An Analysis On The Teaching Practice Strategy Of This Drama In Junior Middle School Chinese Class

The "Compulsory Education Chinese Curriculum Standard(2011 Edition)" emphasizes that modern society requires citizens to have a good humane quality,an innovative spirit,a sense of cooperation and an open vision,and a multilingual language basic including reading comprehension,expression and communication ability.As a new teaching method that can effectively activate learning interest,enhance core literacy,and carry out cooperative learning,textbook drama implements the educational concept of "learning with pleasure" on the basis of respecting Chinese teaching and based on teaching goals,enabling students to In Fun Middle School,read while studying and gain from study,and truly get the comprehensive development of knowledge and ability.Looking at the current junior high school Chinese teaching,students 'interest in learning is not high,the teaching mode is monotonous,the teaching goals are utilitarian,and the students' innovative spirit,cooperative inquiry ability,and comprehensive literacy cannot be effectively developed.Based on the consideration of the above-mentioned practical problems,the author bases on the teaching practice experience and takes The textbook drama teaching as the research object to try to analyze the practical strategies of textbook drama in junior middle school Chinese teaching,so as to promote the development of the Chinese language discipline and improve the core literacy and comprehensive ability of students.And realize humanities education.This article is divided into four parts.The first chapter briefly summarizes the concepts,forms,and types of the textbook drama,then explains the theoretical basis of the textbook drama from three aspects of constructivist learning theory and learning support,multiple intelligence theory,and cooperative learning theory.Finally,it analyzes and summarizes it in junior high school.The value and characteristics of Chinese teaching;Chapter Two,using frontline teachers and students of two junior high schools in Hunan Province as the survey objects,through questionnaire surveys,interviews,classroom recordings,etc.,summarizes the actual status of textbook drama in teaching and analyzes textbook drama.The current problems in Chinese teaching in junior high school;Chapter 3,based on the problems found in the questionnaire survey,researches from the five aspects of development,text selection,arrangement,performance,and review,combined with specific practical cases,puts forward Targeted and operational strategies.At the same time,take the junior middle school Chinese textbook as an example,and sort out the adapted adaptations for reference according to the selection criteria.Chapter Four of the dissertation starts from the two levels of promotion and evaluation and summarizes the textbook.The reflection of the drama in teaching practice.The author hopes that this study can provide an effective reference for front-line teachers of Chinese,use textbook drama teaching to activate Chinese classrooms,and help Chinese teaching.