Analysis on the Application of Diversified Teaching Mode in Junior High School Chinese Teaching

Teaching mode based on the intelligent inquiry focuses on guiding students to experience empirical thinking accumulation and developing students’ intellectual ability. Various steps form wisdom learning while concerning the differences in students’ subjects, the combination of the steps will change correspondingly, thereby contributes explicitly to all kinds of the subjects. Therefore, the pursuing goals reflected by the disciplinary knowledge motivate the variation of the teaching model. This article uses technical means as the supportive environment, focusing on the teaching of Math and Algebra in junior high school, and analyzed the application processes of the intelligent inquiry teaching model variants.

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An Empirical Study on Task-based Listening Teaching Mode in Junior High School of China

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.2p.202 ◽

2017 ◽

Vol 8 (2) ◽

pp. 202

Author(s):

Zeng Ni ◽

Liu Jingxia

Keyword(s):

High School ◽

Junior High School ◽

Emotional State ◽

Junior High ◽

Theory And Practice ◽

The Other ◽

Traditional Teaching ◽

Teaching Mode ◽

Listening Ability ◽

Over Time

proper activities, which are closely relevant to daily life, to involve the students enthusiastically into these activities and improve their English listening competence. Research in task-based listening teaching has distinct significant in teaching theory and practice. The writer of this paper has carried out an experiment in the junior high school listening teaching to test whether students’ interest in learning English can be increased and their listening abilities can be improved by Take-based Approach, as well as probing into the best way of employing the theory in English listening teaching. The experiment is a three-month program that involves two junior high school classes with 74 students. One is the experimental class using Task-based Approach in teaching, while the other is the control class using the traditional teaching approach. There are no differences in their listening ability before the experiment. The analysis of the experimental results shows that this model mobilizes students’ learning enthusiasm in English study, and over time it can be concluded that the teaching theory is conductive to the improvement of the students’ listening level and emotional state.

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