Classroom Teaching Evaluation of Chinese Painting as a Form of Fine Arts in Rural Junior High Schools

Teaching evaluation is an indispensable part of the teaching system of junior high school.In order to inherit the excellent traditional Chinese culture and arts,traditional Chinese painting has been paid more and more attention to in the fine arts curriculum of rural junior high school.This paper takes the classroom teaching evaluation of traditional Chinese painting as a form of fine arts in rural junior high school as the research object,and analyzes the problems existing in the classroom teaching evaluation of traditional Chinese painting in rural junior high school.This paper puts forward the corresponding improvement measures from the aspects of comprehensive evaluation object,concrete evaluation content,flexible evaluation language and diversified evaluation subjects,in order to improve the evaluation level of fine arts teachers'classroom teaching,improve students'aesthetic cognition and learning interest in traditional Chinese painting,and cultivate students'innovative thinking and spirit.

Exploring the Development of English Club Activities in Junior High School English Language Learning

English language activities are enjoyable and respect the students’subjectivity,which stimulates their enthusiasm for using English communication.Therefore,it is widely welcomed by junior high school students.The development of the English club and their activities,such as membership,management systems,event planning,advisory lecturers,and cooperation with school management,among others,all directly affect the club activities.Therefore,it is essential to promote their club activities in junior high school English language learning.This paper analyzes the role of the English club and explores their process of conducting specific activities.It is hoped that this paper will be used as a reference for future studies.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

A Study on Left-behind Junior Students'Foreign Language Learning Anxiety

Since the 1960s, foreign language educators and researchers home and abroad have started to pay attention to the influence of the affective variables including language learning anxiety on foreign language learning. This thesis tried to find out the factors that may influence the foreign language learning anxiety level of left-behind students and put forward ways to help lower down the foreign language learning anxiety level of the left-behind junior middle school students.

学习任务群视域下知识观转型与教学变革

学科知识、主体经验和学习活动是语文教学不可缺少的要素,不能因强调其一而取代另两者。学习任务群视域下的知识观,是从静态知识到动态运用、从知识点到概括性知识、从“知识—人”到“知识—世界—人”。学习任务群以实践活动内联知识类型、以学习单元建立知识结构、以真实情境促进知识—人—世界三者交融,探索出一条知识生成素养的有效路径。研究认为,依据学习任务群的特征,以初中语文为例,教学实践中宜采用概括性知识统领的单元教学,可分为提炼单元的概括性知识、提出引导性问题融入学科知识、设计知识理解与运用的学习过程三个步骤。

Students' and Teachers' Perspectives towards the Use of L1(Mandarin) in EFL Classroom

In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules are frequently broken by teachers. Hence in order to gain a better understanding of the issue in Chinese senior high school context, the present research seeks to examine teachers' and students' attitudes and beliefs with respect to their perceived functions and effects in incorporating L1 in classrooms. In accordance with previous literature, The research indicated positive role of L1, especially in enhancing students' understanding of difficult concepts and creating comfortable learning environment. In addition, it is notable that, in difference from other studies, the National College Entrance Examination has exercised considerable influence on the perceptions of participants.

审美视域下闲暇教育有机融入初中语文教学研究

学校闲暇教育具有引导初中生学会正确的闲暇知识和技能,帮助他们形成正确的闲暇态度,对其科学的世界观、人生观和价值观的塑造与形成具有积极的作用。闲暇教育与初中语文课程核心素养的高度契合使闲暇教育具备了融入语文教学中的可能性,而为了引导初中生合理安排闲暇时间、提升课程教学效果,又使得初中语文在教学中积极融入闲暇教育具有极强的必要性。基于共同的审美特性,为在初中语文教学中融入闲暇教育提供了主要路径,以审美的形象性、情感性、超越性促进闲暇教育在语文教学过程中的共鸣融入、具象融入和内在融入。

