The research results of contemporary pedagogy show that "teaching mode research is a comprehensive subject in contemporary teaching theory, and its core is to study various ways and methods in the teaching process from the perspectives of system, structure and function, and to investigate its theoretical or practical basis, thus forming a systematic and diversified teaching mode system." At present, Chinese teaching in junior high school is entering the bottleneck of the conflict between teaching and learning. It is necessary to reform the teacher-led injection teaching regardless of students' feelings and oppose the sloppy teaching with students as the absolute center. Therefore, in teaching practice, we have made a preliminary exploration of the classroom teaching mode under the background of the new Chinese curriculum reform, trying to find the best fit between teachers' "teaching" and students' "learning".
People-oriented, learn from each other's strengths.
What traditional teaching really ignores is human development. In the past, in order to complete the teaching task, we studied the teaching materials, carefully designed the teaching process, and carefully crafted every teaching link, especially the open class and appraisal class, which exhausted the collective wisdom of the whole group and made us teachers of the whole school. In class, the students follow the teacher's preset routine, and the teacher becomes an excellent protagonist. As a result, students become the best supporting role of teachers. In order to completely change this situation and realize the real transformation of our own teaching philosophy and teaching methods, first of all, we learn the new curriculum standard many times through self-study and discussion, and understand its core ideas; Taking advantage of the opportunity of preparing lessons and teaching and research activities, I studied and discussed the practice of curriculum reform in famous schools, and had a clear understanding of the situation of curriculum reform in China and Shanghai, which enhanced the sense of urgency of reform. Second, combined with the actual situation of our school, after screening, we actively learn the experience of curriculum reform in Dulangkou, Shandong Province and Lishui East Road Middle School in Nanjing, and try and experience people-oriented human nature teaching. Nowadays, we have consciously transformed the teaching idea of "taking the development of students as the fundamental starting point" into personal teaching behavior.
The change of students' learning style needs the guidance of our teachers. In teaching design and classroom teaching, efforts should be made to build a teaching mode and space conducive to students' autonomy, cooperation and inquiry learning, so as to urge students to question, think, explore and discover, and make them dare to speak and be willing and good at cooperating with others. At present, students' learning style has changed from passive acceptance, self-isolation and waiting for teachers' instruction to autonomous learning, cooperative learning and inquiry learning. Now our group has realized Chinese classroom teaching.
Several changes: it is not the teacher's lecture hall but the students' main school, not the lecture hall but a hundred schools of thought contend, not by rote memorization, but by active thinking and accompanying emotional experience, not passive acceptance but active exploration. Also changed an evaluation: not to see whether the teacher is wonderful or not, but to see whether the students are active or not, so as to teach by learning; Realize a harmonious and free classroom and truly turn learning into students' own business. Teachers experience the happiness of success and the happiness of growing up with students in teaching practice.
Second, teaching has a goal and learning has a direction.
The so-called targeted teaching refers to the setting of Chinese classroom objectives from three dimensions: knowledge and ability, process and method, emotional attitude and values, which is the transformation of Chinese classroom from monotonous teaching to rich and three-dimensional teaching. Three-dimensional teaching goal is teachers' expectation of students' learning results in the course implementation. It is concrete and operable, and it is a guide to guide the teaching process. It is flexible, and teachers can grasp and adjust it according to the teaching plan and students' learning situation. Therefore, when designing three-dimensional teaching objectives, we should first carefully analyze the teaching content, turn the curriculum standards and textbook information into our own information, and further understand the key points of the text. Such as: focus on objectives, focus on content, development of resources, implementation of knowledge points, cultivation of skills, stimulation of interest, divergence of thinking, discussion of cooperation, infiltration of education, extension of knowledge and so on.
Secondly, we try to fully understand students' current level, learning needs, learning environment, learning attitude, learning methods, learning habits, thinking characteristics, life experiences, personality differences and cognitive rules through various channels.
In addition, we also integrated the learning content. On the basis of analyzing the learning content, understanding the students' situation, reviewing the previous teaching experience and reflection, we should develop learning resources, use teaching media, properly select, process and refine the order, details and depth of teaching materials, and then determine the three-dimensional goal. When reorganizing the learning content, it is based on the premise of being conducive to the development of students. For example, it is helpful to narrow the distance between the teaching material system and the actual level of students, and it is easy to establish the "nearest development zone" so that students may reach the development level; It is conducive to stimulating students' emotions, guiding students' interest in learning and stimulating students' desire for knowledge; It is beneficial for students to actively think, actively participate in classroom activities, and have a unique perception and profound understanding of knowledge; It is helpful for students to use correct ideas and methods to solve problems, and it is helpful for students to understand the process of knowledge and inquiry.
Third, teach students according to their studies and develop independently.
Suhomlinski, an educator in the former Soviet Union, said: "In students' mental work, the first thing is not to recite, not to remember other people's thoughts, but to let students think for themselves, that is, to create vividly. "In actual teaching, teachers often face students with open minds and active thinking, and then there is a contradiction between the goals set by teachers and the students' strong thirst for knowledge. In order to reconcile this hidden teaching contradiction, teachers need to embody the new curriculum concept in classroom teaching. Our junior two Chinese group tried a new teaching model in Donglu Middle School and applied the educational concept of "learning as teaching". Give a lecture to the students before class. Our classroom model is: 1. Reveal the learning objectives; 2. Guide students to identify the difficulties in learning; 3. Students discuss in groups and put forward the existing problems; 4. Organize the whole class to discuss and correct, and the teacher gives instructions; 5. Expand training; 6. induction and synthesis.