At present, realizing the transition from examination-oriented education to quality-oriented education has become the common sense of the majority of educators. Under such a general background, middle school Chinese teaching is also facing the problem of transition. This is a topic worthy of in-depth study in Chinese education and teaching. Source: Elf Children’s Information Station

Middle school Chinese is the main subject of basic education and an important tool subject. The level of students' Chinese language quality directly affects the learning of other subjects. Therefore, quality education in the Chinese subject should be the "leading industry" in the implementation of quality education in the basic education stage.

Under the influence of exam-oriented education, there are still many unsatisfactory aspects in Chinese teaching. Some junior high school graduates have studied Chinese for eight or nine years, but they are unable to write a single standard Chinese character or produce a few decent essays. As Mr. Zhang Zhigong, a contemporary Chinese educator, said: "Whether it is a teacher or a student, the time and energy spent on Chinese classes is not commensurate with its effect. The result is that the learning cannot be applied." Exam-oriented education Chinese teaching that should be very close to life has been reduced to a few textbooks, thus losing its due vitality.

Therefore, middle school Chinese and mathematics must be liberated from the vicious circle of exam-oriented education, and quality education must be focused on and highlighted. Below, the author will share some opinions on how to implement quality education in order to seek advice from colleagues.

1. Update concepts and inherit innovation.

To successfully implement quality education and comprehensively improve students' quality, we must first update our concepts. As far as the existing middle school Chinese teachers are concerned, whether they are older or younger, they receive exam-oriented education while in school, and what they practice when they go out of school is still exam-oriented education. In the entire process of teachers receiving education and engaging in educational activities, some old-fashioned , backward educational ideas have a great impact on them. Although some old educational ideas have been criticized by modern educational theories in recent years and have also been impacted by the current tide of educational reform, they still plague many teachers, not only imprisoning teachers' ways of thinking and exploring new teaching models and Methods, but also lead to many wrong practices by teachers in the education and teaching process that are not conducive to the development of students. The traditional "three-center" educational thought of "classroom as the center, teaching materials as the center, and teachers as the center" has been strengthened consciously or unconsciously by many teachers in the context of exam-oriented education, making students spend most of their lives in and out of school All the energy must be focused on training exercises; the practice of using test scores as the main criterion tightly ties students to this central axis, making students' academic burdens heavier and heavier; affected by incorrect concepts of talent, some Teachers are only qualified for higher education and high scores. They favor a few top students and neglect the vast majority of ordinary students. Many teachers still hold on to the "hard study concept" of traditional Chinese education and teach students to memorize things by rote. Memorization, mechanical operation and hard reading are the only ways to achieve teaching goals, but they do not think about how to improve their own teaching so that students can "learn skillfully" and "learn happily". Compared with traditional exam-oriented education, quality education pursues a higher level and high-quality education. To implement quality education, we must completely abandon the one-sided education view of exam-oriented education, face all students, and lay a solid foundation for students to learn to be human, learn to learn, learn to live, and learn to work, so that students' moral, intellectual, physical and other aspects and personality strengths can be improved. Comprehensive and coordinated development. For the majority of Chinese teachers, the transition from exam-oriented education to quality-oriented education is not only a change in teaching methods and teaching methods, but more importantly, a complete change in educational concepts. This is a process of sublation and a reasonable component of exam-oriented education. Inheritance and elimination of unreasonable elements. Only when teachers' ideological concepts undergo fundamental changes can the reform of Chinese teaching be deepened and quality education truly implemented. In this sense, updating concepts is the prerequisite for implementing quality education. 2. Study students and grasp the rules. Source: 060S.com

As we all know, any work must follow rules.

In this way, we can better shoulder the heavy responsibility of teaching and educating people. Only by establishing a correct concept of quality can teachers truly love all students, including students who are temporarily lagging behind in learning. It is often the case that if teachers care about and considerate students and the relationship between teachers and students is harmonious, students will make rapid progress and be motivated to learn. On the contrary, if students are resistant, it will be difficult to teach well and students will be less motivated to learn, let alone provide quality education. Thirdly, teachers must have profound knowledge. Han Yu once said in "Teacher's Theory": "Teachers preach, teach, and resolve doubts." How can a teacher "preach" if he doesn't know the truth? How can teachers "teach knowledge" if they have no academic knowledge? If teachers cannot deeply understand the essence of knowledge, how can they solve students' confusions? People often say that if teachers want to give students a glass of water, they must have a bucket of water themselves. If a teacher only has a glass of water, how can he be a teacher? Due to the diversification of cultural media and the modernization of teaching methods, students have absorbed a large amount of knowledge and information from various channels. If our teachers only rely on one teaching reference book to face so many students, how can we not be stretched? The ancient saying that "a great teacher makes a great disciple" and the saying that "a great teacher makes a great disciple" vividly illustrate that knowledge is the basic requirement for the quality of teachers. In addition, such as rigorous academic attitude, high educational theoretical literacy, strong teaching ability, management ability and scientific research ability, strong aesthetic ability, language expression and writing ability, as well as certain psychological quality and good physical fitness, etc. It is also what teachers should have.

Quality education is a grand and systematic project that reflects the hopes and requirements of the times, the country, and society for basic education. The implementation of quality education must be oriented to all students, with the purpose of developing students' comprehensive qualities. We must update our concepts, have the courage to practice, and strive to create appropriate educational conditions for each student to obtain the most effective learning results, so as to promote the overall development of all students' Chinese literacy. (Based on the knowledge points stipulated in the textbook, there is no arbitrary higher requirement. The score ratio of the four abilities of listening, speaking, reading and writing must be determined according to the requirements of different grades. Secondly, the evaluation methods must be diversified. Implement the four combinations, that is, knowledge Combination of assessment and ability assessment; combination of oral examination and written examination; combination of in-class and extra-curricular examination; combination of comprehensive assessment and sampling assessment. In addition, the evaluation process must be democratized, not only the evaluation of results, but also the evaluation of results. Pay attention to the evaluation of development processes and stages of development.