A Study On The Strategies Of Using After-school Practice Based On Thinking Development And Promotion

Chinese teaching materials are an important carrier for teachers to carry out language teaching and students to learn Chinese.After-school practice is an important part of Chinese teaching materials.After-school practice plays an important role in improving students' core language literacy and promoting students' language learning.Th is study takes the current unified use of the Ministry of the prepara tion of junior high school language teaching materials as an exampl e,based on the development and promotion of students' thinking,e xplorethes the use of after-school practice strategies in teaching mat erials.This study is divided into five parts,the first part is the intro duction,which describes the research background,research status,re search methods and research significance of this topic.The second part is about the relevant interpretation of the subject,including the interpretation of the development and promotion of thinking and th e relevant interpretation of the after-school exercises of the Chinese textbook compiled by the ministry of education for junior high sch ool.In the third part,this paper summarizes the six characteristics of the after-school exercises of the Chinese textbook compiled by the ministry of education for junior high school in the development and promotion of students' thinking,including definiteness,asymptot es,autonomy,transference,vividness and openness.In the fourth pa rt,this paper takes the use of after-school exercises by teachers and students in Ouhai foreign language school as the research object,a nd finds out the problems in the process of using exercises by que stionnaire.In the fifth part,based on the development and promotio n of students' thinking,some suggestions are put forward,that is,s etting up activities to stimulate students' thinking vitality;trimming exercises to accord with students' thinking characteristics;providing guidance to enlighten students' thinking mode;designing problems,expanding students' thinking path;goal stratification,improving stud ents' thinking level;arranging homework and transferring students' t hinking ability.