Research On Teaching Strategies For Low-level Students' Attention Retention In The Classroom ——Taking Chinese As An Example

Students' classroom attention level is an important factor affecting the effectiveness of teachers' teaching and students' learning,and is very important for the effect of classroom teaching.In this study,the students in the lower primary schools were the subjects of the study,focusing on the current situation,influencing factors,existing problems of the low primary school students' classroom attention,and the teaching measures to maintain the attention of the low primary school students.The study used classroom observation and interview methods to study the classroom attention of students in the lower primary schools,and conducted a study on "teaching countermeasures for maintaining the classroom attention of students in the lower grades of primary schools" in a primary school in Saihan District,Hohhot,Inner Mongolia.In addition to the introduction and conclusion,this study has five parts,focusing on the formulation of teaching strategies to maintain the attention of primary school students in the classroom,and the use of research strategies to write teaching designs and teaching practices.Introduction: The research origin,research objectives,research significance,research ideas,research methods and research theoretical basis of this research are expounded.A review of domestic and foreign research on related research issues was also carried out,which provided reference and basis for this study.Part I: An overview of the concepts and characteristics of attention,the quality and classification of attention,and a brief summary of the developmental characteristics of attention in low-grade primary school students.Part II: Investigation and analysis of the current situation of classroom attention of students in the lower part of primary schools.In view of the current situation of classroom attention of students in the lower part of primary school,interview surveys and classroom observation records were carried out,and statistical analysis was carried out on various data obtained from interviews and classroom observations,and it was found that the phenomenon of distraction in the language classroom of students in the lower part of primary schools was more common,and there were more distracting behaviors in students' classrooms,and the time distribution of attention was uneven,which was more affected by both students themselves and teaching.Part III: Identify problems with classroom attention in low elementary school students and analyze their causes.Through investigation and observation and analysis,it is found that the existing problems have the instability of the direction of intentional attention,and the phenomenon of wandering outside the learning state is common;the breadth of attention is limited,the scope and quantity of the learning content are not enough;the attention stability is difficult to maintain,and the diffuse sexual behavior occurs from time to time;the development of the distribution ability is slow,and the grasp of the learning task is defective;the attention transfer is lagging behind,and the transition or conversion of the learning task is not smooth.From the perspective of teaching design,the main reasons for the problem of students' attention in the classroom are: the teaching objectives are not clearly reflected,resulting in students' intentional attention to the purpose is not strong;the teaching method is improperly selected,and it is difficult to restrain students' attention and distracting behavior;and the teaching evaluation tends to be perfunctory,resulting in a poor attention state of students.Part IV: Constructing pedagogical strategies to maintain classroom attention for students in the lower primary schools.Specific countermeasures include: clarifying teaching objectives and enhancing the purpose of intentional attention;appropriately handling teaching content to maintain the stability of students' intentional attention;optimizing the teaching process and reducing students' distracting behavior;and appropriately using classroom evaluation to adjust students' attention status.Part V: Teaching practices and analyses were carried out to maintain the attention of students in the lower primary school classrooms.According to the optimization strategy of this study,the primary school Chinese classroom teaching design that maintains the attention of the primary school students in the classroom is arranged and the teaching practice is carried out.In this practice,a group of practical classes and control classes were selected for teaching comparison,and the classroom attention performance of students in the practice class and the control class was compared and analyzed.The results show that the teaching design according to the optimal countermeasures proposed by the Institute can better maintain students' attention in the classroom.Conclusion: Conclusions and Prospects of the Study.Reflecting on the shortcomings and shortcomings of research provides a reference for future in-depth research,and puts forward a prospect for future interested research content and direction.It is hoped that through this study,the teaching strategies for attention retention of students in the lower primary schools can be optimized,and the classroom attention level and learning efficiency of the students in the lower primary schools can be improved.