A Survey Of The Current Situation Of The Design Of Chinese Classroom Practice In The Middle Of Primary School

Classroom practice is one of the important links in primary school classroom teaching.In primary school Chinese classroom teaching,the effect of teaching is closely related to classroom practice.The quality of classroom practice design will directly affect students' classroom practice and the transfer and application of knowledge,and further affect the cultivation of students' Chinese core literacy.By searching a large number of documents,compiling teachers' questionnaire and students' questionnaire,and interviewing Chinese teachers in the middle of primary school with the opportunity of practice,this paper investigates the current situation of Chinese classroom practice design in the middle of primary school from four dimensions: the understanding of Chinese classroom practice design,the design of classroom practice content,the design of classroom practice type and the design of classroom practice evaluation,Find the existing problems according to the current situation,analyze the causes of the problems,and put forward improvement suggestions.The results show that: at present,primary school Chinese teachers can realize the importance of classroom practice,but there are many problems to be solved in the process of designing classroom practice,mainly reflected in the lack of multidimensional practice objectives;The content of practice is not scientific;The types of exercises lack diversity;Practice evaluation lacks diversity.Analyzing the causes of these problems mainly focuses on the school level and the teacher level.In view of the existing problems,according to the reasons,this paper puts forward the following improvement suggestions: Based on the school level,the school should improve the teacher assessment system;Strengthen the research of classroom practice;Formulate classroom practice design system;Reduce the workload of teachers.Based on the level of teachers,teachers should change their educational ideas and correctly grasp the objectives of classroom practice;Excavate educational resources and expand the content of classroom exercises;Scientifically design the number of classroom exercises according to the learning situation;Pay attention to students' differences and increase the types of classroom exercises;Multiple evaluation and give full play to the evaluation function of classroom practice.