Chinese Teaching: From Scattered And Unstructured To Focused-structure

At present,there is a phenomenon that the content of Chinese teaching is scattered and disordered,the teaching form is passive and corresponding to the content one by one.The teaching presents a scattered guerrilla state.In view of this kind of teaching present situation,this research,based on the existing Chinese focusing teaching idea,puts forward the Chinese focused tunneling teaching in order to correct this kind of wrong trend in Chinese teaching.Through consulting a large number of cases,the study found that scattered and unstructured teaching has the following characteristics: strong goal merger but weak direction;more discrete content and less depth;activities lack structure and less generation;more misplaced evaluations and no feedback.The characteristics of these aspects are the embodiment of the content characteristics of scattered and unstructured teaching teaching in different aspects.Comment dialectically and objectively,this kind of teaching has its reasons,but it also has inevitable negative effects.On the contrary,through the summary of excellent focused teaching cases and the deduction based on the knowledge view and learning theory of cognitive psychology,the ideal focusing-structure needs to meet these key characteristics:teaching objectives have logical correspondence and clear direction;the focus of teaching is consistent,with clear theme;teaching content is focused and linked,and evolves in depth;teaching activities are integrated and progressively generated;teaching evaluation is fully fed back and focused and deepened..Therefore,this study first realized the idea transformation from the reality of scattered and unstructured teaching to the ideal focusing-structure teaching.On this basis,the research focuses on the realization principles and steps of focusing-structure teaching assumption.Focusing-structure teaching design of Chinese should not only follow a series of principles from focus selection,content connection,goal setting,teaching sequence arrangement,teaching method design to teaching evaluation setting,but also to follow these principles:determine the teaching focus and limit the focus target---analysis content according to the focus,then determine step-by-step goals---set the teaching sequence,select procedures,and change methods---set up generative evaluation and design procedures for shifting the focus of teaching.So far,the research has completed the development from the teaching idea of focusing structure to the effective design of focusing-structure teaching.Finally,this research attempts to realize the transformation from effective identification of focusing-structure teaching to effective evaluation of focusing-structure teaching.Through the experimental comparison and analysis,the research verified that in the students’ Chinese learning,this kind of focusing-structure teaching is better than the scattered and unstructured teaching,but this kind of teaching also has limitations.Based on this understanding,the key features and limitations that promote the effective focusing-structure teaching are transformed into the promotion of effective focusing-structure teaching conditions,and the Chinese focusing-structure teaching diagnosis table is formed.Taking the long-standing controversial lesson case,"Yanzi to Chu",as the analysis object,the diagnosis table is used to analyze its advantages and disadvantages,and suggestions for improvement are put forward.So far,this research has completed the model construction and application practice of Chinese focusing-structure teaching.According to the research findings,Chinese focusing-structure teaching is not only a teaching concept,but also a teaching implementation mode,and also a teaching process design mode.This kind of teaching can promote students’ Chinese learning and improve the quality of teaching.