Study On Teaching Strategies Of Life-oriented Works In Senior Primary School

Writing is an important way for students to use language to express and communicate,and it is the ultimate foothold of the comprehensive use of Chinese teaching.Life is the source of writing.Only when students truly experience rich and colorful life can they better understand life and express their true feelings.However,the current teaching of writing ignores the close relationship between writing and students’ life.For a long time,there are still great limitations in the teaching of small learning.Teachers are difficult to teach,and teachers have nowhere to start in teaching,and follow the traditional teaching methods.It is difficult for students to learn,and the content of students is empty,and there is no rice to cook.Therefore,it is particularly important to seek the transformation of Chinese writing teaching methods,that is,the implementation of life-based writing teaching in senior primary school.In this study,teachers and students of J primary school in T city are taken as the research objects.Based on the literature method,the questionnaire survey method is comprehensively used to distribute the questionnaire to teachers and students in an anonymous manner.A total of 28 valid teachers’ questionnaires and 330 valid students’ questionnaires are collected.At the same time,in order to ensure the authenticity and effectiveness of the study,the interview method is used to interview eight teachers in the senior grade of J primary school face to face,in order to understand teachers’ understanding and real ideas of life-oriented teaching in the senior grade of primary school.On this basis,combined with text analysis,the overall and comprehensive analysis of the status quo of primary school senior life-oriented teaching.The investigation and analysis found that the main problems existing in the teaching of life-oriented writing in senior primary schools are: teachers’ understanding of the teaching concept of life-oriented writing is not comprehensive enough;teachers’ proposition and goal design ignore students’ dominant position;lifestyle teaching method is single,lack of innovation;teachers’ evaluation method is single,not strong pertinence;students have poor writing materials and monotonous life content.In view of these problems,the author mainly analyzes from two aspects of teachers and students,and puts forward the following improvement strategies: changing teachers’ teaching concept,grasp the essence of life-oriented education concept;focus on topics and target design,highlighting the dominant position of students;optimize the teaching methods,teaching life;from the perspective of life,change the way of evaluation;deep into the reality of life,accumulate writing materials.In the conclusion part,we further discuss the importance of life-based teaching and the highlights and shortcomings of this study.Finally,it is hoped that the results of this study can provide some reference value for front-line Chinese teachers in life-oriented teaching.