Research On The Problems And Countermeasures In The Implementation Of "three Minutes Before Class" Activity In Junior Middle School Chinese

Oral expression ability plays an important role in one's development.It is not only an important embodiment of one's comprehensive Chinese ability,but also an important means of social communication.But in the actual teaching of Chinese in junior high school,oral communication teaching is often ignored by teachers and students,students' oral expression ability is poor,in the expression of communication appear hesitating,incoherent,words do not convey meaning and other phenomena.At present,each primary and secondary school in Jimo District has applied the three minutes before class in Chinese classroom teaching,which has a relatively systematic teaching mode,and has achieved a relatively good practical effect,and has been praised by the majority of teachers and students,but there are still some practical problems in the actual teaching.Therefore,in order to better promote the junior middle school language three minutes before class activities of good conduct,this paper will take the field cross town middle school junior middle school students as the research object to carry out research work,by method of literature summary analysis about the oral communication teaching and domestic three minutes before class activities of the article,through the questionnaire survey method to analyze the students' and teachers' views and practices,using interview method for teachers to real interview and communication,using the method of observation real observation records the real condition of three minutes before class activities,with a line of Chinese teachers to understand the current situation of the current activity.Therefore,on the basis of reasonable analysis of the practical problems existing in the implementation process,appropriate improvement strategies are put forward.The introduction part of this paper is to the research background,status quo,significance and methods to do a specific elaboration and explanation.The conclusion is the summary of the whole text.On the one hand,it affirms the important and positive significance of the three minutes before class,and on the other hand,it hopes that this paper can provide some research and reference value for solving the practical problems existing in the "three minutes before class" activity in junior high school Chinese.The main text is the main content of this paper.The body is divided into three chapters.The first chapter elaborates the characteristics and significance of the three minutes before the middle school Chinese class.The second chapter is to analyze the present situation of the three minutes before the middle school Chinese class.The third chapter studies and analyzes the problems and causes of the three minutes activity before the middle school Chinese class.The fourth chapter discusses and summarizes the improvement strategy of the three minutes activity before the middle school Chinese class.Chapter 1 and chapter 2 of cieme area field cross town middle school's real questionnaire survey,field observation and visit,etc.,from a line of junior middle school Chinese teachers and students a real feedback situation,affirms the three minutes before class activities to improve students' oral English ability plays an important role in promoting,at the same time,also found that some of the major problems of the activity and cause analysis.The first chapter,on the one hand,this paper discusses the four basic characteristics of three minutes before class activities,independence,universality,autonomy and diversity,on the other hand,the paper expounds the important significance for three minutes before class activities,mainly from the helps to develop students' Chinese comprehensive ability cultivation and improve efficient development of the language classroom,the exercise helps to boost students' psychological quality,the essay discusses the three aspects.Every coin has two sides.For three minutes before class activities in the problems that exist in the implementation process,according to the specific problems are analyzed in the following causes,mainly with "cramming education" traditional Chinese teaching mode,the examination of the current examination system of education idea,teacher's oral communication theory practice less,poor students' psychological qualities and skills the four major aspects.In view of the practical problems existing in the activity of "three minutes before class" in junior middle school,and combined with the physical and mental development characteristics of junior middle school students,the following specific improvement strategies are proposed: First,to strengthen the importance of teachers and students.First of all,teachers and students should attach great importance to the activity and fully realize the importance and implementation significance of the activity.At the same time,the school authorities should strengthen supervision.Secondly,the school Chinese teaching and research group should organize teaching and research activities related to three minutes before class effectively for a long time,and strengthen the training of teachers' theoretical knowledge and practical ability related to oral communication.Finally,teachers and students should jointly define the goal,so as to promote the first three minutes of class activities in a good and orderly way.Second,we should constantly broaden and enrich the forms of activities.First of all,teachers should constantly guide students to display accumulated knowledge,such as reciting ancient poems,sharing good words and sayings,telling idioms and stories,etc.Secondly,the teacher guides the students to continuously simulate the life situation communication in the Chinese class,such as writing the apology letter,asking for leave,thanking letter,how to refuse,how to interview and so on.Then,teachers can hold speech and interview activities,and regularly make speeches or interview activities;Finally,teachers should often organize students to participate in discussion and debate activities,so as to constantly improve students' oral expression ability and critical thinking ability.Third,gradually improve and enrich the content of the activities.First of all,teachers should closely focus on the textbook knowledge in class to carry out three minutes of activities before class,pay attention to the oral communication of comprehensive learning;Secondly,teachers should guide students to accumulate extensive extracurricular reading knowledge,so as to master more oral expression materials;Finally,teachers should also encourage students to participate in social practice activities,in social practice to obtain new knowledge and gain something.Fourth,strengthen norms and rationalize the process of activities.First of all,teachers should adhere to the principle of universal participation,and encourage more students to participate actively,rather than just one or two students' wonderful show;Secondly,teachers should reasonably define the overall process of the activity to ensure the rapid and efficient development of the activity;Finally,teachers should flexibly control the activity atmosphere and time,master the display time,control the atmosphere of the activity,so as not to affect the following teaching arrangement.Fifthly,teachers should formulate and improve the evaluation system.First of all,adhere to the diversity of evaluation subjects,adhere to the combination of teacher evaluation,student evaluation and self-evaluation;Secondly,the evaluation content should be multi-dimensional,which can be evaluated from three aspects: the content of speech,the expression of language,and the image situation.Finally,we should adhere to the diversification of evaluation methods,such as oral evaluation and non-verbal evaluation,initial evaluation and final evaluation,collection of MEDALS and certificates,growth record bag and so on.This study confirmed that apply the theory of three minutes before class activities have positive value,and on the basis of the theory of interpretation,attaches great importance to the strategy problem analysis and practice application,the combination of theoretical knowledge and practice,to promote the "three minutes before class"activities conducted effectively in Chinese teaching,further improve the level of junior middle school language "in the first three minutes.