A Probe Into The Thematic Teaching Of Chinese Language In Middle School

Problems of Chinese education like deep instrumentalization and low efficiency were pointed out in the reform of new Chinese course,of which the standard put forward a series of innovative and scientific and systematic new concept and teaching idea,among which “thematic” are mentioned many times,as well as the whole perception,dialogue teaching,autonomy,cooperation and explorationIn this background,Chinese subject teaching of middle school got much attention,among which the research of Chinese subject teaching of senior high school has great scale.Senior and junior high school cover the whole puberty phase which is the most crucial physical and mental development period of educates.In the frame of middle school Chinese subject teaching,how to carry out Chinese subject teaching in junior high school and connect junior and senior high school teaching to integrate middle school Chinese and well bridge junior and senior high school,is the study objective of this articleIn the introduction,this article firstly made a brief summarization of the status quo of Chinese subject teaching of middle school,including theoretical literatures studies,taking Su teaching version as example,subject teaching mating materials study and the personal experiment of Mr.Hong Wu as example,subject teaching front practice study to peek the status quo of Chinese subject teaching in middle school and try to identify the characters and problems and found there are problems like immature theory and weak linking practice in Chinese subject teaching in the middle schoolIn the first chapter,this article tried to carry out theoretical discussion for Chinese subject teaching in the middle school.Firstly from concept points of view,furtherly make clear what subject teaching is and find out that its essence lies in the complete logic between organizations of teaching contents with guidance of thinking training,and subject teaching is not the form of teaching content organization.Second,based on cognitive psychology and from the perspectiveOf Chinese course reform and subject knowledge system construction,to analyze the great influence of junior middle school to middle school on Chinese subject teaching.Lastly,from the perspective of teaching mode,discuss objective,principle,process,category and assessment method of Chinese subject teaching in junior high schoolIn the second chapter,this article illustrated the concrete operational practice of 4types of subject Chinese subject teaching in junior high school,from small to big,from concept to text,from internal class to external class,revealed visualized the status of carrying out and existing problems of Chinese subject teaching in junior high school.According to the concrete circumstances in practice,the author tried to sort out and sum up the existing problems emerging during the carrying out and promotion of Chinese subject teaching in junior high school and based on problems,put forward strategies around 5 aspects: theoretical construction,teaching mating,teacher and resources,assessment method and cutting into middle school situation.