A Case Study On The Overall Teaching Of Primary School Chinese Language Units Based On Chinese Elements

The Chinese element is an innovation in the unified edition of primary school Chinese teaching.In the new edition of the unified textbook,the layout characteristics of the textbook reflect the "dual line organizational unit",namely,"Chinese element" and "humanistic theme".The role of language elements is to cultivate students’ language abilities and enhance their core language literacy.At the same time,the trend of overall unit teaching is irresistible,and the role of language elements in different units is different,which requires teachers to adopt effective teaching methods based on language elements for overall unit teaching according to actual situations.From the perspective of current research,the integrated unit teaching based on language elements has gradually received attention.Researchers mainly focus on theoretical discussions,but in the actual teaching of front-line teachers,there is less research on teachers’ understanding of integrated unit teaching and how teachers conduct integrated unit teaching based on language elements.Based on this phenomenon,this study takes the overall teaching of primary school Chinese units based on language elements as the research theme,and combines the specific teaching of Unit 4 in Volume 2 of Grade 3.Through presenting specific teaching cases of teachers,it explores how teachers can conduct the overall teaching of units based on language elements,thereby providing theoretical guidance for front-line teachers in the actual teaching process.This study forms a structural framework from the aspects of unit integral teaching design,unit integral teaching implementation,unit integral teaching evaluation and reflection,trying to explore the due state of unit integral teaching.Using a research method combining case study,interview method and classroom observation method,three primary school Chinese teachers in the third grade are taken as research objects to find out how the three teachers explore in the process of unit integrated teaching based on Chinese elements,find out the problems of teachers in the teaching process and analyze their influencing factors.Through the research,it can be found that the three teachers mainly appeared the following problems during their exploration: The one-sided understanding of the unit as a whole is reflected in the deviation of teachers in the value and interpretation of the unit as a whole;Teaching objectives are generally scattered,and teachers lack hierarchy in formulating unit teaching objectives;The status of students cannot be reflected,teachers cannot return the classroom to students during teaching,and students’ subjective status needs to be improved;The imbalance of teaching evaluation system is mainly reflected in the single evaluation subject and the lack of diversification of evaluation methods.At the same time,based on the analysis of the factors that affect the problems that teachers have in the overall unit teaching process based on language elements,it is found that the main reasons that affect teachers’ overall unit teaching based on language elements are the slow updating of teaching concepts,differences in professional literacy,insufficient integration of content and methods,and teachers’ limitations on traditional tool values.Based on this,this study proposes strategies for teachers to conduct unit integrated teaching based on language elements:Constantly update concepts and improve teaching level.Teachers can carefully study the curriculum standards to improve their educational awareness;Adhere to language elements And improve teaching objectives.When setting teaching objectives,it is necessary to closely adhere to language elements,analyze students’ learning situation,And focus on the improvement of core literacy;Strengthen the Ability of teachers and reflect the main body of students.Firstly,teachers need to learn theoretical knowledge,secondly,they need to optimize teaching methods,And finally,they need to clarify teaching content and reorganize teaching;To conduct scientific evaluation And pursue multiple evaluations,first of all,it is necessary to promote the diversification of evaluation subjects,followed by the diversification of evaluation methods.