Study On The Application Of Argumentative Teaching In Junior Middle School Under The PAD Class

With the emergence of the new curriculum reform,PAD has achieved good results in all kinds of educational structures in the past 8 years,and has also been recognized and participated by more and more front-line teachers.At present,many scholars have made researches on the teaching value,application and implementation of partitioned classroom,and some achievements have been achieved.However,there are relatively few studies in the stage of basic education,and some studies only put forward ideas but did not implement them,so the effectiveness needs to be further verified.The application of this mode in junior middle school Chinese is even less.Through half a semester’s practice,we found that argumentative teaching has the following problems:classroom teaching is still based on traditional classroom,paying more attention to how teachers teach;Argumentative logic,students feel boring learning,classroom atmosphere is dull;Group discussions designed by teachers are mostly real-time discussions;Students do not know how to think and do not participate in class discussions on medium issues.To this end,this paper explores argumentative teaching in junior high school by means of sub-classes,in order to improve the normal teaching quality of argumentative teaching in junior high school with active classroom atmosphere,students’ active participation in class for in-depth reading and thinking,learning interest and independent learning ability.The application research on "PAD class" and "argument" after combing the related studies,summed up the results which have been obtained,and then based on the curriculum,the argument is based on the junior high school teaching present situation,the use of classroom teaching mode to make up the junior high school grade nine top volume "dedication and happy" as a case,to the junior middle school language argument to divided into classroom teaching design.In the early stage,I prepared relevant teaching materials by reading monographs and communicating with teachers online,and carried out grading for three times,involving two forms of grading.In the first two classes,due to the low difficulty,in-class matching is adopted.In the third class,the difficulty is more suitable for in-class matching.Each form strictly follows the three stages of teaching,internalization,absorption and discussion,and presents specific cases.Then,in view of students’ learning achievements and teachers’ teaching experience,the paper evaluates and summarizes the teaching of opposites,in order to prove that the teaching of opposites can improve the problems existing in traditional teaching and argumentative teaching to some extent.Finally,optimization countermeasures are proposed for the application of "PAD class".Through this applied research,the present results show that the application of "PAD class" in argumentative teaching practice in junior high school Chinese can solve argumentative teaching problems to a certain extent.In the practice process,students can better adapt to this mode,and the classroom teaching atmosphere is more active than before.PAD classes make students become active participants in learning,and actively participate in class becomes possible,which enricens argumentative teaching in junior high school,and also implements the requirements of "double minus" policy to some extent.