Teaching Experiment Research On "Problem Teaching" In Chinese Classroom Of Senior High School

Question is the starting point of thinking,is the root cause of learning,is an important way to cultivate students thinking."Problem teaching" mode is a teaching method in which teachers create specific problem situations based on specific teaching objectives in the learning process,guide students to think about problems in the situation and analyze and answer problems so as to achieve "four powers of delegation"(right of thinking,right of exercise,right of expression and right of induction and summary).It should be said that the essence of "problem teaching" is problem situation teaching,which is a teaching method based on problem situation to carry out teaching activities,and an important means to stimulate students’ Chinese quality and creative thinking.Therefore,I interpret the problem situation teaching mode and take Class 1905 and Class 1916 of Grade 2019 of Jiahe No.1 Middle School as the research objects to analyze and explore the creation and practice of problem teaching.The theoretical basis of this paperis the epistemology,education and constructivism of "problem teaching".The research methods of this paper are literature research,interview,practical inquiry and observation.This paper focuses on the following questions: Why is the "problem teaching" mode excellent in high school Chinese teaching? How is the "problem teaching" mode effective in high school Chinese teaching? What is the concrete effect of Chinese teaching in senior high school after applying the model of "problem teaching" ?So I used the theory research,experiment research,the conclusion of research train of thought,in chenzhou city jiahe golden harvest a comparison for two semester teaching experiment,with golden harvest in 1905(classes)and 1916(that in comparative classes)as the experimental object,in Chinese language teaching in two classes for specific situation,guided by the study design,comparison and analysis the difference of two classes and change.Before starting the experiment,first of all,I conducted a pre-test of Chinese proficiency in two classes.Then I implemented different teaching methods for the two classes.The experimental class used the "problem teaching" mode,while the control class used the teaching mode.Finally,I conducted a post-test of language proficiency in the late experimental period.Based on the experimental process,interview and observation results,the conclusion is drawn: "problem teaching" mode is beneficial to mobilize students’ enthusiasm and improve their ability of inquiry;Enhance teacher-student interaction,optimize classroom ecology;Improve the effectiveness of teaching and improve student performance.There are some research limitations in the comparative experiment of "problem teaching" mode in this paper: the research sample is small and there are many variables;The study section is short and the scope is small.Incomplete research experiments,more restrictions.There are also many challenges in the application of the problem teaching model.There is a long way to go for the application and further deepening of the model of problem teaching.This paper is composed of four parts: The first part is the introduction,which elaborates the background and significance of the research,summarizes the relevant situation of domestic and foreign research,and explains the research ideas and methods.It also understands the current relevant research and its reference and inspiration,so as to provide theoretical basis and support for this paper.The second part is the first chapter,which explains the concept definition and theoretical basis of problem teaching,and then introduces the model of "problem teaching" in the Chinese classroom of Jiahe No.1 Middle School.The third part is the second chapter.Based on the analysis of research status and the introduction of problem teaching model,the author conducts teaching practice research and case analysis,so as to understand the role of problem teaching method in high school Chinese classroom.The fourth part is the third chapter,which is the research results and reflection of this study.It mainly analyzes and summarizes the research data and results,and on the basis of reflection,puts forward relevant improvement suggestions and extracts the enlightenment for relevant research.