Investigation And Research On The Status Of "Chinese Thematic Learning" In The Second Section Of H Elementary School In Luancheng District

Chinese is a discipline that integrates instrumentality and humanities.It pays attention to the application of language and writing,and the interrelationship of listening,speaking,reading and writing in Chinese learning is inseparable from reading.Reading is an ancient human behavior.After the birth of the text,humans began reading activities.People's understanding of the world through reading,collecting and processing information,experiencing emotions,and obtaining aesthetic experiences are important foundations for human development.With the continuous advancement of the teaching reform of Chinese subjects,subject experts and teachers have extensively explored Chinese teaching,and various teaching concepts and teaching models have emerged in an endless stream,making Chinese subjects exude vitality and vitality.For primary school Chinese reading teaching,there have long been problems such as teacher-led teaching,emphasis on knowledge explanation and less method transfer,teachers teaching materials,students learning materials,and so on.How to solve the problems in Chinese reading and give play to the role of reading teaching,a large number of Chinese educators continue to research and explore ways to solve problems.Among the many reform experiments,the "Chinese thematic learning" experiment has attracted more and more people's attention with the unique highlights of a large number of readings in the class,reading around thematics and free and autonomous reading.The scope has developed rapidly and has achieved fruitful results.Accompanied by the advancement of the teaching reform of the Chinese subject and the continuous development of "Chinese thematic learning",Luancheng District of Shijiazhuang City introduced the "Chinese thematic learning" experiment in the autumn of 2019,and took the lead in promoting the teaching reform experiment in the region.H Elementary School,as a primary school in the region,responded to the call of the Luancheng District Education Bureau and actively participated in the "Chinese thematic Learning" experiment.In this thesis,teachers and students in the second section of H Elementary School are used as research objects.Questionnaires and interviews are used to learn from teachers and students' knowledge of "Chinese thematic learning","Chinese thematic learning" classroom teaching effects,and "Chinese thematic learning".Carriers and other aspects of the current situation survey,summary analysis of the current problems in the "Chinese thematic learning".According to the existing problems,put forward some suggestions to promote the "Chinese language learning" in the second section of H elementary school,and then help the region to more effectively carry out "Chinese thematic learning" experiments.This thesis is mainly divided into the following six parts:The introduction mainly discusses the problems,the purpose and significance of the research,the review of related research at home and abroad,the research ideas and methods.The first chapter gives an overview of the "Chinese thematic learning" in the second section of elementary school,including defining related concepts,explaining the theoretical basis and practical significance.The second chapter investigates and analyzes the status quo of the implementation of the "Chinese thematic Learning" in the second section of H Elementary School in Luancheng District.First,it introduces the survey design of the background,object,purpose,content,and process of the survey,and then the results of the questionnaire survey and interviews.To organize and analyze,The third chapter summarizes the current problems and causes of "Chinese thematic Learning" in the second elementary school of H Primary School based on the questionnaire and interview data.The existing problems are manifested in teachers' incomplete understanding of "Chinese thematic learning",unreasonable classroom teaching schedules,inadequate development of "Chinese thematic learning" courses,misunderstandings in the use of "Chinese thematic learning" series,and "Chinese thematic learning" the evaluation method is simple,and there is polarization in student learning.There are five main reasons for the problems,namely,insufficient support from the school and lack of supervision,backward teachers' concept of Chinese language teaching,inefficient teaching and research activities of teacher teams,lack of a sound evaluation system,and difficulty in reducing differences between students in the short term.The fourth chapter,according to the existing problems,from the three aspects of school management,teacher teaching and student learning,puts forward suggestions for "Chinese thematic Learning" in the second stage of H Primary School in Luancheng District.At the school management level,the school should strengthen the management of teaching routines and promote development by conventions;improve the evaluation system and arouse the enthusiasm of teachers.At the level of teacher teaching,teachers should focus on the professional development of teachers and improve their professional qualities;focus on teaching goals and improve classroom efficiency;optimize the collective teaching and research methods and build a high-level teaching and research team;carry out diverse courses and build "Chinese thematic learning" New courses;reasonably use the "Chinese thematic learning" series to cultivate students 'reading habits;construct an evaluation system of "Chinese thematic learning" to maintain students' interest in reading.At the level of student learning,students should combine their own learning characteristics to enhance their self-learning awareness;strengthen home-school cooperation and jointly promote "Chinese thematic learning".The conclusion mainly summarizes the contents of the first five chapters,and elaborates the limitations of the research and the prospects for future work.