Research On Teaching Design Of Primary School Chinese Reading From The Perspective Of Deep Teaching

With the continuous deepening and development of brain science and artificial intelligence,the research on teaching turned from the superficial form to the essence of the learning process.The deep learning of students can not be separated from the deep teaching of teachers,the inherent consistency of teaching and learning and the urgency of teaching reform call for deep teaching.Based on the new epistemology,deep teaching advocates superficial teaching beyond knowledge symbols.Through the teaching of texts based on symbolic representation,thinking teaching based on logical forms and emotion teaching based on the meaning of knowledge,the students' metacognitive ability is promoted and problems are solved ability,creative thinking and other high-level thinking ability development.On the basis of clarifying the inherent relationship between depth teaching and primary school Chinese reading teaching design,the research constructs the theory from five aspects: front-end analysis,target identification,content selection and organization,methods and means of instructional design,and evaluation expand the theoretical interpretation and practical analysis.Specifically,including the following sections:The first part is the introduction,based on the analysis of related literature,a clear context of deep teaching,teaching design and teaching of Chinese reading teaching context and development context,on the basis of this study to determine the problems and values in order to lay the foundation for follow-up research.The second part is the basic meaning of primary school Chinese reading teaching design under the perspective of deep teaching.This part is the difficult point of study.Based on the three aspects of primary school Chinese reading teaching,primary school Chinese reading teaching design,primary reading teaching design and in-depth teaching.Explained,the instructional design of primary school Chinese reading in the perspective of in-depth teaching is divided into five elements: front-end analysis,goal determination,content selection and organization,selection of methods and methods,and evaluation and development.Reading teaching is a teaching activity in which the teacher guides the students to master the process of grasping,understanding,and comprehending the text,and makes the students' reading literacy fully promoted.Based on this,the primary school Chinese reading teaching design focuses on cultivating the students' core language literacy,promote the integration of learning and thinking,promote the transformation of teachers to researchers,and it has the features of development,level,and reflection.The third part is the analysis frame of primary school Chinese reading instructional design from the perspective of deep teaching.This part is the focus of the research.Based on the existing research and the research,the analysis framework of primary school Chinese reading instructional design is divided into front-end analysis,Target selection,content selection and organization,selection of methods and methods,and evaluation in five aspects.Among them,the front-end analysis is the focus of reading instructional design,including learner analysis and learning environment analysis;target identification is the basis of reading instructional design,based on the three-dimensional goals and reading teaching three levels;content selection and organization is reading instructional design according to the research of reading comprehension,this paper divides reading text into master text,comprehension text and sentiment text.The selection of methods and means is the support of reading instructional design,which needs to be determined according to the characteristics of reading style and students.Evaluation is the driving force for reading teaching design,according to the three standards of "sense of learning sense","self-learning feeling" and "efficacy sense of learning" advocated by depth education and three levels of "mastery,comprehension and perception",from the point of view students to evaluate before reading teaching,during teaching and after teaching.The fourth is the supportive strategies of primary school Chinese reading instructional design from the perspective of in-depth teaching.Given the disciplinary,systematic,developmental,and reflective characteristics of reading instructional design,the focus is on the characteristics of primary school Chinese reading teaching,and the integration of Chinese reading instructional design elements,the learner-centered concept and the deepening of teachers' support for reading teaching reflect the four supporting strategies,they constitute a complete strategic system together.The fifth is the case study and analysis of primary school Chinese reading instruction from the perspective of in-depth teaching.Three representative texts are selected from the low,middle,and high sections of primary school Chinese textbooks.The research method expounds and explains the three kinds of styles of ancient poetry,explanatory text and narrative text.In general,the needs of learners are taken into consideration when conducting front-end analysis of the teaching;the teaching objectives must be determined to reflect hierarchy and operability;when selecting and organizing teaching content,it is necessary to clearly grasp the text,understanding texts and sentimental texts are related to each other;the selection of teaching methods and methods must be considered from the whole;the teaching evaluation should adhere to the principles of procedural and long-term effectiveness.This study takes in-depth teaching as the theoretical support for primary school Chinese reading instructional design,focusing on the aspects of mastering,understanding,comprehension,and instructional design of the reading instruction,goal determination,content selection and organization,selection of methods and means,and evaluation of five major elements.Through the case analysis method,the theory and practice of instructional design are combined,and innovation is sought from the perspective of research.However,due to the limitations of subjective and objective conditions,the range of case selection is not broad enough,the typicality and representativeness need to be improved,and the theory and practice are not close enough,these deficiencies also point the way for future research.