A Survey And Research On The Current Situation Of Whole Unit Teaching In Primary School Language

Under the background of the new round of curriculum reform and literacy education,with the full use of the unified version of language teaching materials,unit whole teaching has shown its powerful vitality and entered the sight of educational researchers again with its unique advantages.It can effectively improve the efficiency of language classroom teaching,change the shortcomings of traditional single-part teaching,and realize the overall improvement of students’ core language literacy.Through this study,the author hopes to understand the current situation of whole unit teaching in elementary school,find out the problems,and give corresponding optimization suggestions to help front-line elementary school language teachers understand whole unit teaching in an all-round and multi-angle way,so as to truly improve quality and efficiency through whole unit teaching,free students from the mechanical and boring language classroom,and continuously improve students’ interest in language learning and enjoy language lessons.This study will help students to enjoy their language classes and enjoy the fun they bring,so that they can really like and love the language.This study takes constructivist learning theory,Gestalt psychology theory,and learning transfer theory as the theoretical basis,adopts literature research method,questionnaire survey method,and interview method,and selects N elementary school in Nanning City,which has certain experience in the implementation of whole unit teaching,as the object of the study.We hope that this study can provide some new ideas for the first-line elementary school language classroom teaching.This study consists of five parts.The first part is the introduction,which mainly explains the background of the study,the significance of the study,the research methods and ideas,and the literature review.By sorting out this content,the development of the development of unit holistic teaching and the specific ideas of the study are clarified.The second part is an overview of whole unit teaching in elementary school languages.This part contains the definition of the concepts related to unit whole teaching in elementary school language,and clarifies the basic features and theoretical basis of unit whole teaching in elementary school language,so as to lay a good foundation for the implementation of unit whole teaching.In addition,this part also compares and analyzes unit whole teaching and single teaching,further highlighting the advantages and values of unit whole teaching.The third part is an investigation and analysis of the current situation of whole unit teaching in elementary school.Through questionnaires and interviews with teachers and students in Nanning N Primary School,we understand the current problems of whole unit teaching in elementary school and analyze the causes of the problems,and find that the following problems exist on the teachers’ side: First,there is a deviation in understanding the connotation of whole unit teaching.Secondly,the frequency of implementing whole unit teaching and design is low.Third,the level of implementation of the overall unit design is not high.Students have the following problems: First,they do not have a good understanding of the goals and methods of the whole unit learning.Second,the level of acceptance of the holistic approach to learning is low.Third,the lack of practical application of the results of holistic learning.In view of the above problems,I believe that the teachers’ problems are caused by the lack of learning resources and channels for holistic teaching,the lack of time and good experience for holistic teaching,and the lack of teachers’ quality and ability to implement holistic teaching.Students’ problems are caused by the lack of clear unit learning objectives and methods,the influence of traditional single-part learning inertia,and the lack of students’ literacy and ability to learn the unit as a whole.The fourth part is about the suggestions for optimizing the overall teaching of primary language units.In view of the existing problems,combined with the attribution of the problems,the author puts forward the following suggestions for optimization: First,broaden teachers’ learning channels and provide high-quality resources for overall unit teaching.Second,reduce teachers’ teaching burden and enrich their overall unit teaching experience.Optimize teachers’ teaching training and improve their overall teaching ability.Strengthen student learning guidance and clarify overall unit learning goals and methods.V.Transform students’ learning styles and enhance their thinking about the overall unit learning.Sixth,optimize the unit learning process and enhance students’ literacy in overall unit learning.The fifth part is the conclusion,which presents the results,shortcomings and outlook of this study.