農(nóng)村普通高中語(yǔ)文課堂問(wèn)題設(shè)計(jì)初探農(nóng)村普通高中語(yǔ)文課堂問(wèn)題設(shè)計(jì)初探摘要：隨著農(nóng)村地區(qū)教育事業(yè)的發(fā)展，普通高中語(yǔ)文課堂也面臨了一系列問(wèn)題。本文通過(guò)對(duì)農(nóng)村普通高中語(yǔ)文課堂的調(diào)查與分析，探討了農(nóng)村普通高中語(yǔ)文課堂存在的問(wèn)題，并提出了相應(yīng)的解決方案，以期提高農(nóng)村普通高中語(yǔ)文課堂的教學(xué)質(zhì)量。關(guān)鍵詞：農(nóng)村普通高中；語(yǔ)文課堂；問(wèn)題；解決方案一、引言高中語(yǔ)文課是培養(yǎng)學(xué)生綜合語(yǔ)言能力的重要階段。然而，在農(nóng)村普通高中語(yǔ)文課堂中，存在著許多問(wèn)題，如教師教學(xué)方法不合理、學(xué)生學(xué)習(xí)積極性不高、教學(xué)資源有限等。因此，如何解決這些問(wèn)題，提高農(nóng)村普通高中語(yǔ)文課堂的教學(xué)質(zhì)量，是一個(gè)迫切需要解決的問(wèn)題。二、農(nóng)村普通高中語(yǔ)文課堂問(wèn)題分析1.教師教學(xué)方法不合理農(nóng)村普通高中語(yǔ)文教師往往采用傳統(tǒng)的講課方式，重視知識(shí)的灌輸，缺乏靈活多樣的教學(xué)方法。這種教學(xué)方式容易使學(xué)生產(chǎn)生學(xué)習(xí)興趣的下降，長(zhǎng)期以往，學(xué)生對(duì)語(yǔ)文課堂失去了學(xué)習(xí)的熱情。2.學(xué)生學(xué)習(xí)積極性不高由于農(nóng)村地區(qū)較為封閉且資源相對(duì)匱乏，學(xué)生往往缺乏與外界接觸的機(jī)會(huì)，對(duì)課堂內(nèi)容的了解也比較有限。因此，他們對(duì)語(yǔ)文課堂的興趣不高，學(xué)習(xí)積極性較低。3.教學(xué)資源有限農(nóng)村地區(qū)的教學(xué)資源相對(duì)較少，教師教學(xué)用的教材和參考資料有限，往往沒(méi)有及時(shí)更新。這種情況導(dǎo)致教師在選擇教材和參考資料時(shí)受限制，不能充分滿足學(xué)生的學(xué)習(xí)需求。三、解決方案1.改變教師教學(xué)方式為了提高農(nóng)村普通高中語(yǔ)文課堂的教學(xué)質(zhì)量，教師應(yīng)采用更為靈活多樣的教學(xué)方式。例如，可以通過(guò)小組討論、問(wèn)題解決、實(shí)踐操作等方式，激發(fā)學(xué)生的學(xué)習(xí)興趣和參與度，提高他們的學(xué)習(xí)積極性。2.加強(qiáng)學(xué)生的實(shí)踐能力農(nóng)村普通高中語(yǔ)文課堂應(yīng)注重學(xué)生的實(shí)踐能力培養(yǎng)。可以通過(guò)參觀書(shū)展、參觀博物館等方式，讓學(xué)生感受到語(yǔ)文知識(shí)的實(shí)際應(yīng)用價(jià)值，提高他們對(duì)語(yǔ)文學(xué)習(xí)的興趣。3.豐富教學(xué)資源為了提高農(nóng)村普通高中語(yǔ)文課堂的教學(xué)質(zhì)量，農(nóng)村地區(qū)應(yīng)加大對(duì)教育資源的投入。例如，增加圖書(shū)館的建設(shè)和圖書(shū)購(gòu)置，提高學(xué)校的信息化水平，為教師和學(xué)生提供更多的參考資料和學(xué)習(xí)資源。四、結(jié)論農(nóng)村普通高中語(yǔ)文課堂存在的問(wèn)題是多方面的，包括教師教學(xué)方法不合理、學(xué)生學(xué)習(xí)積極性不高、教學(xué)資源有限等。為了解決這些問(wèn)題，提高農(nóng)村普通高中語(yǔ)文課堂的教學(xué)質(zhì)量，我們可以采取改變教師教學(xué)方式、加強(qiáng)學(xué)生的實(shí)踐能力和豐富教學(xué)資源的措施。這些解決方案的實(shí)施，可以有效地提高農(nóng)村普通高中語(yǔ)文課堂的教學(xué)效果，使學(xué)生在語(yǔ)文學(xué)習(xí)中能夠更好地發(fā)展和提高。參考文獻(xiàn)：1.李明.農(nóng)村普通高中語(yǔ)文教學(xué)中的問(wèn)題與對(duì)策[J].職教科研,2017(15):96-97.2.孫麗芳.重視語(yǔ)言文字的全面發(fā)展與培養(yǎng)[J].高教開(kāi)放導(dǎo)刊,2018(27):201-202.3.于靜.論語(yǔ)文教育的特殊性和普遍性[J].當(dāng)代教育論壇,2016(30):230-231.Abstract:Withthedevelopmentofruraleducation,therearealsoaseriesofproblemsintheruralordinaryhighschoolChineseclassroom.ThroughtheinvestigationandanalysisoftheruralordinaryhighschoolChineseclassroom,thispaperexplorestheproblemsexistingintheruralordinaryhighschoolChineseclassroomandproposescorrespondingsolutions,inordertoimprovetheteachingqualityoftheruralordinaryhighschoolChineseclassroom.Keywords:ruralordinaryhighschool;Chineseclassroom;problems;solutionsTitle:APreliminaryExplorationoftheProblemsinRuralOrdinaryHighSchoolChineseClassroomIntroduction:HighschoolChineseclassesareanimportantstageforcultivatingstudents'comprehensivelanguageabilities.However,therearemanyproblemsintheruralordinaryhighschoolChineseclassrooms,suchasunreasonableteachingmethods,lowenthusiasmforlearningamongstudents,andlimitedteachingresources.Therefore,howtosolvetheseproblemsandimprovetheteachingqualityoftheruralordinaryhighschoolChineseclassroomisanurgentissuethatneedstobeaddressed.AnalysisoftheProblemsinRuralOrdinaryHighSchoolChineseClassroom:1.UnreasonableteachingmethodsbyteachersChineseteachersinruralordinaryhighschoolsoftenusetraditionalteachingmethods,emphasizingthetransmissionofknowledgeandlackingflexibleanddiverseteachingmethods.Thisteachingmethodtendstoreducestudents'interestinlearning,andovertime,studentslosetheirenthusiasmforChineseclasses.2.LowenthusiasmforlearningamongstudentsDuetotherelativelyclosedandresource-limitednatureofruralareas,studentsoftenlackopportunitiestointeractwiththeoutsideworldandhavelimitedunderstandingofthecontenttaughtinclass.Asaresult,theyhavelowinterestinChineseclassesandarenotveryenthusiasticaboutlearning.3.LimitedteachingresourcesRuralareashaverelativelyfewteachingresources,andteachersoftenhavelimitedchoicesoftextbooksandreferencematerials,whichmaynotbeupdatedinatimelymanner.Thissituationrestrictsteachers'choicesofteachingmaterialsandreferencematerials,andcannotfullymeetthelearningneedsofstudents.Solutions:1.ChangeteachingmethodsInordertoimprovetheteachingqualityofruralordinaryhighschoolChineseclassrooms,teachersshouldadoptmoreflexibleanddiverseteachingmethods.Forexample,groupdiscussions,problem-solving,practicalactivities,etc.,canbeusedtostimulatestudents'interestandparticipationinlearning,andimprovetheirenthusiasmforlearning.2.Enhancestudents'practicalabilitiesRuralordinaryhighschoolChineseclassroomsshouldfocusonthecultivationofstudents'practicalabilities.Throughactivitiessuchasvisitingbookfairsandmuseums,studentscanexperiencethepracticalapplicationvalueofChineseknowledgeandimprovetheirinterestinChineselearning.3.EnrichteachingresourcesInordertoimprovetheteachingqualityofruralordinaryhighschoolChineseclassrooms,moreinvestmentshouldbemadeineducationresourcesinruralareas.Forexample,increasingtheconstructionoflibrariesandbookpurchases,improvingtheinformationizationlevelofschools,andprovidingmorereferencematerialsandlearningresourcesforteachersandstudents.Conclusion:TheproblemsexistingintheruralordinaryhighschoolChineseclassroomsaremultifaceted,includingunreasonableteachingmethodsbyteachers,lowenthusiasmforlearningamongstudents,andlimitedteachingresources.TosolvetheseproblemsandimprovetheteachingqualityofruralordinaryhighschoolChineseclassrooms,wecantakemeasuressuchaschangingteachingmethods,enhancingstudents'practicalabilities,andenrichingteachingresources.TheimplementationofthesesolutionscaneffectivelyimprovetheteachingeffectivenessofruralordinaryhighschoolChineseclassrooms,enablingstudentstodevelopandimprovetheirChineselearningbetter.References:1.Li,M.(2017).ProblemsandCountermeasuresinRuralHighSchoolChineseTeaching.VocationalEducationResearch,(15)