A Study On The Reasoning And Answering Behavior Of Chinese Teachers In Primary Schools ——Taking L Primary School In Harbin As An Example

In the classroom,teachers respond and deal with the questions answered by students in a timely manner.This behavior is the teacher's rational answering behavior.It is a kind of classroom teaching behavior,but also a kind of teaching evaluation behavior.Reasoning behavior is an important part of classroom question and answer,an important part of equal communication between teachers and students in the classroom,and forms the driving force of teacher-student interaction.From the situation of students answering questions,teachers make appropriate rational answers,which can also be regarded as teaching wit.A wise answering class,from the perspective of students,can not only ignite the students' active nerves,mobilize their inner motivation for learning,but also cultivate students' thinking quality of exploring problems;from the perspective of teachers,It can effectively improve the development of its own professional quality,and the teaching ability develops to a high level;from the perspective of classroom effectiveness,it can improve classroom efficiency and enhance classroom vitality;from the perspective of teacher-student relationship,it is conducive to emotional communication and exchange,In the dialogue of equality,students' cognitive ability can be improved,so that students' body and mind can grow and develop healthily.In recent years,with the development of the new curriculum reform,classroom theory has attracted the attention of a wide range of scholars,and some works and literature are more inclined to the theoretical level,lacking research results at the practical level.In practical teaching,the front-line teachers have done little research on the connotation,skills and strategies of reasoning,and there are still problems in the implementation of reasoning in the classroom.Based on the above factors,this research focuses on the primary school Chinese classroom,and the research object is determined as primary school Chinese teachers.It uses classroom observation,literature research,teacher interviews and other methods to go deep into the primary school Chinese classroom.The problems that teachers answer in the classroom are identified and their attributions are explored,so as to provide teachers with practical and effective strategies and suggestions,and give practical guidance.v This research focuses on the topic selection and is developed from the following six parts:The first part is the introduction,which mainly introduces the origin of this study,the significance of the study,the review of domestic and foreign research,the definition of related concepts,the theoretical basis,the types of rationale and the significance of the rationale.The second part is research design,which mainly includes research ideas,research methods,research objects and research tools.Among them,the research tools are three kinds of survey tools,such as teacher classroom observation table,student questionnaire design and teacher interview outline,which are compiled on the basis of previous research results.The third part is to investigate and analyze the status quo of primary school Chinese teachers' rational behavior in classrooms.Through the observation of the classroom rational behavior of Chinese teachers in L Primary School in Harbin,the overall situation and specific situation of the current teachers' implementation of rational behavior in the classroom are analyzed.Analysis;through questionnaires to students,to understand students' demands and expectations for teachers' classroom reasoning;through interviews with teachers,to grasp teachers' cognition of classroom reasoning behaviors.The fourth part is about the problems and attributions that exist when teachers use reasoning behaviors in primary school Chinese classrooms.The existing problems mainly include four aspects: teachers' fuzzy connotation of rationale,lack of presupposition of rationale,pursuit of standard answers,and insufficient reflection on rationale.Based on the above reasons,the reasons for the problem are four aspects:insufficient professional knowledge of teachers,lack of classroom reasoning experience,unskilled application of reasoning skills,and lack of self-reflection and summary after class.The fifth part is the effective improvement strategy of primary school Chinese teachers' classroom answering behavior.Based on the problems in the fourth part,the author puts forward four reference suggestions for the effectiveness of front-line teachers' classroom reasoning behavior.The specific strategies are: strengthening rationale awareness,making rationale presuppositions,improving rationale quality,and paying attention to rationale reflection.