Research On The Optimization Strategy Of Situational Chinese Teaching In Senior Primary Schools Under The Idea Of ‘Reducing Burden And Improving Quality’

Since the reform and opening up,contextual teaching has been gradually and deeply applied in classroom teaching,and in June 2019,the Opinions on Deepening Education Teaching Reform and Comprehensively Improving the Quality of Compulsory Education promulgated by the State Council explicitly emphasized"attaching importance to contextual teaching",which was written into the decision-making document for the first time,making it a widely discussed topic in the education sector in recent years.Contextual teaching has been included in the policy-making document for the first time,making it the focus of extensive discussions in the education sector in recent years.At present,the reform of basic education is deepening,and the newly promulgated Language Curriculum Standards for Compulsory Primary Education(2022 edition)also points out that the contextual nature of curriculum implementation should be enhanced,which shows that the Party and the state have put forward new expectations and requirements for contextual teaching.As the "double reduction" moves into deeper water,the pace of reducing students’ academic burdens should not only stop at the "reduction" of the total amount of homework,but also realize the quality of classroom teaching on the basis of the "reduction"."The focus on improving the quality of classroom teaching to meet the diversified learning needs of students has become an important direction of the current basic education reform,and educational administrative departments at all levels have begun to focus on the goal of"reducing the burden and improving the quality" to improve the focus of classroom teaching.In this context,it is of rich theoretical and practical significance to study how to optimize contextual teaching in elementary school language classes.To this end,this study is based on the background of the teaching reform of "reducing the burden and improving the quality" and takes Harbin M Primary School as a sample.The study investigates the current situation of contextual teaching in the upper elementary language classroom,identifies the problems in the current contextual teaching through the analysis of the findings,and proposes constructive strategies and suggestions on how to optimize the classroom contextual teaching,so as to further reflect the value and significance of contextual teaching and provide more inspirations and references for elementary language teachers.This study is divided into five parts.The first part is the introduction,which mainly includes the reason for selecting the topic,the significance of the study,a review of domestic and foreign literature and research,the definition of relevant core concepts,the theoretical basis of the study and the research ideas and methods.The second part is an overview of contextual teaching,in which the author firstly understands the actual development of elementary school classroom teaching under the policy of reducing the burden by combing through the classroom load reduction policies promulgated by the state over the years,and discusses the necessity of language classroom contextual teaching to achieve "reducing the burden and improving the quality" in the context of the current classroom teaching reform in the field of basic education.Finally,the characteristics of language classroom contextual teaching in elementary schools under the policy of "reducing the burden and improving the quality" are explained.The third part is a survey on the current situation of contextual teaching in the upper elementary language classroom in the context of the current "reduce the burden and improve the quality" teaching reform.Firstly,the author designed the questionnaire and the interviews with teachers from several dimensions.Secondly,students and language teachers of M primary school in Harbin were selected to distribute the questionnaires,and finally,the relevant results from the questionnaires were analyzed.The fourth part is to analyze the problems and causes of the current contextual teaching in the upper elementary school.In the fifth part,the current situation and problems of contextual teaching are addressed from four perspectives: teachers,classroom teaching objectives,contextual teaching presentation and classroom teaching evaluation,and the corresponding optimization strategies are proposed.In order to give full play to the role of contextual teaching in stimulating students’ intrinsic desire for learning and improving students’ core language literacy under the premise of "reducing the burden and improving the quality",and finally to realize the high-quality development of elementary school language classroom on the basis of bringing some practical inspiration to the majority of front-line elementary school language teachers.