A Study On The Current Situation And Forming Paths Of Chinese Teacher’ Teaching Style In Primary School

Our country has hosted many times of basic education course reform and thestudents’ integrated development and individual development has been taken seriously.The demand for teachers is also higher and higher and the society calls for teachers toform individualized teaching style. Research of primary and secondary school teachersteaching style has became one of the trend of the world teacher education development.It also adapted to our country’ elementary education curriculum reformation and theinherent requirement of teachers’ professional development in our country. Teachingstyle is a sign of maturity of teaching art and is also the product of teachers’professional development to a certain height. Primary school Chinese curriculum is animportant part of basic education curriculum system in our country and it has theirreplaceable status and significance. Primary school Chinese teachers undertake themission of cultivating the people’s ability of national language expression andspreading the culture of mother tongue. Primary school Chinese teacher is theenlightenment which lead the pupils to open the doors of knowledge. The primaryschool Chinese teachers have teaching style or not is of great significance for Chineseeducation career. Therefore, research on the formation of the primary school Chineseteachers’ individualized teaching style is imperative.This study consists of five parts. The first chapter is introduction which introducesthe research origin. As time progressing, the society puts forward higher request forprimary school Chinese teachers, and in the academic field, research of teaching styleis not abundant. The author collected and analyzed the related papers and found thatthere are a great number of research which didn’t distinguish different teachers’teaching style of disparate disciplines and academic seasons. Undoubtedly, it is notconducive to guide teachers to form teaching style. This article has theoreticalsignificance and practical significance and adopted literature method, investigationmethod and case research method. The second chapter is literature review, which iscomposes by two levels of teaching style, and the primary school Chinese teachingstyle. On the basis of concluding domestic and foreign research about the teachingstyle, the author discusses teaching style from four aspects of concept,classification,significance and forming way. Chinese teaching style is described mainly in the domestic scholars’ idea, and on the basis of this, the author defined the primary schoolChinese teaching style as: Under the long-term teaching practice and a certaineducation thought and theory, primary school Chinese teachers analysis the teachingobject and materials with his own personality and strength, and gradually formed theeffective teaching methods, teaching skills and characteristics of teaching art and so on.Then lists the type of primary school Chinese teachers’ teaching style, includingnatural, emotional, intellectual, humorous and cross synthesis.The third chapter is the questionnaire and case analysis. Through the distributionof the Primary School Chinese Teachers’ Teaching Style Questionnaire, we understandthe teachers’ understanding and opinions of teaching style. Then present a case of threeordinary teachers’ teaching style, in order to analysis the present condition of primaryschool Chinese teachers’ teaching style and reveal the problems existing in the processof formation. In the fourth chapter, the author introduces and explains the famousChinese teachers’ style and analysis common points of them, so that can inspired aglimmer of general teachers. In the fifth chapter, the author put forward the approachesof the primary school Chinese teacher to form teaching style from three aspects of theeducation department, school and teachers. Mobilize beneficial factors and createconditions for teachers of primary school Chinese teachers to form their individualizedteaching style. And offers operational suggestions and countermeasures.Rome was not built in a day. The author hopes that this study can offer somereferences for the primary school Chinese teachers to form teaching style.