Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language

The Practical Research of Changing "Teaching"to "Learning" of Classical Chinese Teaching in Senior High School

Author ShenYing
Tutor WangYiRu
School East China Normal University
Course Education
Keywords Changing "teaching" to "learning" Classical Chineseteaching the practical research
CLC G633.3
Type Master's thesis
Year 2013
Downloads 81
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High school teaching classical has always been an important part of language teaching. Our students put a lot of effort, but with little success. Teaching effect is not very satisfactory. No shortage of classroom teachers eloquent speech, nor lack of multimedia courseware help mobilize the senses, our students could not always have little interest in classical Chinese. And alienation from their classical and there always exists the potential lopsided.The reason is that the current emphasis on teaching classical unilateral "teaching" phenomenon is more prominent. Unilaterally "teaching" monotonous, boring and inefficient is obvious. Therefore, efforts to change the original to " teaching" dominated by a single situation, explore new teaching ideas, more attention to students’"learning", a possible solution to the plight of a contemporary teaching classical way. Change "teaching" to "learning" in high school teaching classical Chinese practice designed to help students get rid of passive learning barely embarrassing situation, leading them towards happy learning and good learning.This thesis consists of four chapters composition.The first chapter tells of change "teaching" to "learning" the theoretical basis and the revaluation. This chapter mainly on the change "teaching" to "learning" the meaning of the method, the purpose was introduced. From pedagogy, psychology theory which is becoming "teaching" to "learning" looking strong arguments, on this basis, establish change "teaching" to "learning" teaching guidance on the current meaning and value.The second chapter tells of change "teaching" to "learning" in high school teaching classical implementation may. Focus on exploring the significance of high school teaching classical and presentations of variable "teaching" to "learning" and to achieve high school teaching classical relationship between objectives. Refer to curriculum standards requirements, explore change "teaching" to "learning" in the realization of the objectives of high school teaching classical role to play, and clarifies the change "teaching" to "learning" and high school teaching classical combination of points. The third chapter discusses the main change is the specific "teaching" to "learning" in high school teaching classical implementation strategy. Turning to change "teaching" to "learning" in the implementation of high school teaching classical Chinese philosophy, specific practices, and lists some of the teaching practice of the case.The fourth chapter introduces the variable "teaching" to "learning" in high school teaching classical Chinese practice of enlightenment. In the implementation process, both successful experience, but also encountered little resistance. This chapter briefly discusses the change "teaching" to "learning" the implementation of the results highlighted the subjectivity of students as well as teachers reflect the quality and training issues, hope for the future of education and teaching can produce helpful.The innovation of this paper is mainly manifested in the following aspects. Firstly, for a change "teaching" to "learning" the concept of doing a detailed analysis, a clear change "teaching" to "learning" the advantages. Secondly, the sum Yu Cai high school reform experience in the tradition of innovation, combining theory and practice. Thirdly, try to implement today’s high school classical classroom becomes "teaching" to "learning", and strive to explore new ideas for teaching classical, based on changing "teaching" to "learning" theory, looking for changing "teaching" to "learning" theory and the high school teaching classical convergence point, as far as possible in practice, continue to accumulate experience, so that the changing "teaching" to "learning" in the operational level with greater practical value.

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