A Case Study Of Situation Introduction In Primary Chinese Classroom

As a humanistic subject,Chinese plays an important role in the process of students' cognitive development.Its humanity is mainly reflected in the teaching process.Therefore,whether effective teaching design can be carried out determines the student's learning state to a certain extent.A fascinating section The introductory language can let students be in it,and the learning efficiency can be improved rapidly.Before the new curriculum reform,the introduction of elementary school Chinese classrooms was mostly mere formality.Methods such as story introduction and doubtful introduction only flashed through the students' minds.The gradual mechanization method made the student tired.Practice has proved that only students can really enter the introduction.Only links can integrate the text content,so the introduction link is not a form,but an art.In addition,the primary school classroom pays more attention to cultivating the humanity and emotion of students,and being in love with the scenery is even more artistic.Therefore,the main content of the thesis is "case study of situation introduction in primary school Chinese classroom".Case study of situation introduction finds common problems,and corresponding opinions are put forward for teachers' use of situation introduction,which not only provides a theoretical basis for situation introduction,but also provides an empirical basis for classroom teaching.The thesis conducts research from five aspects.First,in the introduction part,it first elaborates the topic background,research purpose and significance of the research of this topic.It conducts research through observation method,interview method and case study method,and introduces domestic and foreign elementary school Chinese classroom situations.To sort out and comment on the current research situation of the school,do a good job in defining the concept of situation introduction in the primary school Chinese classroom.Secondly,the design of the research process for the introduction of primary Chinese classroom scenes,including the determination of research purposes and objects,the selection of research methods,and the applicability of the case study method,specifically explained the research ideas and the implementation process of the case study method.Third,after determining the research object,conduct case analysis of three Chinese teachers in L primary school,record and organize the three stages of preparation,implementation,and summary of Chinese teachers' situation introduction through interviews and observations,and make analysis and summary.Combine theory with practice.Then it explains the problems existing in the introduction of scenes in elementary school Chinese classrooms,and analyzes the problems that arise,mainly focusing on the three aspects of teachers,students,and textbooks.Finally,summarize and analyze,and put forward corresponding countermeasures and suggestions from the three aspects of teachers,students,and textbooks.The purpose of this subject research is to analyze the introduction of situation in elementary school Chinese classrooms through case studies,emphasizing the importance of "scenarios" to students' introduction,and pay more attention to the deepening of "sentiment" and "scenery" in Chinese classrooms,so that they can be brought into scenes from emotions.At the same time,it is hoped that the research of this subject can improve the theory of scenario introduction and provide theoretical and empirical basis for teachers.