Research On The Implementation Strategy Of Chinese Language Teaching In Primary Schools

This article takes the "Compulsory Education Chinese Curriculum Standards(2011 Edition)" as the guide,and the "edited edition" primary school Chinese textbook as the main text,trying to systematically examine the implementation of primary school Chinese life teaching.Through the questionnaire survey,classroom observation and case analysis as the main methods,and the use of educational psychology,the thesis analyzes the main problems in the implementation of the current primary school Chinese life teaching and reflects on its causes,and then explores the optimization strategy of primary school Chinese life teaching.The survey shows that the difficulties in the implementation of primary school Chinese life teaching are mainly: lack of understanding of the theory of language life teaching;the use of textbooks is narrow,it is difficult to expand the language extension;from the actual situation of students,to carry out "formal" teaching;open classroom overdue,excessive non-verbal activities.The reasons for these difficulties are not only the teachers' lack of understanding of the content of the textbooks,but also the teaching of teachers,the form,the separation from the students' reality,and so on.Primary school Chinese life teaching requires teachers not only to pay attention to the mastery of students' knowledge,skills acquisition,but also to pay attention to students' existing life experiences,use existing experience to create appropriate teaching situations,break the gap between books and life,and teach content Combined with the student's life experience.At the same time,we must pay attention to the development of students,let students continue to enrich themselves in learning,gain a different life experience,achieve self-construction,and ultimately promote the all-round development of morality,intelligence,body and beauty.The implementation of primary school Chinese life teaching should at least be considered from three aspects: the use of teaching materials,the creation of teaching situations,and classroom activities.First,in-depth exploration of the content of Chinese textbooks.A comprehensive understanding of the primary school Chinese textbooks and the interpretation of living materials,and then integrate and create teaching materials;Second,create a living environment that is in line with the academic situation.In order to understand the needs of students,and to find the "combination point" of teaching content and student life,as a basis for selecting "creation form",and then using curriculum resources to assist teaching;third,the second classroom of primary school Chinese life.According to the teaching materials to construct the teaching content,select the organizational form according to the academic situation and do a second classroom evaluation.