A Study On Classroom Reasoning Behavior Of Chinese Teachers In Primary Schools

In the classroom,when the student responds to the teacher’s questions or questions are raised on his own initiative,the teacher will mostly respond.This behavior is the teacher’s reasoning behavior.Reasonable answer behavior is an important part of the communication and dialogue between teachers and students in the classroom.Intelligent answers,intelligent answers,not only enable students to have an accurate grasp of the problem,but also can activate the classroom atmosphere,guide students to think,so as to maximize the teaching purpose of the class.In the practical teaching,this scientific answer link has not attracted enough attention,and the exploration and research on the techniques and strategies of rational answer are relatively weak.This article will focus on the primary school Chinese classroom,in order to optimize the teachers to answer behavior,to explore the intelligent and efficient primary school Chinese classroom to answer strategy as the goal,to make a bit of tentative research,in order to introduce more people to answer behavior attention.The full text is divided into six parts:The introduction introduces the background and significance of this research,summarizes the research situation of the former sages,and reveals the ideas and methods of this research.The first chapter defines the important concepts involved in this study,then introduces the type of rational answer,and further explains the significance and value of rational answer.The second chapter is the investigation and analysis of the current situation of teachers ’behavior in primary school Chinese classroom.The form is mainly questionnaires and interviews.Finally,through the statistical analysis of the survey results,the problems are summarized.The third chapter puts forward the general principles to be followed by primary school Chinese classroom teachers in terms of psychological theory,Chinese curriculum standards and the characteristics of Chinese subjects.The fourth chapter puts forward some specific optimization strategies from the cognitive,consciousness and implementation aspects of primary school language teachers.The conclusion summarizes the main points of this research,briefly explains the limitations of this research work,and makes some explanations for the problems that will be further considered and studied in the future.