A Study On Lower-Level Chinese Teaching Integrated Into Children's Philosophical Dialogue In Elementary School

Philosophy for children(P4C)has been regarded as a curriculum that can promote children's thinking and develop their thinking skills.Many domestic scholars have explored the courses of the implementation of children's philosophy and some elementary schools also have begun to integrate and implement on the courses that integrating children's philosophy with other subjects teaching.A large number of studies have shown that the integration of children's philosophy into subjects teaching can improve students' thinking ability,especially for Chinese teaching.On the one hand,Chinese language teaching in primary schools requires students to improve their thinking ability while learning the language.On the other hand,Chinese textbooks contain rich philosophical resources for learning,which can stimulate the curiosity of the lower-level students,and start a philosophical dialogue.However,the theoretical and practical issues of integrating Chinese language teaching into children's philosophical dialogue have not been systematically studied,and in particular less research has been done on what kind of strategies children's philosophy dialogue are used in subject teaching..Based on a systematic study of relevant domestic and international literature,the dissertation examines the process of Chinese teaching integrating with children's philosophical dialogues in lower-level primary schools,analyzes the value of integrating lower-level Chinese teaching with children's philosophical dialogues in primary schools,and explains related theoretical issues.The author takes the lower-grade students in Hangzhou as the teaching object and operated two rounds practical research in two semesters,focusing on practical strategies.The thesis states that the value of children's philosophical dialogue is enriching the teaching links in Chinese teaching,developing students' language ability and cultivating students' thinking ability.Children's philosophical dialogue is a kind of deep-rooted dialogue.It investigates the premise and digs its roots in a questioning way.It is a logical and dialectical dialogue.There are two possible ways to integrate children's philosophy dialogue in elementary Chinese teaching: to use children's philosophy as a miniature course to conduct philosophical discussion on the basis of Chinese and to use children's philosophy as a teaching method to conduct in-depth study of Chinese.Action research states that the use of lower-level Chinese language teaching in children's philosophical dialogue can adopt the following strategies: before the children's philosophical dialogue,the teacher sets the rules of the classroom,surveys thestudents' questions before the class,and choose hierarchical questions;in the children's philosophical dialogue,the teacher dialogue gently,cleverly respond to emergencies,pay attention to the diversity of organizational forms of dialogue.After the children's philosophical dialogue,teachers can promote the reflection on children's philosophical dialogue through a combination of student self-evaluation and teacher evaluation.The significance of this study is to clarify the theoretical issues of lower-level Chinese teaching integrating into children's philosophical dialogue in elementary school and to propose specific action strategies.The disadvantage is that due to the limited time and funding of the study,the number of participants in action research is small the research cycle and not long,more schools will be involved in the follow-up.