Teaching rhythm in Chinese classes of middle school is like a baton,which can optimize of classroom organization,improve teachers’ teaching quality and the efficiency of students’ listening to classes,make the charm of classroom teaching run through,demonstrate the rationality of Chinese classes in one after another,and make classes teaching have flexible vitality.Response to the call of curriculum concept for the return to the essence of middle school Chinese course and the requirements of core literacy,the rational use of teaching rhythm can provide new ideas and methods for the transformation of traditional Chinese classes to an open,diverse and orderly mode.The research takes the strong and weak movement of rhythm as the theoretical base,implements the requirements of curriculum core literacy,and reveals the theoretical basis of teaching rhythm.At the same time,through the questionnaire survey we can find out the problems existing in the current research.Combined with the classic Chinese teaching cases in middle school,this paper constructs a strategy system from the two dimensions of time and space,which is divided into "Regulation Means","Rhythm Type Of Unit Teaching Link" and "Presupposition And Processing" to discuss the implementation of the strategy.The survey indicates that in the theoretical foundation of strong and weak movement for the research on the rhythm of Chinese classes teaching in middle school,it is good for the classes organization,optimize the teaching process,improve the teaching effect and booster the development of different factors.Meanwhile teaching rhythm is good for the artist of classes teaching with beady of words & quality and feelings & reason.Chapter one analyzes the concept and attribute of rhythm which based on the theory of strong and weak movement,it puts forward the concept that class teaching rhythm refers to a regular change phenomenon,in which the comparable components appear alternately according to a certain sequence of time in the course of class teaching,and expounds its meaning and expression form.Chapter two analysis the influence factors of Chinese class teaching rhythm in the middle school,the development of Chinese teaching in such aspects as design,difficult point by teaching material text inside and outside the rhythm,the rhythm of the students’ cognitive psychological law of development and teaching methods which are commonly used in middle school language classes restrictively in using of the rhythm,hence also affect the teaching rhythm.Chapter three investigates the current situation of rhythm in Chinese classes teaching in middle school.Through the questionnaire survey of teachers and students in middle school in three schools,combing the data and analyzing the problems of teachers,we got the conclusions that teachers should deepen the theory of teaching rhythm,solve the problems of limited experience,and students are more looking forward to rhythmic Chinese classes.Chapter four discusses the strategy of rhythm of Chinese class teaching in the middle school,to distinguish the teaching rhythm control,and the problems are proposed flexibly when in the face of emergency situation before class and in processing of teaching through four kinds of methods,such as,class teaching language,the guide asked,activities,and emotional methods. |