Exploration And Practice Of The Introduction Method Of The "Little Teacher" Classroom In Junior Middle School

With the promulgation of the "Compulsory Education Chinese Curriculum Standards"(2011 edition),education concepts are continuously updated,and the student's dominant position is becoming increasingly prominent.Process and teaching methods to improve classroom teaching effects and promote the overall and healthy development of students.Although the classroom introduction is only 3-5 minutes,it is a key part of the classroom teaching success,which directly affects the teaching effect of the entire class.If the classroom introduction is carried out well,it will lay a good foundation for the following teaching;it is not done well It will reduce the quality of classroom teaching.Obviously,importing is undoubtedly very important for classroom teaching.However,for a long time,traditional educational ideas and models have been deeply tied to the introduction of Chinese classrooms,and teachers have neglected the introduction of students in classroom It plays an important role in making students always be passive recipients,which greatly reduces the teaching effect and suppresses the initiative and creativity of students.Innovating classroom import methods and carefully selecting classroom import methods to attract students 'attention and inspire Students' interest in learning and creating a good learning atmosphere have become issues that require urgent research.This article takes junior high school Chinese classroom import as the object,based on the new curriculum standards,starting from the importance of import,further analyze the import function and significance,and through the student questionnaire survey and teacher interview survey to understand the current problems of the introduction of the first-line Chinese classroom,survey It is found that the introduction does not have the functions and effects that it should have,which can neither attract the students 'attention,nor stimulate students' interest in learning,nor can it inspire students 'thinking.The main crux of the post-analysis problem is that the teachers do not fully consider the students' academic conditions,In the introduction process,the participation of students is restricted.In response to this problem,in Chapter 3,the study draws on the research achievements of the majority of educators,and combines teaching practice,and in thecontext of fully integrating the new curriculum standards,proposes a new method for the introduction of new courses in Chinese reading,namely " The "little teacher"classroom introduction method.This is also the innovation of this article.As the name implies,the "little teacher" classroom introduction method is that the teacher gives the introduction to the students to carry out,under the guidance of the teacher,the students take the group as a unit and prepare for themselves.Textbooks,searching materials through multimedia and other methods,jointly preparing for the introduction link,and recommending 1-2 people to be the "little teacher",introducing at the beginning of the Chinese class,guiding the whole class of students to enter the main class.This chapter not only explains the new The basic concept of the method,its form and application process are also introduced,and related issues that should be paid attention to when applying this method are also proposed.According to the style characteristics,the"little teacher" classroom introduction method is divided into narrative,literary works,ancient poetry,and explanatory text.Five types of reconciliation papers,specifically introducing a variety of different "little teacher" introduction methods.Then explained the principles and principles on which this method is designed.The principles include pedagogy and psychology Principles of science and aesthetics.The principles include the principle of pertinence,the principle of simplicity,the principle of flexibility and the principle of interest,to prove that this method is scientific.The fourth chapter puts the "little teacher" classroom introduction method into the actual classroom teaching for one semester to test,highlighting the specific implementation cases of the new method applied to practice,and selecting 4 typical cases from them,respectively It is a case of narrative,ancient poetry,explanatory text and discussion paper.It is a specific application of the import methods classified above.It details the import process of "little teacher" and the teaching process affected by the import.Analyzed.In Chapter 5,the student questionnaire survey and teacher interview survey are conducted on the experimental class again,and it is analyzed that the "little teacher" classroom introduction method has produced certain effects,which has promoted the students to master classroom knowledge,created a good classroom atmosphere,andtransformed the students.Attitude to Chinese class,and even to cultivate students' good personality and other important functions.The "little teacher" classroom introduction method strives to give play to the students' subjective initiative,to start a good class,can maximize the use of 45 minutes,and enhance the teaching effect.Hope that the research can provide a general reference and reference for Chinese teaching Guidance for the harmonious and effective implementation of Chinese classroom teaching.