The Case Research Of The Chinese Lesson Quality Analysis In Primary School

Classroom teaching is a basic form of school education teaching activity, to improve the quality of teaching teach, it is necessary to improve the quality of classroom teaching, classroom teaching of scientific system analysis is an effective way to improve the teaching quality.Based on carding domestic and foreign scholars study of classroom teaching, to determine the purpose, content, methods of this paper is to study the evaluation questionnaire which used in our study. Combined with the means of classroom observation and the case study methods, the Yinchuan Xingqing district16th primary school first and third grade each class the teaching process of analysis, evaluation, and by analysing the classroom teaching process, with reference to evaluation questionnaire, analysis and diagnosis of teaching problems and the insufficiency, providing feedback information for the teaching activities, let the teachers reflect on their teaching behavior according to the present situation. Thus, improving and updating the teaching idea and teaching method, it is important to form the correct, reasonable classroom teaching behavior.Based on the evaluation and analysis of teaching target, teaching media, teaching methods, teaching procedures, teaching organization forms, students’ participation state, contact state, thought state, concluding that the main characteristics of the high quality of classroom teaching are:clear teaching goal, teaching content correctly, proper teaching methods, a reasonable teaching structure. Through summarizing predecessors’ research, combining with the institute adopts the case study of main factors affecting the quality of classroom teaching has four aspects:human factor, technology factor, teaching organization factor, management factor. On this basis of putting forward the effective strategies are to improve the quality of primary school Chinese classroom teaching, enhance the consciousness of the teaching goal, optimize the structure of classroom teaching, enhance the effectiveness of classroom questioning.