Keywords: junior high school Chinese teaching problem strategy.
Chinese in junior high school is a language subject as well as a basic subject. Chinese in junior high school plays an important role in cultivating students' reading and writing ability. In junior high school Chinese classroom teaching, especially with the deepening of the new curriculum reform, there will be some problems in both teaching content and teaching form. For these problems, teachers can find and put forward corresponding solutions in time, which can promote the development of the whole classroom teaching.
First, the problems in junior high school Chinese classroom teaching.
1. There are some problems such as teachers' ambiguity in the setting of teaching tasks.
In junior high school Chinese classroom teaching, some teachers often don't give a clear answer in the setting of teaching tasks. For example, in the teaching of reading class, the ultimate teaching task is to make students really master certain reading ability, so that all students have a better understanding of related reading materials, and cultivating students' independent reading level is the most important purpose in the teaching task. However, some teachers often change their teaching tasks, and some teachers' tasks are also an important part of junior high school Chinese reading teaching. For the knowledge in the textbook, the teacher must give students a thorough and clear analysis according to the content in the basic Chinese textbook, so the teacher should spend a lot of time explaining the reading content in depth. In this process, although students have learned a lot from Chinese reading materials, the teaching task of cultivating autonomous reading ability has not been realized. The essence of reading class is teachers' actual explanation, which makes students' autonomous reading ability not fully displayed.
2. Teachers' teaching concept is relatively old.
Some Chinese teachers, especially old teachers, often continue the traditional teaching strategies because of the influence of traditional teaching concepts. They think this teaching strategy is still very effective. With the deepening of the new curriculum reform, the teaching concept of Chinese in primary schools has changed from the traditional mechanical teaching method to the teaching concept of quality education and more modern teaching methods. Old teaching concepts can't really meet students' learning requirements in the teaching process, and the teaching effect is not good, and students' learning enthusiasm is not enough. For example, some teachers mainly explain every word and sentence for students to recite. The teaching idea is to let students master the meaning of poetry. This teaching concept can not only meet the requirements of students' learning, but also make students feel passive when learning related poems. Under the new situation, junior high school Chinese teachers should pay attention to the meanings of words and sentences when explaining poems, but it is extremely important to cultivate students' cultural literacy and should also be integrated into the teaching process. In short, the relatively old teaching concept makes students' enthusiasm for learning not high, quality education has become a dead letter, and the teaching effect is not good.
3. Teaching methods are relatively extensive in teaching.
Under the new curriculum reform, the extensive teaching concept can no longer meet the teaching requirements. Before the implementation of the new curriculum reform, many subjects have been continuing extensive teaching. At present, due to various reasons, some teachers still adopt extensive teaching methods in the teaching process. In the process of junior middle school Chinese teaching, extensive teaching methods mainly focus on monotonous Chinese teaching to cope with all kinds of tests and exams. The key links and forms of teaching are all about how to improve students' test scores. In this process, although some teachers have made great efforts, students' academic performance has been improved at a certain stage, but out-of-context teaching can not show the beauty of Chinese, a course with both connotation and culture and art, so that students can not really appreciate the charm of Chinese, can not improve their enthusiasm for learning, and lack interest in learning Chinese.
4. There is not enough communication between teachers and students, and the classroom atmosphere is relatively disharmonious.
In junior high school Chinese classroom teaching, some teachers are often not good at communicating with students, but are busy with some prescribed actions in teaching. Chinese is a language subject. Without good communication and exchange, teachers can't really understand the problems existing in students' learning in teaching, so that some students continue to attend classes with problems, and the effect of the whole classroom teaching is not the best. In addition, if there is not sufficient communication and exchange, the atmosphere of the whole classroom teaching will appear disharmony. The teacher speaks above and the students listen below, which makes the teaching effect somewhat crude, makes the students look less natural in classroom teaching, and the classroom teaching atmosphere is rather dull and unharmonious. Teachers ask students questions mechanically and students answer passively, so the teaching effect is not the best.
5. Teachers don't pay attention to classroom teaching feedback.
In junior high school Chinese classroom teaching, teaching feedback is an extremely important link. Teachers should be good at paying attention to teaching feedback, and can find and solve students' confusion in Chinese learning in time through students' tests, communication with students and communication with parents. However, some teachers are not good at paying attention to this process, which makes students continue to learn with problems in the process of learning. Why they always fail in exams and why they don't listen to lectures in class have not been solved in time. The fuzziness of teaching feedback makes teachers have obstacles in the process of improving classroom teaching methods and improving classroom teaching quality.
Source: Yu Wenxiang, Zheng. On the problems and countermeasures in junior middle school Chinese teaching [J]. After-school education in China, 20 17, (10):102+105.