Problems And Countermeasures In The Teaching Of Predictive Strategy Unit In Elementary School Chinese

The predictive strategy unit has attracted the attention of teachers since it was incorporated into the unified textbook.Its emergence reflects the new changes in Chinese reading teaching from "teach content" to "teach strategy",and reflects the new requirements for students' reading ability in Chinese reading teaching.The predictive strategy unit provides teachers with more freedom in teaching,and also puts forward higher requirements for teachers,require teachers to make changes in teaching concepts and teaching methods.Faced with the totally new unit type,there is almost no relevant theoretical system,and there are few teaching materials available for teachers.Teachers are full of doubts about the teaching of this unit,especially about "What to teach" and "How to teach",and at the same time,teachers also have some problems in the process of teaching this unit.In view of this,this dissertation will investigate the teaching status of predictive strategy unit in elementary school Chinese,analyze the problems and causes in the current stage of predictive strategy unit teaching,and put forward corresponding countermeasures on this basis.There are five parts in this dissertation:The introduction part introduces the reasons for the topic selection,the combs and comments on related literatures at home and abroad,the purpose and significance of the research,the ideas and methods of the research,the innovation of the research and the theoretical basis of the research.The first part focuses on the connotation,the characteristics of unified textbook,the basic characteristics and teaching value of predictive strategy unit teaching in elementary school Chinese.Firstly,the connotation of predictive strategy unit teaching of elementary school Chinese is explained;secondly,the writing concepts,structural characteristics and content characteristics of the unified textbook predictive strategy unit are analyzed;thirdly,the basic characteristics of predictive strategy unit teaching in elementary school Chinese are summarized: student subjectivity,strategy core,concept integrity,goal progressiveness and process practice;finally,the value of teaching in predictive strategy is analyzed from two aspects of students and teachers.The second part adopts the combination of questionnaire method and interview method,takes the third grade Chinese teachers of elementary school in Beibei District of Chongqing City as the survey object,and investigates the teaching status in predictive strategy unit in elementary school Chinese,then analyzed the collected data.The third part analyzes the survey results and finds that the main problems in predictive strategy unit teaching in elementary school Chinese are: too many teaching objectives are set,but the focus is not on the predictive strategy;too many selected text teaching content,but the predictive strategy teaching content is insufficient;pay attention to the teaching of predictive methods,but predictive of "hypothesis-testing" is not enough;teachers dominate the classroom,ignoring the student's subjectivity;teaching evaluation is mainly teacher-based,but lack of student self-evaluation.This research also analyzes the specific reasons for the existing problems and provides a goal orientation for the corresponding improvement countermeasures.The fourth part puts forward corresponding improvement countermeasures for the problems existing in the teaching of predictive strategy unit in elementary school Chinese: carry out teacher training and enhance teachers' understanding of predictive strategy unit;synthesize various factors to formulate teaching goals that fit the predictive strategy unit;base on predictive strategies,sort out and choose teaching materials;use learning scaffolds to arouse students' subjectivity;implement comprehensive evaluation to promote the development of students' abilities.