"Knowledge Filler" And Its Teaching Research In The Unified Junior High School Chinese Teaching Materials

The "knowledge filler" section is an important part of Chinese teaching content in junior high schools.It improves the system of Chinese teaching materials and provides a useful support for teachers and students to teach Chinese knowledge.This paper closely focuses on the theme of "knowledge filler" and its teaching in the unified junior high school Chinese teaching materials,and takes the "knowledge filler" and its teaching status as the main research objects and analysis samples in the whole set of unified junior high school Chinese teaching materials.The paper is divided into five parts,the main contents are as follows:The introduction part explains the origin and significance of this research,the re levant research summary,the research ideas and methods,the main contents and inno vations of this research.The first chapter sorts out and analyzes the general situation of "knowledge supplement white" in the unified junior high school Chinese textbook.Firstly,it defines the relevant connotation.Then,the content of "knowledge filler" in the textbooks is analyzed by statistical method,and the classification and characteristics of knowledge elements contained in each textbook "knowledge filler" are summarized.On the basis of defining the relevant connotation,clarifying the classification and characteristics of "knowledge supplement",the second chapter analyzes the selection basis and teaching value of "knowledge filler" in the unified junior high school Chinese teaching materials combining with the specific content of this section.The third chapter focuses on the analysis of the problems and their causes in the current teaching of "knowledge filler" in the unified junior high school Chinese teaching materials.Through questionnaire survey and classroom observation,we can understand the actual situation of "knowledge filler" teaching,find the existing problems in the current'knowledge filler" teaching,and analyze the causes of the problems.The main problems of teachers in the process of teaching "knowledge filler" are:some teachers' cognitive structure of "knowledge filler" needs to be improved;the teaching objectives of "knowledge filler" are not properly set;the teaching methods are not properly used;and the teaching process is rigid and inflexible.The main problems that students have in the process of learning"knowledge filler" are:some students have weak active cognitive awareness of "knowledge filler",improper selection of learning methods and unsatisfactory learning results.The primary reasons for the above-mentioned problems come from both teachers and students.From the perspective of teachers,the main reasons are:attitude deviation and lack of discipline and professional accomplishment;The examination-oriented thinking is serious and confuses the relationship between teaching and learning.The teaching idea is old and the educational science knowledge is scarce.Rigidity of teaching design,lack of students'dominant position.From the perspective of students,the main reasons are:biased value judgment and weak interest in learning;Emphasis on subject ontology knowledge,lack of strategic knowledge;Teaching is "de-situational" and lacks in-depth learning.The fourth chapter explores the teaching strategy of "knowledge filler" in the unified junior high school Chinese teaching materials.In view of the problems existing in the teaching of teachers and students,this paper puts forward some corresponding solutions.As for teachers,they should consciously correct their teaching attitude and improve their professional qualities;Attach importance to students' learning needs and establish the idea of teaching for learning;Update teaching concepts in time to cultivate teachers' educational wisdom;Actively innovate teaching design to stimulate students' achievement motivation.On the part of students,they should make clear the value of knowledge supplement and cultivate the interest of self-study;Master strategic knowledge and cultivate scientific learning skills;Self-creation of learning situations to promote knowledge transfer and application.This thesis focuses on the study of "knowledge filler" and its teaching in the unified junior high school Chinese teaching materials,and explores the teaching and learning strategies of the section by analyzing the problems and causes of teachers and students in the process of teaching and learning "knowledge filler",in order to enhance the quality of"knowledge filler" teaching,push forward the reform and progress of "knowledge filler"teaching,and further comprehensively improve students' Chinese literacy.