A Study On Curriculum Comprehension Of Chinese Teachers In Primary Schools

The relationship between teachers and curriculum is one of the oldest topics in education field.Ideological curriculum,formal curriculum,perceived curriculum,operation curriculum and experience curriculum are ideological curriculum,formal curriculum,operation curriculum and experience curriculum according to ideological curriculum five Levels of good-child's curriculum.That is to say,the concept and plan of the course to the presentation of the specific class of the course obviously have to go through the understanding of the course will directly affect the implementation of the course concept.But also affect the development of the students and their professional development.Each subject course has its unique subject essence and characteristics,so teachers' understanding of each subject course is different in concept,thinking and mode.Moreover,the physical and mental development and thinking mode of students in each stage should be different from each other.based on this,this paper takes primary school Chinese teachers as the research object,conducts an investigation and analysis of the status quote of curriculum understanding of primary school Chinese teachers,and puts forward strategies for improving teachers' curriculum understanding according to the characteristics of Chinese subjects and the physical and mental characteristics of primary school students.In addition to the literature analysis of basic theories,questionnaire survey,interview method and classroom observation method are also used in this study.in the comprehensive analysis of questionnaire survey collected data,teacher teaching plans,classroom records and interviews,and participate in other scholars some relevant research results,primary school Chinese teachers curriculum understanding research.The thesis is divided into five parts:Introduction: It mainly introduces the research origin,research status,research significance,research ideas and methods.Chapter one: A theoretical overview of teachers' curriculum understanding,firstly,the concepts of curriculum understanding and teachers' curriculum understanding are sorted out and defined.This paper expounds the theoretical basis of teachers' understanding ofCurriculum,analyzes the inevitability of teachers' understanding of Curriculum,and provides the direction for teachers' understanding of Curriculum.Chapter two: Investigation and analysis of the status quot of curriculum understanding of primary school Chinese teachers.This paper expounds the problem existing in the four aspects of course objective understanding,course content understanding,course implementation understanding and course evaluation understanding.The survey shows that there are many problems in the curriculum understanding of Chinese teachers in primary schools.Which are mainly manifested as: the fragmentation and labeling of three-dimensional goals,the over-reliance of teaching reference books,the faithful l implementation of curriculum,and the evaluation methods mainly based on knowledge.Chapter three: Primary schools Chinese teachers analyze the reasons for curriculum understanding,sort out,analyze and statistic the data obtained through questionnaire survey,and analyze the existing literature research results.This paper mainly discusses the reasons from several aspects,such as “knowledge rationality” as the main body of curriculum view,the lack of professional emotion of teachers,the lack of validity of curriculum training and the examination-oriented evaluation method.This paper attempts to probe into the causes of the problems caused by teacher' understanding of course in deep level,so as to provide concrete and operable countermeasures.Chapter four: Based on the above reasons for the problems,put forward the primary school Chinese teacher's curriculum understanding improvement countermeasures.From the perspective of teacher' own developmental strategies.It is necessary to enhance their curriculum awareness,enhance their literary literacy,stimulate their internal motivation,and strengthen the meaning construction of texts.From the perspective of external supportive,it is necessary establish a good curriculum culture,reform the curriculum evaluation system,improve the application training,and enhance the standardization of language courses.