The Case Research Of The Chinese Participatory Teaching Task Design In Primary School

Participatory teaching is a major means in modern education, it is an effective teaching method to Chinese teaching in primary school, and it is an important way to achieve the teaching aims of Chinese teaching. Participatory teaching task design is an important influence factor to Chinese teaching effectiveness. The effective task design can stimulate students’ learning interest, help students to acquire Chinese knowledge, and improve students’ language skills, innovation and practice ability, help student to form a right opinion about the world and the life. In this paper, the author uses literacy teaching in the first stage as a studying case, make a theoretical study of participatory teaching task design.This paper make study on the follow six aspects:Chapter one, The introduction. Combeding the literature review of participatory teaching and teaching task design theory. On the basis of the existing research, propounding research problems and research framework.Chapter two, The basic connotations of Chinese participatory teaching in primary school. Determining its concept, exploring its characteristic and its theoretical basis.Chapter three, The analysis of Chinese participatory teaching task in primary school. Analyzing Chinese participatory teaching task and explaining its important educational value.Chapter four, The design of Chinese participatory teaching task in primary. Building the framework of Chinese participatory teaching task design, propounding the basis and requirements of task design in the teaching design, steps and technical requirements of task design in the teaching process, evaluation principles and methods of task design in the reflection.Chapter five, The case analysis of Chinese participatory teaching task design in primary school. By analyzing the classroom study cases, finding out the different task design by one teacher who teaches the same Chinese contents in three different classes.Chapter six, Conclusion and Suggestion. The study obtained conclusions as follows:First, task design play a guiding role to Chinese teacher, it can help teachers to find the problems in teaching, help teachers to control the rhythm of the lesson, inspirit teachers to improve teaching ability. Second, task design reflects teacher’s teaching idea, ’student-centered’ idea of teaching,’diversity’ idea of teaching method, ’process-oriented’ idea of teaching evaluation. Third, task design doesn’t coincide with teaching implementation, there is presupposition in the task design, and productiveness in the task implementation. At last, effective task design means students’effective participation, students’effective participation is a significant manifestations of effective task design, and a significant criterion of effective task implementation. According to the research conclusion, this thesis puts forward some useful suggestions to Chinese teachers:First, teachers should understand the requirements of participatory teaching task design, and improve the level of participatory teaching task design. Second, teachers should deal with the relationship between teaching knowledge and student’ participation correctly. Third, teachers should pay more attention to the generating in teaching process. At last, teachers should focus on how to stimulate students to participate teaching effectively.This study only selected the case of literacy teaching in the first stage, and only selected Literacy and Writing areas of Chinese knowledge for research, yet haven’t selected other stages and other areas of Chinese knowledge (such as Reading, Writing, Oral Communication, and so on)for research. Therefore, the study have certain limitations, other stages and other areas of Chinese knowledge should be studied further.