Research On The Driving Questions In The Project-based Learning Of Primary School Chinese

With the promulgation of the revised Chinese curriculum standards for compulsory education,my country’s literacy-oriented basic education curriculum reform has entered a new historical period.The new curriculum standard requires Chinese teaching to start from the actual situation of students’ Chinese,create rich and diverse learning situations,and design challenging learning tasks to stimulate students’ curiosity,imagination,and thirst for knowledge,promote students’ autonomy,cooperation,inquiry learning,and guide students are diligent in thinking,willing to practice,dare to explore,and express freely.These requirements are exactly in line with the characteristics of project-based learning,so project-based learning,which points to learning literacy,has been widely recognized and respected in the field of education.In the primary school Chinese subject,the development of project-based learning still lacks breadth and depth,and teachers have a certain deviation in grasping the various elements of project-based learning,especially in the cognition and design of the driving question of the core elements of project-based learning,face multiple difficulties.The author sorts out the research context of subject project-based learning and the current research status of driving questions by consulting literature,and clarifies the "project-based learning","subject project-based learning","language subject project-based learning","driving questions","essential questions" and "challenge questions".Based on the teaching practice,try to clarify the current predicament of primary school Chinese teachers in the cognition and design of driving questions in the subject project-based learning,and analyze the reasons from multiple perspectives,and then based on this combined with the case analysis,the optimization strategy of the project-based learning-driven questions design of the primary school Chinese subject is proposed.The real predicaments of primary school Chinese teachers in the cognition and design of the driving questions in the subject project-based learning are limited cognitive channels,incomplete cognition,large differences in cognition,in-depth cognition,strong design randomness,and design.More difficult.Among them,the specific design difficulties include not knowing where to start designing,not knowing how to associate learning objectives during design,transforming essential questions into driving questions,unable to embed real situations for driving questions,and inaccurate representation of driving questions clear etc.The main reasons for the above dilemma are the utilitarianization of project-based learning,the lack of teachers’ attention to project-based learning and driving problems in Chinese subjects,the fragmentation of teachers’ theoretical learning,the separation of teachers’ theoretical learning and practice,and the lack of teachers’ driving problem design practice.Lesson reference,process guidance,resource support and professional evaluation.Primary school Chinese teachers can optimize the design of driving questions from the perspective of grasping the main points of design,formulating questions with the help of the expression framework of driving questions,and clarifying the design path of driving questions,so as to design a situational authenticity,openness and challenging characteristics.Driving questions,stimulate students’ interest in learning and desire for knowledge,drive students to invest in the process of exploring and solving,and learn by doing,so that students can improve their core literacy in Chinese.Project-based learning triggers students’ thinking and exploration of concepts through questions,and the quality of the driving questions will directly affect the quality of the entire project-based learning.Therefore,primary school Chinese teachers need to deepen their understanding of the driving questions in project-based learning and improve the quality of project-based learning.Design capabilities for driving questions.At the same time,the design of driving questions is also the most difficult part of project-based learning design.This research attempts to supplement the theoretical research on driving questions in the project-based learning of primary school Chinese,in order to improve the driving force in the project-based learning of primary school Chinese.The research provides practical guidance and has certain significance and value.