The Process And Strategy Of Pre-Primary Chinese Language Learning

In order to improve students' Chinese comprehension and build an open and vibrant language classroom,Nanjing Jiangning experimental primary school has carried out the research and practice of pre-learning of Chinese.The pre-learning of primary school language is the learning mode that students demonstrate and exchange learning on the basis of students' autonomy,cooperation and inquiry in classroom teaching before they enter the class discussion.This paper consists of introduction,four chapters and conclusion.It studies the substantial relationship between pre-learning and students' internal needs,finding coping strategies to practice and promote.First of all,the paper defines Primary School Chinese Preposition Learning,studies the purpose and significance of its practice,discusses its conformity to the Chinese curriculum teaching given the particularity with the physical and mental characteristics of primary school students and researches the applicability of the current preposition study on primary school Chinese teaching.Secondly,this paper identifies problems and issues in the pre-learning of primary school Chinese education and makes a comprehensive analysis to formulate corresponding strategies.There are many problems in teaching,i.e.teacher resistance due to workload increase,lack of interest in learning Chinese among students given the increased burden,insufficient classroom hours and lack of efficiency due to sluggish discussions etc.The paper takes scientific approach to analyze and consolidate these issues and aims to locate causes of the problems.Thirdly,this paper reassembles the pre-learning process of Jiangning experimental primary school Chinese teaching in our school.It is found out that in the process of teaching,teachers conduct researches on textbooks and teaching methodology,proactively design Chinese pre-learning homework and divide classroom into five modules for teaching,emphasizing students' autonomy,cooperation and inquiry learning via individual and group presentation,demonstrating the students ownership of learning in teaching,adopting 'student-centered' teaching philosophy and changing the traditional teaching paradigm which lacks of diversification and innovation.Finally,it is concluded by the paper that the Jiangning experimental primary school Chinese pre-learning is a valid strategy of significance worth promotion.It is necessary to evaluate students 'Chinese learning objectively and comprehensively,so that students realize that it is the best to be the best of themselves.As our school continues to carry out 'Reading Program' with the purpose of having students fall in love with reading,the interest of our student in reading has effectively facilitated their interests in Chinese.A variety of methods e.g.the reading presentation,'three cards' incentive etc.are used to cultivate students' confidence and help students to learn to take initiative and ownership in learning.Primary school Chinese pre-learning helps to guide students to integrate a variety of learning methods,value the students' inquiry process,activate students' learning potential,cultivate students' self-confidence,so that every student enjoys learning Chinese.