Study On The Teaching Behavior Of Chinese Reading Class In Promoting Deep Understanding Of Pupils

Since the reform of the new curriculum,we have made great efforts to break through the previous "double-base" teaching.The Chinese language only emphasizes the basic ability of students to read,write,recite,and remember.It begins to cultivate students' core literacy,and occupies half of the Chinese language classroom.It has become an entry point for cultivating students' core literacy.The Standards of Chinese Courses in Compulsory Education puts new demands on reading teaching and students' reading ability.It begins to pay attention to the profoundness of students' thinking and the ability to construct,apply and innovate knowledge,and whether students can do knowledge.The key to application and innovation lies in the extent to which students understand knowledge in the classroom.The construction of knowledge in the basic education stage mainly comes from the teaching behavior of teachers in the classroom.The classroom teaching behavior of teachers is especially important for students to understand and construct knowledge.What are the characteristics of the language reading classroom teaching behavior that helps students to deeply understand the knowledge? How should teachers improve their teaching behavior in the classroom based on these characteristics to promote deep understanding of students? This is the core issue to be solved in this study.If the teacher can clarify in the daily reading teaching what kind of teaching behavior is helpful to the students' deep understanding,then the in-depth teaching method can guide the students to construct the knowledge in a deeper sense.This paper is divided into four chapters to study the teaching behavior of Chinese reading classroom to promote the deep understanding of primary school students.The first chapter is the determination of the research framework and analysis unit.Firstly,the connotation and characteristics of deep understanding are discussed,and the level of understanding is divided,which further reveals the difference between shallowunderstanding and deep understanding.Secondly,"guiding behavior" is used as the analysis unit of classroom teaching behavior,and the analysis classroom is determined.The path of teaching behavior.The second chapter is the design of research tools.The primary school Chinese reading class students' understanding level evaluation tool and the primary school Chinese reading class video analysis and coding system were formed respectively to provide a basis for further video analysis.The third chapter is the analysis of the teaching behaviors of the primary school Chinese reading classroom.The author selects two parallel classes of the fifth grade Chinese reading quality class to carry out the heterogeneous video analysis of the same class,summarizing the problems existing in the reading stage of the classroom teaching behavior and further discussion.What are the characteristics of teaching behaviors that promote students' deep understanding;the fourth chapter is based on the results of video analysis to make recommendations for the improvement of primary school Chinese reading classroom teaching behavior.The paper closely follows the teacher's behavior in the primary school Chinese reading classroom: one-way interaction in classroom teaching,the problem presupposition is limited to the knowledge surface;the teacher questions are too frequent,neglecting the generation of classroom problems;the ability support behavior is limited to the problem itself,and the power support lacks positive Positively evaluate these three categories of problems,and provide advice on the improvement of primary school Chinese reading classroom teaching behavior from the two dimensions of problem design behavior and support behavior.Firstly,the "1+X" model of in-depth knowledge kernel is designed to solve the problem.Secondly,it puts forward suggestions on how to properly pay attention to the problem of classroom generation.Finally,according to the process of primary school Chinese reading and learning,it proposes a scaffolding teaching to promote students' deep thinking.This study combines theory with practice,and systematically studies the teaching behavior of Chinese reading classroom from the perspective of how to promote the deep understanding of knowledge among primary school students.It is hoped that it can provide some insights for teachers in primary schools to improve their teaching behavior.