Research On The Status Quo And Improvement Strategies Of Primary School Chinese Teachers' Mastery Of Chinese Learning Knowledge

At present,the development of Chinese traditional culture plays an important role under the background of the complex cultural blending between China and the West.The inheritance of culture cannot be separated from the support of education,which is the most effective way to inherit the knowledge of Chinese traditional culture.In the primary education stage,the Chinese discipline plays a role as a medium in the inheritance of traditional culture.The Chinese teachers in primary schools are the mainstay of the inheritance of Chinese culture and knowledge,and are the guides for primary school students to learn Chinese culture at the initial stage.Therefore,only when primary school Chinese teachers have profound Chinese culture literacy and a solid theoretical system of Chinese culture can they guide students to experience the extensive and profound Chinese culture and make the essence of Chinese traditional culture spread further.This paper mainly studies the current situation of primary school Chinese teachers' mastery of sinology knowledge and the existing problems in the mastery stage,and puts forward corresponding solutions.This paper consists of seven chapters.Chapters I and II are the introduction,research contents and methods of this paper.Explained the significance background,research status and definition of core concepts of the topic.In the second chapter,the research method of this paper is determined,and the scope and specific content of sinology knowledge required by primary school Chinese teachers are determined.That is,the scope is the knowledge of Chinese studies in the primary school Chinese textbooks and the expanded content of Chinese studies works involved in the textbooks.The third and fourth chapters are also the core parts of this paper.This part investigates the current situation and existing problems of primary school Chinese teachers' mastery of Chinese learning knowledge.In the fifth chapter,the author analyzes the causes of the problems from two aspects: teachers' emotional attitude towards Chinese learning culture and ways to cultivate Chinese learning knowledge.The survey results show that primary school Chinese teachers have superficial knowledge of Chinese studies,but weak knowledge of history and thoughts of various schools.In view of the above problems,the author puts forward corresponding improvement strategies in chapter 6.There are two improvements: first,to strengthen the interest of primary school Chinese teachers in Chinese culture.The author puts forward four specific implementation plans: first,make a reasonable learning plan;Second,the use of multimedia culture to reserve and upgrade Chinese learning knowledge;Third,carry out interesting Chinese culture holiday training camps;Fourth,teachers are encouraged to take part in the activities of the forum on Chinese culture of a social nature.In the second aspect,starting with optimizing the ways of primary school Chinese teachers' sinology knowledge training,the author puts forward five promotion strategies: first,strengthening the sinology culture education of normal students;Second,standardize the Chinese studies curriculum and teaching materials in normal universities.Third,the newly appointed teachers should receive closed and centralized training before taking up their posts.Fourth,a small-scale phased training model for in-service teachers;Fifth,promoting learning and teaching by competition is mutually beneficial.The last chapter is the conclusion and prospect of this paper,which analyzes,summarizes,evaluates and prospects the research results of this paper from a macro perspective.