Teaching Research On "Filling" In Chinese Textbooks For Junior Middle Schools Based On Constructivist Learning Theory

The "filler" in the Chinese textbook of the junior middle school in the Ministry of Education refers to the essays arranged in the blank space and related to the content of the text or knowledge of the language."Filler" is an important way for textbooks to present the basic knowledge of Chinese.It not only makes reasonable use of the space of textbooks,but also assists teachers in teaching and self-study of students.However,there are many problems in the application of "filler" in actual teaching.Therefore,this article takes "filler" as the research object,provides theoretical support with constructivist learning theory,and explores the specific application of constructivist learning theory in the teaching of "filler" in Chinese textbooks for junior middle schools.This article mainly starts from three aspects:First,focus on sorting out the main content of the "filler" in the junior middle school Chinese textbook,and analyze the problems in actual teaching.The content of "filler" is extensive,mainly including language knowledge,oral communication,writing skills,literary common sense and practical knowledge;although some effective teaching methods have also been implemented in the teaching,there are still insufficient understanding of teachers and students,and misapplication The problem.Second,it focuses on the feasibility and significance of applying constructivist learning theory to "fill-in" teaching.Constructivist learning theory meets the requirements of the curriculum standards,is consistent with the "filler" teaching in multiple angles,can effectively improve the Chinese literacy of middle school students,and has strong feasibility;Its own development helps to build a more scientific and effective classroom.Third,it focuses on the application principles and specific operating strategies of constructivist learning theory in "fill-in" teaching.It points out that constructivist learning theory should follow the three principles of initiative,situation,and experience in the teaching of "filling";and in the process of specific teaching,you can use the knowledge of filling to grasp the focus of the text and change the teaching concept to construct independently Knowledge,provide problem support to give full play to the role of teachers,strengthen cooperative learning to optimize classroom structure,integrate filler resources to master effective learning methods,conduct multi-dimensional evaluation to promote in-depth construction and other teaching strategies,and "fill" and literary knowledge on language knowledge " The "filler" teaching case was analyzed.