Experimental Study On The Teaching Of "Teaching After Learning" Of Classical Chinese In Junior Middle School

In order to achieve modern teaching curriculum,which is student-oriented classroom and fully reflects the principal position of students,experts and scholars all over the country and even the world have started to study and reform the traditional teaching methods and carry out a round of curriculum reform.The mode of "the miracle of Yangsi" explores how to make students study,discuss and explore independently in class with interest,needs and questions(learn first).Besides,it also discusses how to make the teacher have a clear and targeted goal of teaching(teach later),so as to improve such abilities as independent learning,questioning,cooperating,listening and adjusting.This model reflects the teaching philosophy of "learning before teaching",which not only meets the requirements of the teaching reform of basic education in China,but also develops the core qualities of students.Therefore,it has been recognized and promoted by many schools.The theoretical support of this topic is the "subjective","human nature","tentative" and "constructive" of the conceptof "learning before teaching".The research methods include literature research,observation,interview,and practical inquiry.Under the concept of "learning before teaching",the research is carried out by trying to find the answer to "how to be useful for teaching classical Chinese in junior middle school?" " how is the teaching effect of classical Chinese in junior high school?" In order to answer the above questions,the author adopts the research approach of "theory interpretation — framework construction — contrast experiment — enlightenment and prospect of research".By using two classes in Shidu Middle School of Zhuzhou Yanling as experimental subjects(one comparative class and another experimental class),the author conducted the classical writings teaching experiment for two years guided by the design research seeking to find out and compare the difference before and after the concept of "learning before teaching".The author taught the two classes and tested their Chinese level and classical Chinese level before the experiment and then applied the teaching concept of "learning before teaching" to the experimental class,and the "teaching before learning" to the comparative class.The last exam before the second midterm of grade 3 was taken as the post test of Chinese proficiency,and the score was taken as the post test result of Chinese.In addition,a post-test was conducted on the level of classical Chinese,and the conclusion was drawn based on the results of observation and interview.The results showed that the teaching concept of "learning before teaching" is conducive to improving the level of students' learning engagement and the quality of their questions,enhancing students' self-study and reading interest,enhancing the relationship between teachers and students,and developing students' confidence and empathy.The paper is divided into four sections.The introduction and literature review of the first section mainly solve the problems of "why research" and "what research has been done on the relevant issues of this research,as well as the significance and inspiration for reference",and explains the research ideas and organizational structure of this paper.The second part is the concept explanation of the first chapter,which mainly solves the problem of "what to study",defines the concept of "learning before teaching",and introduces the theoretical basis of "learning before teaching" teaching.The third part is the second chapter.On the basis of the analysis of the research status and the teaching concept of "learningbefore teaching",comparative experimental research and case analysis are carried out to solve the problem of "how to study".The fourth part is the research results and prospects of the third chapter,which mainly solves the problems of "how the research is done" and "what else needs to be paid attention to".This chapter analyzes the research results and obtains some enlightenment and suggestions for future research.It is hoped that this research can trigger some thoughts of middle school teachers in classical Chinese class.