Research on teaching strategies of group reading in senior high school based on Chinese core literacy.
Research on group reading topics and composition exercises in senior high schools based on textbooks.
Research on the Practice of Chinese Teaching Design in Senior High School Based on Core Literacy.
Research on the innovation of situational teaching mode of Chinese in middle schools.
Research on the Teaching Practice of Chinese Intensive Reading in Senior High School Based on Core Literacy.
Research on the practice of poetry education based on the school-based textbook "Basis of Poetry Appreciation".
How to design special Chinese teaching in senior high school based on core literacy?
How to embody the core literacy of the subject in the teaching design of Chinese special topics;
How to integrate the teaching contents in the teaching design of Chinese special topics;
How to promote students to learn Chinese through Chinese teaching practice?
How to deeply integrate the core literacy of the subject into all aspects of the theme teaching design;
How to realize the transformation of teachers from traditional teaching design to theme teaching design, that is, the transformation of teachers' concepts and teaching habits,
How to realize the transformation of students from traditional learning to project learning, that is, the transformation of students' attitude and study habits;
How to realize the change of evaluation concept and method of "high school Chinese theme teaching based on core literacy"
I. Types of asphalt research
Example: Guide students to read (Wang). Read while thinking → read while reading → read images → read feelings → practice makes you sing.
For example, the teaching principle of reading aloud (Zheng). The relationship between voice and "emotion and meaning",
The intonation and rhythm of the voice,
"Say" and "Listen",
Read aloud the dialogue with the reader and the text.
Questions raised in class
Discourse forms of classroom questioning.
Question-answering behavior of classroom questioning
Questions and answers
"known items" and "unknown items"
Oral form of questioning
Example: Cold Thinking on "Reciting" in Classical Chinese Teaching (Tong Zhibin)
Face up to the differences between ancient and modern classical Chinese learning purposes and ancient and modern curriculum systems
Correctly understand the connotation of ancient "reading aloud"
conclusion
Bloom's Classification of Educational Objectives in Cognitive Field "On the Optimization of Classical Chinese Teaching Design in Junior Middle School from Bloom's Classification of Educational Objectives in Cognitive Field"
Under the guidance of Bloom's classification of educational objectives in the cognitive field, this study studies the teaching design of classical Chinese. Main research issues
First of all, take the revised Bloom's classification of educational objectives in cognitive field as the analysis framework to understand the current situation.
What knowledge is presented in the teaching design of classical Chinese? What is the distribution of this knowledge in the cognitive process dimension?
Secondly, under the dimensions of knowledge and cognitive process, what is the teaching goal of classical Chinese teaching design in junior middle school at present?
"Research on the Optimization of Classical Chinese Teaching Design in Junior Middle School from the Perspective of Bloom's Classification of Educational Objectives in Cognitive Field"
Under the guidance of Bloom's classification of educational objectives in the cognitive field, this study studies the teaching design of classical Chinese. The main research questions are:
Firstly, based on the revised Bloom's classification of educational objectives in cognitive field, what knowledge is presented in the current teaching design of classical Chinese in junior middle schools? What is the distribution of this knowledge in the cognitive process dimension?
Secondly, under the dimension of knowledge and cognitive process, the teaching goal of classical Chinese teaching design in junior middle school at present.
Example: Rational Thinking and Practical Analysis of Creative Reading
Step 1: Why do you want to read creatively? Step 2: What should we use to create?
Step 3: Analyze and study the practical objects of creative reading,
Step 4: How do we create?
Why are you doing this? What is it made of? How come?
The structural model of junior middle school Chinese textbooks.
Research on Ye Shengtao's Whole Book Reading Teaching
Theoretical Interpretation of Wei Shusheng's Chinese Teaching Thought
The Distribution of High School Students' Language Barriers
The fundamental purpose of Chinese education is to cultivate students' correct use of the Chinese language (Chinese values);
The key to the use of language lies in the sense of language, not in knowledge (the judgment of the value attribute of language sense);
Language sense should be taught in Chinese teaching, and it should be taught in an emotional way (the way to realize the value of Chinese education)? .
What kind of China values does the author advocate?
What kind of value attribute does a certain aspect or element of Chinese teaching have?
What methods and ways should Chinese teaching achieve this value or obtain this value attribute?
I don't know the difference between value research and fact research and routine research.
I don't know that value research can cooperate with fact research and law research.
Ignoring the conversion mechanism and conversion marks between studies leads to confusion.
Example: "the uniqueness of classical Chinese teaching"
1. Teaching must be based on the characteristics of classical Chinese;
2. We must proceed from the characteristics of junior high school students and implement teaching;
3. We must start from the application of classical Chinese in modern society and implement teaching.