革命文化进入高中语文统编教材的情境创设

“情境”是高中语文新课标中的高频词,任务、活动、情境是新版高中语文教材的三个支点。情境创设对语文活动开展和任务完成具有重要作用。革命文化进入高中语文统编教材的情境创设体现了分类创设、真实创设、综合创设的理念,凸显了鲜明的建构性、实践性和整体性,但也存在个人体验情境进阶性不够清晰、社会生活情境创设不够具体、学科认知情境创设不够深入等不足。新版高中语文教材中革命文化情境创设的优化,需要明晰个人体验情境的层级,适当限定社会生活情境创设的场域,提升学科认知情境的深度。

初中语文语言能力培养的历史演进(1949-现今)——基于教学大纲、课程标准的分析

语言能力培养是初中语文教育的核心重任。通过对中华人民共和国成立以来语文教学大纲、课程标准的综合考察,可以理清初中语文教育语言能力培养的演进脉络:在培养内容上,由读、写到读、写、听、说全面培养,语言技能的方法逐渐丰富,越发重视思维能力培养,语言知识地位起伏不定;在培养方式上,越发重视语言实践,语文要素间的关联程度逐步提升,语言能力培养梯度序列安排越来越受到重视。以往教学大纲、课程标准在语言能力培养上有不少经验值得借鉴,尤其是一些理念和主张,能够为当下乃至未来初中语文教育的发展带来有益的启发。但受主客观因素影响,也存在一些不足,尤其是在理念与实践之间,一直都存在或多或少的落差,许多原本科学合理的主张未能得到很好落实,值得当下思考。

基于记忆宫殿模型的初中语文大单元教学实践路径探索

文章以提升语文特岗教师专业发展水平为目标,通过分析记忆宫殿模型在语文教学中应用的可行性及效力,将记忆宫殿理论与大单元教学理论结合,探讨基于记忆宫殿模型的初中语文大单元教学的实践路径。研究旨在为内蒙古东部地区的语文特岗教师及广大一线语文教师实施高质量大单元教学提供借鉴。

文化自信视域下中国文化融入初中英语第二课堂的策略探究

通过实地走访调研云南省文山州11所中学初中英语第二课堂的开展情况,了解到学生对中国文化的英语认知情况不够乐观、中国文化与英语第二课堂的融合有差距、无法开足开齐初中英语第二课堂。针对此情况从多载体讲好中国故事、就地取材巧用头脑风暴、走进情景体验式学习、满足兴趣特长发展需求、培养批判性思维、多元视角评价几方面探讨文化自信视域下中国文化融入初中英语第二课堂的策略,以期提高初中英语第二课堂教学效率,丰富和补充英语第二课堂的学习内容和活动形式。

中学语文教学铸牢中华民族共同体意识的策略

中学语文课程作为一门学习国家通用语言文字运用的综合性和实践性课程,在铸牢中华民族共同体意识方面具有独特的优势。调查发现,目前中学语文教学在铸牢中华民族共同体意识方面普遍存在教学目标不明确、教学方法单一、实践活动较少和评价方式单一等问题。为改变这一局面,必须明确课程教学目标、深入挖掘教材资源、改进教学方法、丰富课外实践活动和灵活开展教学评价,以充分发挥语文课程的育人功能。

劳动教育融入中高考的价值、内涵与路径

在中高考试题中融入劳动教育,引导学生树立劳动观念、弘扬劳动精神、提高劳动能力,是新时代落实党中央对劳动教育新要求、改革教育教学评价的必要举措,也是构建引导德智体美劳全面发展的考试内容体系的现实需要。以语文中高考试题命制为例,劳动教育的融入可从劳动核心素养的维度出发丰富试题内涵,以情境化试题为考查载体,通过文本材料选择和试题设计构建基于语文学科素养和劳动素养相结合的各种情境,有机渗透劳动教育理念与内涵,增强学生在语文学习过程中对劳动价值、劳动精神的体验与领悟。

