development of teachers' teaching knowledge.In order to improve the relevance and matching of Chinese knowledge and teaching methods,this research puts forward the following suggestions:Teachers must establish a consciousness of matching Chinese knowledge and teaching methods firstly.Secondly,teachers should understand that the matching of content and methods presents fixed matching characteristics but it must also avoid solidification and rigidity.Finally,teachers need to accelerate their professional growth so as to achieve the diversified teaching methods.