Reflection On Cultural Research On Chinese Teaching In Dulangkou Middle School

Dulangkou Middle School is a new star rising in the context of the new curriculum reform,and has been rated as an advanced unit of “teaching and educating people” in cities and counties for consecutive years,and the Provincial Institute of Education and Science has called it an advanced model of rural teaching reform.This article is a thematic study of the reflective culture of language teaching at Dulangkou Middle School,which has developed a number of excellent cultures in the process of curriculum reform.In addition to the introduction and conclusion,this article is divided into three chapters.The first chapter introduces the foundations of the study of a reflective culture of language teaching and learning in Dulangkou Middle School.From the curriculum reform of Dulangkou Middle School and the formation of teaching reflection culture,the research of the article has found a foothold.The formation of any kind of culture is the result of longterm accumulation,and the teaching reflection culture formed in the curriculum reform of Dulangkou Middle School has gone through the stage of independent construction,gradual advancement and system formation.Teaching reflection is the basic requirement of the basic education curriculum reform for teachers,and for Dulangkou Middle School,it is an important guarantee for promoting the development of the school’s curriculum reform.It is conducive to mobilizing the enthusiasm of teachers in curriculum reform,helping middle school students to shape a good psychological quality,and implementing the overall goal of the new curriculum reform.The second chapter discusses the composition of the culture of reflection on Chinese teaching in Dulangkou Middle School.The reflective culture of Chinese teaching in Dulangkou Middle School consists of two categories: reflective content and reflective method.Reflections on language teaching include reflections on teaching content and teaching design,reflections on teacher and student classroom performance,and reflections on classroom routine issues.Reflective methods include two main bodies: teachers’ reflective methods are divided into four categories: reflective meeting,reflective whiteboard,subject group listening to and evaluating lessons,and students’ teaching evaluation.Students’ reflective methods are divided into reflection meetings and reflection diaries.The third chapter summarizes the influence of reflection culture on Chinese teaching in Dulangkou Middle school.From the perspective of teachers,teaching reflection has greatly promoted the improvement of teachers’ professional level and professional quality,and helped teachers form the idea of seeking truth from facts;From the perspective of students,teaching reflection makes the students of Dulangkou middle school the biggest beneficiary.The students of Dulangkou middle school have formed the habit of autonomous learning and improved their ability of autonomous management and cooperation and communication;From the school level,teaching reflection not only improves the teaching quality of Dulangkou middle school,but also constructs a good school atmosphere and expands the social influence of the school.The core point of this thesis is that teaching reflection is an important measure to promote the development of curriculum reform and a strong guarantee for improving the quality of school education and teaching;only by unremittingly reflecting on teaching and truly implementing it can we promote the reform of the basic education curriculum and promote the development of education.