Research In Methodology For Effective Teaching In A Chinese Class

Lectures in class is the typical communication method between teachers and students and the effective way of this kind of interaction is able to guarantee the high quality of the lectures.Raising the questions,which is the crucial part of lectures in class,is an essential approach to achieve the interactive communication between teachers and students.However,based on the proposal of 'the Core literacy in Chinese' and the spotlighted background of students' consciousness in raising the questions and giving the answers,many problems still existed in the Chinese class of the high school.Therefore,how to achieve the effectiveness of methods of raising the question in Chinese class became one of the teaching problems which needed to be solved as soon as possible.This thesis aimed at exploring a series of the effective methods operationally by exploiting the real lecture case of Chinese class in high school as the investigation subject.They pointed out the purpose for prompting the students' cogitation,improving the professional level of teachers' technical capability and constructing the high efficiency of the Chinese class.This thesis consists of six sections.In the first section,the thesis mainly introduced the background of this topic,which also contained the domestic and international research status.Moreover,this section also indicated research ideas and research methods of this topic.The second section is an overview of the methodology for teaching in the Chinese class,which explained and analyzed the efficient validity of the questions by combining the presentations of "problematic teaching" in the domestic and international methods of teaching.At the same time,under the premise of the related theories of effectively raising the questions and considering curriculum sdandard,the demands of times and the appeals of studens,the thesis discussed the importance of effectively raising the questions.The third section presented the analysis about the current research status in the methodology for teaching in the high school Chinese class.First of all,by observing classes and researching,they specifically concluded the problems in applying about methods of raising the question and teaching in Chinese class,which consisted of the problems about lack of logic,vivid description,and interaction.Simultaneously,they analyzed and summarized the reasons of the current research status in the methodology for teaching in Chinese class from students and teachers.And then,based on several aspects about learning from students,teaching from teachers and the subjects from Chinese class,they evaluated the influence of this research.In the fourth section,the thesis worked on implementing researches about methodology for effective teaching in the Chinese class.They quested from three main directions,which were about how to design the questions,how to carry out the questions and how to answer and evaluate.Specifically,the point of view,the extension and the attitude of methods of raising the questions from the direction about how to design the questions,is the core content of this section.Besides,they formed a series of the systematic methods of raising the questions in teaching experience,which cooperated with the specific teaching case.The fifth section is the experience of applying methodology for effective teaching in the Chinese class.In this section,they combined with the classic cases of methodology art for teaching in the Chinese class and reflected on the efficient validity,which was based on the questions and the students and teachers in class.In the sixth section they generalized the whole research in this thesis,which was compromised of conclusions,cogitations,highlights and shortcomings of this research.The thesis contributed to improving the current status of methodology for teaching in the Chinese class based on effective methods of raising the questions as the core,and they tightly connected the theory and practice which got from the practical teaching experience in class and got back to teaching practice.