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Discipline Construction and Teaching Reform of “Chinese Curriculum and Teaching Theory in Middle School”

Yanxia Liu

Abstract


Middle school Chinese curriculum and pedagogy are the carriers of students’ teaching methods and contents.
From the nine-year basic compulsory education reform to now, the publication of middle school Chinese curriculum and
pedagogy teaching materials has increased year by year in quality. From the perspective of teaching, middle school
Chinese curriculum still has many shortcomings in the process of teaching reform and discipline construction. Therefore,
this paper discusses the strategies of teaching construction and reform, in order to improve the teaching quality of the
subject, clarify the significance of middle school Chinese curriculum teaching reform and discipline construction, and
combined with the current situation of teaching construction and discipline reform.

Keywords


Middle School Chinese; Discipline Construction; Curriculum Reform

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References


[1] Li X. Exploration of case teaching mode and regional practice——“Research and practice of case teaching in Chinese

teaching theory curriculum group in middle school” conclusion report. Cultural and Educational Materials 2020; (13):

57-59.

[2] Lv X, Xu X. On the construction of Chinese curriculum and teaching theory teaching materials in middle school.

Academic Weekly 2019; (03): 37-38.

[3] Li Y, Liao C. The path and method of the teaching reform of the new Chinese curriculum in middle school——A

comment on the course of Chinese teaching theory in middle school. Chinese Construction 2018; (28): 81.




DOI: http://dx.doi.org/10.18686/ahe.v5i6.3760

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