The Application Of "Fusion Module-Micro Activity" Method In Chinese Classroom Teaching In Primary School

With the in-depth reform of basic education in our country,more and more experts,scholars and front-line teachers begin to pay attention to the research on improving classroom teaching effect,hoping to obtain higher output with low input and continuously improve classroom efficiency.Based on the primary school stage,this paper will study the problem of improving the teaching effect in the Chinese class,construct the "integration module-micro-activity" class model,and continuously improve the classroom effect of primary school Chinese.The full text is mainly divided into five parts.Firstly,the research background,research overview,research significance and related concept definition of this article are introduced.After that,through the actual investigation on the teaching effect of the Chinese class in Baiqiao Central Primary School from the two aspects of teachers and students,it is found that there are some problems in the teaching of the Chinese class in Baiqiao Central Primary School.For example,in the aspect of teachers,there is the concept of emphasizing text over language,there are too many questions in the class,there are some problems in the professional quality of teachers and the teaching method is single,etc.On the part of students,this paper analyzes the problems that occur in the classroom from the five perspectives of oral English teaching,literacy teaching,reading teaching,writing teaching and comprehensive learning,such as simple understanding of the text,low interest in learning,serious assimilation and over-reliance on teaching materials.For the problems found in the actual investigation,the "financial module-micro-activity" classroom model will be constructed in the third chapter to better solve them.The "integration module-micro-activity" classroom learning model is based on transfer theory,target classification theory,activity curriculum theory and Bloom's cognitive theory,which visualizes and systematizes the abstract concept of learning effect,so as to better solve the problem of learning effect in classroom teaching.According to this idea,the author will start with the five modules of literacy teaching,oral teaching,reading teaching,writing teaching and comprehensive learning,and open the traditional teaching boundary.According to the same point that oral teaching and writing teaching are used as information output and reading teaching and literacyteaching are used as information input,the author will merge them in two and design comprehensive learning into micro-activities with short time,light tasks,small goals and fine design between the two modules.The 15 modules are better integrated and the explanation of a certain knowledge point(key,difficult and doubtful points)runs through the classroom,thus solving the problem of classroom effectiveness more effectively.This paper combines relevant theoretical research with practical teaching experience,and explores the effectiveness of primary school Chinese teachers' classroom teaching according to the actual situation of primary school Chinese classroom teaching,and expects to construct an efficient and feasible teaching method,thus providing relevant help for primary school Chinese teachers to carry out efficient teaching in the classroom.