New Curriculum Standards Junior High School Chinese Developmental Learning Classroom Strategies

Author: Dai Yujin
Publisher:
Publish Date: 2003-09-01
Features: Developing Learning Strategies in Junior High School Chinese Classrooms According to the New Curriculum Standards is a solid and creative research work on Chinese language teaching. Throughout the book, there are three aspects worth highlighting and praising. First, it creatively proposes the theory of developing learning. Based on an in-depth study of classic theories of learning from ancient and modern China and abroad, as well as classroom learning models and the current state of junior high school Chinese education, the author combines their nearly ten years of teaching experience to propose the concept of "developing learning." They believe that "the developing learning model is a teacher-student collaborative learning process implemented in schools, guided by modern learning science, with the goal of learning how to learn, cultivating and developing students' subjectivity, pursuing the ideal of sustainable development for every student, and creating a free and relaxed learning space for students to actively participate and engage in learning." Second, it comprehensively explores the classroom strategies of developing learning, considering it an interactive process. The classroom structure is described as "not only a physical space for teacher-student collaboration but also a functional system with multiple structures, forming an interactive context between teachers, students, and the environment. It is characterized by transformation and motivation, creating a free and relaxed learning space for students and designing activities that encourage active and conscious participation." From this starting point, the book provides detailed descriptions of the classroom models and operational strategies of developing learning, as well as a completely new construction of the motivational system and evaluation criteria for developing learning. Third, it selects and introduces classroom learning plans for developing learning in a dedicated chapter. The selected learning plans total 18, each unique and highly practical. They not only serve as a concrete interpretation of the theory of developing learning but also provide samples for implementing classroom strategies for developing learning, making them an excellent combination of theory and practice.