Research On The Design Of Elementary School Chinese Teaching Based On Stylistic Consciousness

China's mother tongue education has always attached great importance to stylistic research."Stylistics" is an important branch of essay research.The text genres in elementary school Chinese textbooks are rich and diverse.Different genres must adopt different teaching methods.Teachers must naturally understand the relevant stylistic knowledge,have a keen stylistic consciousness,locate teaching goals based on stylistic characteristics,explore teaching content,Choose teaching methods and cut into pragmatic training to truly realize the value of stylistic teaching and improve the quality of Chinese teaching.This paper uses literature analysis method,classroom observation method,interview method and questionnaire method to study the current situation of primary school Chinese teaching design from the perspective of stylistic awareness,in order to provide effective suggestions and help for the optimization of teaching design.First of all,the author reviewed related theories and researches on Chinese teaching design based on stylistic consciousness at home and abroad by consulting relevant literature.Secondly,enter the primary school Chinese classroom,observe the teachers' teaching behaviors,understand whether the teachers have stylistic consciousness,and how the stylistic consciousness is reflected in the teaching design,so as to construct the practical knowledge of the primary school Chinese teaching design and provide a basis for the compilation of the current survey tools.Based on the phenomena and problems found in the previous survey,the author compiles an outline of teacher interviews and questionnaires,investigates the stylistic awareness of teachers in the design of Chinese teaching in primary schools,and analyzes the perspectives of teaching design to obtain the following research findings: Strong stylistic consciousness in interpretation of curriculum standards,teaching content,teaching difficulties,academic differences,writing training,etc.Stylistic consciousness is still weak in stylistic orientation,stylistic definition and classification,etc.The classification is not clear;stylistics is the "tool" of thematic teaching;learning content emphasizes examinations but not literature;teaching methods lack stylistic pertinence;lack of stylistic inquiry and experiential learning;lack of stylistic teaching summary.Aiming at the problem of weak stylistic consciousness reflected in the teaching design,the author tried to put forward suggestions for improvement from two perspectives,in order to enhance the stylistic consciousness of primary school Chinese teachers and optimize their teaching design.The general suggestions include: clearly define and re-clarify the stylistic classification of primary schools;correctly understand stylistic consciousness and stylistic teaching orientation;strengthen teachers' learning of professional stylistic knowledge;and study the differences in stylistic cognition of students in different grades.Specific suggestions are aimed at how to highlight the stylistic consciousness of teachers when positioning teaching goals,selecting teaching content,and adopting teaching methods.In addition,in order to make the improvement of primary school language teaching design more stylistic,the author showed seven high-quality teaching design cases of seven primary school styles in fairy tales,folk tales,children's poems,song lyrics,prose,novels,and explanatory texts.Analyze the design intent of the case,teaching process and other aspects,and put forward specific teaching design suggestions based on case display and analysis.