知行合一:高中语文教学“做中学”的实践路径

随着课程改革的持续深入,以项目、任务为载体的“做中学”教学方式获得广泛应用。其为教学注入活力的同时,也遇到“做”的设计与“学”的内容疏离、“做”的成果与“学”的目标疏离、“做”的实施与“学”的方式疏离的问题。研究认为,走出“做中学”的困境,有必要理解其中所蕴含的“知行合一”思想内核,并对其做进一步基于学科的诠释。界定“行”的方式——学科实践,锚定“知”的内容——概念性知识,设计“知”与“行”的媒介——驱动性问题。在学科教学中实现“知行合一”的可行路径为:以行促知,在教材教学中镶嵌项目;行以融知,在活动中包裹教材知识;行知互促,在真实生活中融通学科素养。

初中语文课程思政元素的探究

“课程思政”理念的提出旨在挖掘各类课程中的“课程思政元素”,使学生在知识学习的过程中潜移默化地受到思想政治教育,从而达到“立德树人”这项根本教学目的。语文所特有的人文特质,决定了它在文化育人方面具有显著的作用,在对学生进行思政教育方面具有独特的优越性。

初中古诗词学习任务的设计范式——基于“文学阅读与创意表达”任务群的研究

随着新课标的实施,初中古诗词学习任务设计的重要性愈发凸显。构建初中古诗词学习任务的设计范式,有助于发挥“文学阅读与创意表达”任务群的审美作用,实现文学阅读能力向写作能力迁移,帮助广大教师设计出创新合理的学习任务。该范式由教学目标、教学环节、学习任务三部分构成,亮点在于强调古诗词学习的审美性、引入创新的学习任务活动形式、融入中国传统文学批评方法。此范式的实施可采用汉字溯源、比较阅读、借助文学地图和互联网媒介等创新任务形式,分阶段循序渐进提升学生的审美表达能力,设置符合审美标准和创意尺度的评价标准,以促进“学习任务群”理念的落实。

大单元教学观视域下初中语文议论文教学研究

议论文在日常的初高中语文教学过程中占有着重要地位,传统的教学方法已经无法完全适应现当代教学的要求和学生学习的需求。根据《义务教育语文课程标准(2022年版)》“思辨性阅读与表达”学习任务群的教学要求,可以将大单元教学与议论文教学进行融合,来突破传统单篇式教学的壁垒,尝试从教学的现状进行分析,找到初中语文主义论文大单元教学策略。

初中文言文趣味教学活动设计研究

文言文是中华民族几千年来所存留下来的文化与思想的一个缩影,蕴含着浓厚的文学知识与历史故事。本文基于初中文言文教学活动的现状,提出教师可通过探本求源、增加趣味、讲述故事的方法完善初中的文言文教学,使学生通过文言文的学习自觉继承与弘扬中华优秀传统文化,初步了解和借鉴人类文明优秀成果,形成比较开阔的文化视野并具有一定的文化底蕴,进而提高学生的文化自信。

初中语文散文教学中辞格教学策略研究——以朱自清散文作品为例

辞格是修辞学的重要组成部分,是通过对语言进行润色来提高语言表达效果,使语言充满魅力的一种修辞方式。目前,辞格教学已经成为初中语文教学中不可或缺的一部分,贯穿于阅读、写作、口语交际等各个方面,虽然目前初中散文辞格教学已经取得一定成效,但仍存在着障碍和误区。本文针对辞格教学在初中语文教学中的作用和目前初中散文辞格的教学现状,提出建立科学辞格教学体系、提供多种辞格教学方法、提高教师自身专业水平的辞格教学策略,以期为一线语文教学实践提供借鉴和启发。

情感教育在初中语文教学中的运用刍议

情感教育既是一种教学模式,又是一种教学策略。语文学科本身包含丰富的情感教育内容,在教学中,教师可充分发挥文本中情感因素的积极作用,激发学生的语文学习兴趣,促进学生身心健康发展,推动语文教学改革。文章从情感教育的意义、运用现状等层面出发,探究落实情感教育的具体策略:加强师生间的情感沟通,激发学生的内在情感,营造良好的情感教育氛围,挖掘文本细节中的情感因素,创设有效的情感教学情境。