Chinese Teaching of Science Class in High School in Guangzhou City
|Keywords||science class in high school Chinese teaching survey strategy|
In the present high school Chinese teaching, we found that most Chinese teachers are not fully aware of the differences between Chinese teaching of liberal arts class and science class in high school.The majority of Chinese teachers have not yet attached importance to the unique nature of Chinese teaching of science class in high school. However, the author believes that, as a teacher teaching Chinese in high school, it is necessary to discover the unique nature of Chinese teaching of science class in high school and pay attention to it. Therefore, the author holds the nearby principle, selects several high schools as the research object in Guangzhou city, analyzes the differences of the status of Chinese teaching between liberal arts class and science class in high school, and then summarizes the student’s characteristics and the problems of Chinese teaching of science class in high school in Guangzhou, and puts forward effective teaching strategies to improve the status of Chinese teaching of science class in high school in Guangzhou.Through the questionnaire survey, the author concludes the problems and student’s characteristics which exist in Chinese teaching of science class in high school in Guangzhou City as follows:First, learning attitude of students are even worse in Chinese learning; The second, the Chinese foundation of students are less solid; The third, the characteristics of the students themselves are more unique; The forth, the motivation of students are lower in Chinese learning; The fifth, the teaching methods of teachers are more outdated.Considering about the problems and student’s characteristics which exist in Chinese teaching of science class in high school in Guangzhou, the author refers to the constructivist theory and the "student-centered" philosophy of education, tries to put forward the following three teaching strategies:First, to improve the teaching methods of teachers, establishing the dominant position of science students (or students in science class)in Chinese learning; The second, changing the attitude of science class students to Putonghua and Chinese learning according to the characteristics of science class students; Third, respecting the needs of science class students, strengthening their Chinese basic skills and language proficiency.