Research On The Application Of Teaching Design And Implementation Of Project-based Learning For Senior Chinese Students In Primary School

As a few years ago double reduction policy and the promotion of new curriculum reform,"education process and results of balance" "teach what and how to teach how to balance" continued "fermentation",and project learning across the country and promote the pilot complied with the trend of the new curriculum reform,is to explore new classroom forms,the important measures of teaching methods.In the process of project learning,various Chinese classroom forms,multi-dimensional process and result evaluation methods,various thinking exercise modes,and multiple knowledge construction system broaden students ’Chinese learning space,improve the quality of Chinese learning,and promote the improvement of students’ Chinese literacy.As a language subject,Chinese subject is in line with project ideas and ideas.It can be said that project learning is a new breakthrough and innovation point in the construction of Chinese literacy.Chinese subject is the main subject for the implementation of project-based learning.It is the divergence,openness and project characteristics of subjects that project-based learning can take root and sprout.In this study,through a questionnaire survey and interview with senior Chinese teachers and students of primary schools in a District of Wenzhou,analytical data,It is found that the current Chinese teaching is influenced by teachers ’own factors,students’ participation in the classroom,classroom mode and evaluation system,It shows that the teachers’ professional ability is not high,and the lesson preparation pressure is great,Students’ learning enthusiasm is not high,the learning ability is insufficient,The status quo of a single classroom mode and a single evaluation mode,Introduce project-based learning for the above problems,Provide specific project-based teaching strategies,In order to improve the current teaching dilemma,In order to provide some help to the theoretical and practical research of Chinese project learning in senior primary school students,Promote teachers ’teaching and students’ learning.At the same time,through the design and implementation of the cases of two senior unit projects,comparing the learning situation of the students before and after the teaching situation of the teachers,the effect of project learning is tested,and the significance and problems of project learning are summarized,so as to obtain specific application strategies.This paper mainly includes the following three aspects:The first part is the introduction,which explains the background of project-based learning,related research review,research purpose,research significance,research ideas and research methods,and the theoretical basis and core significance of project-based learning.Among them,the theories of constructivism,situational cognition,pragmatism and discovery learning,as well as the six core elements of project learning proposed by Xia Xuemei’s team,provide the theoretical basis for this paper.The second part is in the main text.The text contains three chapters: one is the investigation and analysis of the current situation of primary school Chinese teachers’ learning.This chapter investigates the teachers and students in a district in Wenzhou,causes stage teaching difficulties and considers the feasibility of project-based learning.Second,the teaching design and implementation of project learning for primary school Chinese seniors.This section starts from the routine process,Design project case,"I am a Little Docent" and "Into Their Childhood",Starting from the process of entry preparation,implementation stage and exit evaluation,Based on the double-line structure of large units and the characteristics of the unified textbook,grasp the core of the case,And implement the observation of the case,Form the students’ corresponding results;Third,the effect evaluation and analysis after the implementation of the case,This section combines the teacher and student questionnaires and the interview results,Comparing the survey results before and after,To test the effect of project learning from the perspective of teachers ’difference comparison,students’ difference comparison,and the perspective of researchers,The following conclusions are drawn: First,Students’ interest in learning and learning enthusiasm have been significantly improved,Improving our communication skills,Students’ learning results improve,Learning gains more;next,Teachers agree with this learning style and believe that students are more involved in the class,Teachers are happy to try this model,Also in the project form,project evaluation methods and other perspectives of continuous exploration;last,In the course of the researchers’ participation in the practice,Feel the change of teachers and students,the classroom mode,The harvest is a lot.On the basis of the above conclusions,to verify the effectiveness of project-based learning methods: project-based learning can improve students’ learning ability,cultivate talents for the society,innovate teachers’ teaching ability,and promote the development of school teaching.However,through investigation and classroom observation,we found that there are still many problems and contradictions in applying project-based learning,such as long project teaching time,more unexpected interference,and unclear project evaluation methods.The third part is the conclusion and outlook.Firstly,based on the above analysis,the conclusion is drawn:(1)project learning can promote students ’learning and teachers’ teaching;(2)project learning can promote the innovation of classroom mode and curriculum reform;(3)unified primary school Chinese textbooks are an important support for project learning;(4)senior primary school students are suitable for project learning.Then,based on specific cases and the problems arising in the research process,the application strategies in the teaching of primary school language:(1)to enter the real and experience;(2)rely on the project media to promote practice and evaluation;(3)pay attention to the core literacy,steadily improve the characteristics of the subject;(4)from students,finally students,loyal to students;(5)pay attention to the overall unit,and help the project design;(6)to build the project framework.Summarize the research results and their shortcomings,and put forward some concrete measures,in order to provide some help to the theoretical and practical research of Chinese project learning in the unified version of senior primary school students.Finally,the prospect is put forward:(1)apply the ideas and strategies of primary school Chinese teaching design under the guidance of project learning to classroom practice,and constantly modify and improve them in the process of practice and exploration;(2)timely pay attention to the latest academic achievements of project learning,and grasp the cutting-edge research trends.Continue to deeply analyze the characteristics of Chinese learning,find more meeting points with project learning,further refine the design strategy,provide theoretical guidance for teaching design,and increase the language character of the design;(3)Try to break through the prison of project-based single-discipline implementation,improve their own ability to develop teaching material resources,think about interdisciplinary project-based learning mode,and constantly explore.