Research On Chinese Thematic Inquiry Teaching

In June 2001,the second large-scale reform of basic education curriculum was carried out in China,since then,a vigorous reform upsurge has been set off in primary and secondary schools,appeared a hundred flowers bloom,a hundred schools of thought contend situation.Dou Guimei,vice President of Tsinghua university primary school,proposed theme teaching.“Chinese Curriculum Standards for Compulsory Education” advocates that Chinese curriculum should combine the comprehensive development of individual students with the development of the core quality of the discipline,and advocates independent,cooperative and exploratory learning.Theme-based inquiry teaching of Chinese is based on theme-based inquiry teaching and characteristics of Chinese subject,which helps to improve students' ability of cooperative discussion,enhance teachers' awareness of self-professional development,and improve the efficiency of Chinese teaching in primary and secondary schools.This paper takes the “Chinese thematic inquiry teaching” as the research object,finds out its existing problems,and combines the teaching of Su Shi's works in middle school Chinese textbook as an example to put forward the corresponding strategies.In this paper,investigation method,literature research method,case method and action research method are used tospecifically study “Chinese thematic inquiry teaching”.The thesis theme is mainly divided into the following four aspects:The first chapter defines the concept of “Chinese thematic inquiry teaching”,namely “thematic teaching”,“inquiry teaching”,“thematic inquiry teaching ” and“Chinese thematic inquiry teaching”,and expounds the characteristics of “thematic inquiry teaching of Chinese”.The second chapter analyzes the theoretical basis and research significance of “Chinese thematic inquiry teaching”.Firstly,the theoretical basis is elaborated,including constructivist learning theory,deep learning theory and humanistic learning theory.Secondly,the research significance of this paper is analyzed.The third chapter conducts and analyzes a survey on the current situation of “Chinese thematic inquiry teaching” for teachers and students in Hu Nan through questionnaires,through analyzing the survey results to find the problems,such as teaching resources rely too much on teaching material,it is difficult for the selection and generation of teaching“theme”,the lack of awareness of inquiry activities among teachers,the difficulty in organizing inquiry activities,the weak awareness of “integration” of teacher' texts,and the over-dominance of teacher' teaching.The reasons are analyzed and teaching suggestions are put forward.In the last chapter,the author puts forward the teaching improvement strategy of “Chinese thematic inquiry teaching”—taking the teaching of Su Shi's works in middle school Chinese textbooks as an example,puts forward the generating strategy of “theme” of this research,the organization strategy of exploring activities,and carries out the design of Chinese thematic inquiry teaching by taking the teaching of Su Shi's Nian Nu Jiao as an example.At present,there are few researches on “Chinese thematic inquiry teaching”.This paper hopes to provide teaching assistance to the majority of middle school teachers through this research.