A Survey Of Comprehensive Chinese Learning In The Third Section Of Primary School

As one of the forms of Chinese teaching,comprehensive Chinese language learning has attracted the attention of researchers because of its extensive connotation and extension,the diversity of activities and forms,the comprehensiveness of student literacy development and the deep learning of students.At present,comprehensive Chinese language learning has achieved certain development.However,due to the wide range of teaching content and less class hours,there are still problems in the actual teaching,such as lack of pertinence of teaching objectives and weak subjective consciousness of students.This study selects the teachers and students of the third semester of elementary school as the investigation object to conduct research and research,and on this basis,analyzes the existing problems and proposes targeted improvement strategies.This research is divided into six parts.The first part first expounds the origin of the research,defines the related concepts,and reviews and reviews the research on the comprehensive learning of mother tongue at home and abroad.The second part is the comprehensive study of primary Chinese.The theoretical basis,textbook layout,teaching characteristics,teaching mode and relevance to other language types of the language are briefly introduced.The third part describes the basic teaching requirements of comprehensive Chinese language learning based on the combination of literature analysis and self-understanding.And value pursuit,clarify its teaching standards and value meaning;the fourth part based on questionnaires,interviews,classroom observations and related classroom cases,the current comprehensive learning of the third semester of the primary school in the teacher teaching,student development,teacher-student relationship The results presented by the aspects are sorted out.The fifth part summarizes the problems existing in the comprehensive learning of the third part of the primary school from the aspects of teacher teaching,student development,teacher-student relationship and life-study relationship,and analyzes the causes in turn.The sixth part is in the previous article.Based on the analysis of problems and causes,from teaching research and teaching Meter,student training,teacher-student relationships and life and family education in these areas suggest improvements strategies.This study focuses on the actual teaching of comprehensive Chinese language learning in the third semester of elementary school,conducting research and in-depth analysis,aiming at highlighting the "humanity" and "instrumentality" of comprehensive Chinese learning,achieving both theoretical and practical aspects.development of.On the theoretical level,this study aims to achieve internal understanding and understanding of teachers and students.The first is to promote teachers’ in-depth analysis and interpretation of comprehensive Chinese learning,to achieve the generation of individual understanding,and to comprehensively and concretely understand the training requirements and clarify the value of educating people,and improve the personal literacy reserve.The second is to enhance students’ understanding of the meaning of comprehensive Chinese learning,to clarify their role positioning,and to enhance their understanding of self-worth throughout the learning process.On a practical level,this study aims to achieve a change in the content and form of training.The first is to promote the transformation of teaching from experience-based teaching to innovative teaching,from individual teaching to overall teaching,focusing on the subjective initiative of teachers;second,to promote students from text understanding to practical learning,from shallow learning to deep learning,Student learning process and emotional experience.