Judging from the current research situation of Chinese teaching, there are many studies on specific problems of textbooks and teaching methods in Chinese papers, such as how to teach a certain type of text, how to teach literacy, how to teach pinyin, how to teach composition, how to teach pictures, how to learn literature and so on. There are some "traditional texts" (both in primary and secondary schools), which people have studied for decades and put forward various teaching methods. Of course, we can study this kind of problem again, because teaching itself is a dynamic art, not a rigid model. A high-level teacher teaches the same text, and his teaching methods will never be the same at different times, different places and for different students. Therefore, the same textbook can have different teaching methods in different specific environments. We can study the specific environment and situation that people have not noticed and put forward different opinions from others.
However, if we only focus on the teaching of a certain lesson, a certain kind of text and a certain knowledge point in the textbook, this will limit our research scope, and it is not easy to find research topics with breakthrough and innovative value, and the Chinese papers we write often lack originality and few original opinions. Therefore, we should broaden our horizons, focus on the study of teaching materials and teaching methods from the traditional research, and look for Chinese papers with new research scope and research topics. For example, our thinking of writing Chinese teaching papers can be developed from the following two aspects.
One is a Chinese paper on curriculum, that is, the study of curriculum setting, curriculum nature and purpose, and the relationship between courses. People must learn Chinese in basic education, that is, primary and secondary schools. Before liberation, the primary school was called "Mandarin", the middle school was called "Chinese", and after liberation it was called "Chinese". What kind of course is Chinese? Why should we learn and teach Chinese? How can we teach and learn to achieve the purpose of this course? Although experts have talked a lot and even argued a lot about these issues, not everyone who teaches Chinese is very clear. Mr. Lv Shuxiang said, "I think everyone who teaches must first understand what he is teaching." What is the "Chinese" that the Chinese teacher teaches every day? What should students learn in this course? Such a question is really worth thinking about. Many people of insight pointed out that Chinese teaching in China has not been successful for decades. Lv Shuxiang once said: "When it comes to Chinese teaching in primary and secondary schools, first of all, we are sure that it has problems ... the teaching time is too long and the effect is not ideal ..." Mr. Lu said this 20 years ago, and the situation may not be much better now. As long as we look at the overall cultural level of the people and the low level of Chinese (shops, newspapers, television, typos and unreasonable sentences everywhere, many teachers in the school can't speak Mandarin, and writing on the blackboard is terrible ...), we can know that Chinese teaching in schools is inefficient or even a failure. Mr. Ye Shengtao once pointed out three disadvantages of Chinese teaching. One is that reading and writing is not to increase knowledge and express thoughts and feelings, but to cope with exams. From this perspective, the success or failure of Chinese teaching is not only a problem of Chinese teaching itself, but also influenced and restricted by the education system. However, as far as Chinese teaching itself is concerned, there are still many problems worth studying, such as how to correctly understand the nature and function of this course, so as to be autonomous (not just to complete the teaching content and teaching plan specified above).
In Mr. Ye Shengtao's view, the task of Chinese class is to help students develop good habits of using Chinese. Because Chinese is a tool and an indispensable tool in daily life. What Chinese classes and Chinese teachers should do is to guide and train students to learn to use this tool. Some students can't draft telegrams from primary school to middle school, and they can't tell clearly that 20 or 30 words are used in ten words, which shows that they haven't mastered this tool of daily life. The inspection from teaching is that the Chinese class or the Chinese teacher has not done his duty. Since Chinese class is "helping" to cultivate students' good habit of using Chinese, how to "help" is promising. Different times (such as since the reform and opening up), different regions (such as big cities and small places, different Han areas and ethnic minority areas), and different student situations (overall quality, economic and cultural environment, etc.). ), teachers can "help" in different ways. Teachers in the front line of teaching have more say than experts on how to effectively help students form good habits. They can sum up something through teaching practice, enriching and even rewriting our current theory of Chinese teaching methods.
Of course, the problems related to the nature and purpose of the course are relatively large. It is often difficult to study the nature, purpose and task of Chinese class as a research topic, or even as a topic of Chinese teaching papers. It is impossible for everyone to do such a big problem. However, if we are good at linking the small topics we study with these big issues, although it is a micro study, it contains macro thinking. Such research may stand higher and analyze the problem more clearly.
The other is China's thesis on teaching language, that is, the study of teachers' teaching language. Teaching language is the main tool of teacher education. On the one hand, it has its own laws worth studying; On the other hand, as the main tool and carrier of teaching materials and teaching methods, it is closely related to teaching materials and teaching methods. At present, all normal colleges and universities have set up teaching methods courses in various disciplines. In addition to teaching some teaching theories and the nature of courses, the focus is on teaching materials and related teaching methods. So some are simply called "teaching materials and teaching methods" courses. This textbook should be the most targeted, practical and operable course, but its current situation is not satisfactory. Few teachers who graduated from normal university admit that they have learned teaching methods from this course. There are many reasons for this situation, one of which is that this course was divorced from reality.
Over the years, people have paid more and more attention to the study of teaching language, an extremely important aspect of teaching. Practice has proved that without the study of teaching language, it is difficult to deepen the study of teaching methods. Now the State Education Commission has officially issued a document, including teachers' oral English as a compulsory course for teachers' vocational skills training in the teaching plan of normal universities. In the study of Chinese teaching, in the past, there were more researches on textbooks, less on teaching methods, and less on "teaching language". In the future research of Chinese teaching, a new pattern of "teaching materials, teaching methods and teaching languages" will inevitably be formed. Among them, the study of "teaching language" is basically a raw wasteland that has just been reclaimed, and Chinese teachers can look to this land and come up with some research results.
The research scope of teaching language is very wide. For example, what are the characteristics of teaching language as a style? How is it different from ordinary spoken English? What is the difference between classroom language and extracurricular language in teachers' oral English? What are the characteristics of middle school or primary school teachers' spoken English? What is the difference between the teacher's spoken language used by senior students and junior students? What is the relationship between these differences and students' language cognitive ability and psychological factors? What are the characteristics of introduction, teaching, questioning and dialogue in classroom teaching? And so on. Combined with regional characteristics, we can also study the specific use of teachers' oral English in students' teaching in backward mountainous areas and ethnic minority areas, the use of teachers' oral English in bilingual teaching, and how to improve teachers' oral English in backward areas. When we focus on these aspects, we will find that many problems are promising, so that our research can not follow the footsteps of others and follow their suggestions, and even open up new fields, discover new problems, sum up new laws and provide new experiences.