The Application Of Dou Guimei's Classroom Answering Art In Junior Middle School Chinese Reading Teaching

The answer is a way of interaction between teachers and students in the classroom,and as the last part of classroom questioning,it plays an important role in language reading teaching.As a transitional period in students' development,junior high school is a critical time for students to develop their learning habits.In Chinese reading teaching,teachers' positive classroom answers play an important role in improving the efficiency of classroom teaching and enhancing students' motivation.At the same time,the teacher's guidance of students' answers can promote the development of students' thinking and help to form a good teacher-student relationship.As a national language teacher,Dou Guimei's language education philosophy is recognised by most teachers,and her artistic achievements in classroom answers also reflect Dou Guimei's superb teaching skills.In this paper,we have studied Dou Guimei's classroom videos and texts,combined with articles and writings written by Dou Guimei,this thesis finds the characteristics of Dou Gui Mei's classroom rationale and summarises them,and concludes that there are three main characteristics of Dou Gui Mei's rationale: firstly,Dou Gui Mei has a clear sense of rationale;secondly,Dou Gui Mei focuses on refining the language of rationale;thirdly,Dou Gui Mei's The third is that Ms.Dou Guimei's classroom answers are rich in types.Combined with the questionnaires and classroom observations of junior secondary school teachers and students during the internship,the problems existed in the classroom: lack of a clear sense of answer;neglect of answer pre-setting;single form of answer and etc.Four main reasons are analysed: firstly,the teacher's role was not properly transformed;secondly,answer pre-setting was neglected;thirdly,a certain lack of teaching wit;fourthly,the students,mainly because of the class size and classroom atmosphere on the classroom.In applying Dou Guimei's art of classroom rationing to middle school language reading teaching,specific suggestions for rationing are put forward in three aspects: before class,teachers should have a clear sense of rationing and do a good job of rationing;during class,teachers should pay attention to using various types of rationing,refining rationing language and focusing on classroom generation;after class,teachers should reflect on their own and their students' perspectives,with a view to improving the classroom response skills of frontline language teachers and enhancing their professionalism.