The Construction And Practice Of Micro-problem Research Learning Mode In Chinese Primary Teaching

The current era is an informative era with the rapid change and technological success.The progress of society and the strength of the country are closely related to the development of science and technology.The ability of innovation is the main thrust of technological development.Innovative talents are the foundation for the development of science and technology in one country.our education in this era,and the goal of talents training must keep pace with the times.Contemporary education should be devoted to cultivating and providing innovative talents for the development of science and technology in our country.As an important part of the Chinese national basic education,primary Chinese should follow the pace of times and help to cultivate innovative talents.The Compulsory Education Chinese Curriculum Standards(2011 Edition)clearly states that Chinese teaching should "Focus on stimulating students' curiosity,developing students' thinking,cultivating their imagination,developing creative potential,and improve students' ability to discover,analysis and solve problems".It requires students to"Conduct research learning actively,stimulate imagination and create potential,also require them to learn and use Chinese in life".Therefore in Chinese teaching,we should pay attention to the cultivation of students' innovative thinking ability,and stimulate students' imagination and creativity through research-based learning.This is the requirement of Chinese curriculum standards and the requirement of cultivating innovative talents.How to carry out the research-based learning in primary Chinese teaching effectively to cultivate students' innovative thinking ability,the micro-problem research learning mode in this paper is a new attempt.This paper explores the micro-problem research learning mode,it is divided into five parts and contains three chapters in total.The first part is the "Introduction".This part consists of five sections:research origin,research summary,research thought,research content and research significance.The second part is the first chapter of this paper"Theoretical framework of Micro-problem research learning mode",this chapter introduces the Problem-based learning(PBL)theory,Multiple intelligence theory and Flipping class theory,and explores the consistence between Micro-problem research learning mode and them to build the theoretical support for Micro-problem research learning mode.The third part is the second chapter "The construction of the Chinese Micro-problem research learning mode",this part is the core part of the full text,which is divided into four sections:core concepts and basic characteristics,the overall goal and the phased goals,the selection and the classification of micro problems,the basic elements and evaluation system of the research process;the fourth part is the third chapter "The practice of Micro-problem research learning mode".The author records the process of micro-project research learning in teaching practice,and write down the feedback of students' learning experience and effect.According to the learning effect,the author reflect and improve the micro-problem research learning mode;the fifth part is the conclusion of this article,the conclusion stress the importance of students' innovation ability in Chinese curriculum,thinking about the direction of follow-up research,and point out the shortcomings of this research.