A Research On Comprehensive Chinese Learning Of Primary School Based On Teachers' Classroom Feedback

Comprehensive Chinese Learning Method is beneficial for the overall improvement of students' comprehensive Chinese literacy,with the characteristics of comprehensiveness,practicality and openness.In actual teaching,the words and deeds of teachers have a subtle influence on students.Therefore,it is also important to adjust students' learning status in the classroom and improve their learning quality through scientific and effective classroom feedback.Existing researches on comprehensive Chinese learning in primary schools rarely combine teachers' classroom feedback with comprehensive Chinese learning in primary schools,or provide specific implementation methods to improve the quality of comprehensive Chinese learning in primary schools.After receiving the low and middle level Chinese education,the students entering the high level of primary schools have certain comprehension and expression skills.At the same time,the high-level Chinese education of primary schools is also in a critical period of integrating with middle school education.It is necessary and well-founded to comprehensively improve the literacy of students' Chinese.Therefore,this research takes students and Chinese teachers of high-level primary school as the survey and research objects.Firstly,this article sorted out the existing research materials in China or at abroad,and combined the results of previous studies to define the meaning of comprehensive Chinese learning in primary schools and teachers' classroom feedback.At the same time,according to the "Compulsory Education Chinese Curriculum Standards(2011 Edition)" and the ministryedited primary school Chinese textbooks,the author interpreted the implementation requirements,goals,and content of comprehensive Chinese learning in primary schools.Secondly,the author took the students and Chinese teachers of Y primary school in C city as the survey objects to conduct research.The research was mainly based qualitative research,supplemented by quantitative research.This research mainly used interviews and classroom observations to record and summarize the situation of teachers in the process of teaching based on comprehensive Chinese learning,and analyzed the impact of classroom feedback on this method.Then the author took the real feelings and opinions of teachers and students as references to analyze and demonstrate the actual problems.Finally,based on the actual situation,the author put forward some improvement strategies and suggestions from teachers,students,parents,implementation environment,etc.,to provide references for the development of comprehensive Chinese learning in primary schools.