Application Of Schema Theory In Teaching Sentences In Primary Chinese

The Chinese course focuses on cultivating students' comprehensive ability.The low-level Chinese in primary schools attach importance to word teaching,often ignoring sentence teaching,so that the basic skills of Chinese reading and writing teaching are lacking,and comprehensive ability cannot be cultivated.Therefore,we introduce schema theory in the field of psychology as the theoretical basis for guiding teaching,and combine schema theory with sentence teaching.Sentences are represented graphically in accordance with the thinking processing level and cognitive development laws of low-level primary school students.Sentence schema theory constructs a scientific sentence and sentence teaching sequence,which not only helps students to acquire syntactic concepts and rules,but also It is conducive to optimizing the cognitive structure of students,changing the way of thinking,and cultivating students' creative thinking.Its teaching objectives also fit the basic characteristics of the current Chinese language teaching and the basic laws of sentence teaching.In addition,through the investigation of the current situation of the teaching of low-level Chinese sentences in elementary schools,the status of sentence teaching is analyzed to determine the teaching content and teaching strategies of sentence patterns.Based on the acquisition rules of primary school students in the lower segment,and combined with the edition of the lower-level Chinese textbooks,the teaching con-tent of primary school lower-sentence schemas is determined from the perspective of syntactic rules.The single-sentence sentence schema and the complex-sentence sent-ence schema of parallel,progressive and other relationships.This article extracts part of the example sentences in the lower edition Chinese textbook compiled by the Department,and discusses how to construct the sentence schema for students in the topic of sentence schema teaching.Sentence learning is inseparable from reading and writing.Sentence-to-text and verse-and-sentence are a two-way interactive process.Therefore,the penetration of sentence schema in reading and writing teaching is also an important way to construct and transfer sentence schema.Adhering to the integration of integration and openness,science and diversity,and carrying out sentence schema teaching with combination of reading and writing,we can finally build a complementary teaching model between sentence schema teaching and reading and writing penetration teaching.Since the goals of sentence teaching in different primary school sections are different,the corresponding sentence schema teaching strategies should also be different.The use of teaching strategies such as "provide three against one","provide one against three",case-by-case and case-by-case,practice and variant practice make the schema teaching of lower-sentence sentences in elementary schools rule-based and method-based.Reasonably selecting different teaching strategies will help the formation,polishing,and transfer of sentence schemas,and finally build a complete system of sentence schema teaching.Sentence schema teaching is not omnipotent.It focuses on the teaching of syntax rules and structures,and aims to improve language literacy.In sentence schema teaching,attention should be paid to combining the teaching of syntactic rules with the teaching of language sense,attaching importance to the accumulation of fresh and beautiful sentences,and improving students' aesthetic taste of sentences.At the same time,we must be student-oriented,follow the age characteristics of students,adapt to teaching materials,and provide new ideas for improving the teaching efficiency of low-level Chinese sentences.In short,from the perspective of sentence schemata,to determine the teaching content,teaching process,and teaching methods of lower-level Chinese sentences in prim-ary schools.From the perspective of schema theory,it can be said.The combination of schema theory with the teaching of lower-level Chinese sentences in primary sch-ools is a meaningful exploration.