Research On Strategies Of Effective Discussion In Chinese Class Of Junior Middle School

In the context of today’s new curriculum reform,modern education is developing rapidly and language teaching methods are taking on a new life,with teachers shifting from focusing on ’teaching’ to focusing on students’ ’learning’.The "independent,cooperative and inquiry learning style" proposed in the Compulsory Education Language Curriculum Standards(2022edition)is also gaining increasing attention.As an integral part of cooperative learning,classroom discussion plays an important role in transforming teachers’ teaching methods and students’ learning styles,as well as promoting students’ personalisation and creativity,so it has gradually become an essential part of the language classroom teaching process.However,in the practice of classroom discussion,there are still many problems that make classroom discussion ineffective.Based on this,this study firstly compares the relevant literature at home and abroad,and uses questionnaires and teacher interviews to investigate and study the current situation of classroom discussion in junior high schools,taking some teachers and students of the second secondary school in Changji Prefecture as the starting point.Through data analysis,the problems of ineffective classroom discussion in junior high school were mainly reflected in the teachers’ lack of awareness of classroom discussion,failure to guide students to form scientific discussion groups,lack of preparation before class,lack of reflection after class,insufficient time set aside for students to investigate,and lack of implementation of summary evaluation;and the students’ lack of clear division of labour within the group and uneven participation in discussion.In response to these problems,the author analyses the causes from the teachers’ and students’ sides respectively,and proposes strategies for implementing the effectiveness of classroom discussions based on the concepts of cooperative learning advocated by the new curriculum standards,such as clarifying the topic,appropriate duration,scientific grouping,summarising,presenting results,designing before class,extending after class,reasonable evaluation and creating an atmosphere.The aim of this paper is to broaden the teaching ideas of front-line middle school language teachers by proposing feasible optimisation strategies,to implement the concepts related to core literacy into every lesson,to improve students’ independent thinking and communication and cooperation skills,and to make classroom discussions more effective and more practical for the middle school language classroom.