A Study On The Choice Of Chinese Teaching Methods Reflected In The Educator's Growth Series

Since the reform and opening up,Chinese language teaching in our country has undergone rounds of curriculum reform,a large number of well-known language educators have emerged.However,in the process of advanced teaching experience,it is often due to many factors such as individual differences in teachers and academic situation,and it is impossible to achieve a wide range of promotion and practice of excellent experience.This study uses a combination of empirical research and analytical reasoning.Based on the "Educator Growth Series" compiled by the Department of Teacher Education of the Ministry of Education,by data analysis,we conclude that Chinese language teaching has been reformed and opened up in terms of methods.The current situation determines the behavioral tendency of teachers in teaching in daily teaching.Based on the frequency statistics carried out by 27 Chinese language teaching masters involved in the "Books",the frequency of quantitative analysis was used to analyze the fact that reading aloud and questioning were used very frequently in all sections,and due to the different sections.They are different.The Chinese language education concept and training value of teachers in each section show obvious differences.In terms of methods,the scenario substitution method,group discussion method,and key word analysis method show different tendencies in different sections.The need to mobilize a variety of abilities,ability level and higher scenario substitution method,group discussion method is used more frequently in junior high school than elementary school.Through the study of the "Books",not only the frequency of use of the method can be obtained,but also the same method can be found in different sections and different teachers in the comparison.Then,through comparative analysis,the method of reading aloud is studied.The different tendencies of various forms of implementation,questioning the balance of teachers' guidance in the application of teaching methods,and ways to avoid group discussion teaching methods.Starting from the new era of Chinese education in the new edition of the Ministry of Education and the new curriculum standard of 2017 high school Chinese language,combined with the decades of Chinese language teaching experience of 27 famous Chinese teachers,we will continue to reflect on the changes in textbooks,curriculum standards,and theoretical changes.In the new era of Chinese education,how should teaching methods,while inheriting advanced experience in Chinese education,adapt to the requirements of Chinese teaching in the new era,and look forward to the future path of Chinese education.The curriculum design of digital Chinese reading teaching,the development of multi-media literacy,and the suggestions for the selection of teaching methods in the new textbook after-class guidance have all become innovative directions in teaching method selection based on statistical considerations of teaching methods.The statistics of teaching methods are not the purpose of research.Explaining why choosing these teaching methods and discussing them in the contemporary Chinese teaching environment is the core of this article.It analyzes the problems in the choice of teaching methods and proposes teaching methods that have changed since the promulgation of the new high school Chinese curriculum standard.It helps teachers to learn from Chinese teaching since the new curriculum reform and choose more effective teaching methods.To help front-line Chinese teachers keep up with the trend of Chinese education reform,we must work hard at the level of teaching methods where teachers and students interact most directly.This topic is of great significance in exploring the choice of teaching methods after the new curriculum reform.