Research On The Application Of Memory Method Under The Goal Of Efficiency Improvement In Chinese Teaching In Middle School

"Memory is the only controller of knowledge",the source of all knowledge is memory.How to "remember accurately" a wide range of words,reduce typography;how to "remember firmly" a wealth of Chinese knowledge,and how to use it flexibly;how to "remember more" a vast number of literary classics,and how to accumulate more,are directly related to the quality of Chinese teaching.However,for a long time,in the actual process of Chinese teaching in middle school,teachers pay less attention to the teaching of memory methods,and students do not master the systematic and efficient memory rules,so they can only memorize by rote.The problem of "high consumption and low efficiency" in Chinese learning has been perplexing teachers and students.Therefore,it is necessary to introduce the memory method into Chinese teaching in middle school,guide students to master a set of effective memory methods,and use the memory law flexibly for learning.This paper consists of five chaptersThe first chapter is the significance of the topic and the summary of the research.This paper focuses on the purpose and significance of applying memory method to Chinese teaching in middle school.This paper summarizes the research status of this topic from two aspects: the theoretical research of memory in psychology and the applied research of middle school students' memory in education.These results are the theoretical basis and useful reference for this paper.The second chapter discusses the characteristics of memory development of middle school students and the theoretical basis of this topic.Cognitive learning,constructive learning,memory process and strategy,and the characteristics of middle school students' memory development are the theoretical basis of this paper.These theories enlighten us to choose the best memory method according to the psychological development and cognitive characteristics of middle school students,so as to promote them to study faster and more effectively.The third chapter uses the methods of "observation in class" and "questionnairesurvey" to make an in-depth investigation on the application of memory methods in Chinese teaching.The results show that in the process of Chinese teaching,teachers have the consciousness of introducing the memory method into Chinese teaching.In the process of poetry and classical Chinese teaching,they can also use certain methods to guide students to recite and memorize.However,there are still some problems such as the memory method is not systematic enough,the memory process is despised,and the participation of teachers is low.The fourth chapter focuses on the application of image memory,mind map memory,association memory,location strange image and chain story in Chinese teaching in middle school.According to the requirements of the new curriculum standard,teaching cases are designed,such as "the beginning of water melody,when the moon will be bright","spring","shudaonan","jinse" and "yongyule · beiguting nostalgia in Jingkou".The application of memory method in Chinese teaching in middle school is systematically studied,highlighting the operability in actual teaching.The fifth chapter takes the first senior middle school of Qin'an County as an example to test the integration of memory method and Chinese teaching in middle school.The practice proves that the correct use of memory law can greatly improve the effect of middle school students' Chinese learning.It also puts forward relevant suggestions from three aspects of "improving memory literacy","expanding teaching activities" and "improving teaching methods",which is convenient for front-line teachers to refer to.