Primary School Classroom Teaching Distortion Dialysis

Classroom teaching is related to the quality of personnel training as the main way of personneltraining. Scientific and effective classroom teaching is not only a response to the new curriculumreform, but also an adoption to the social demand for comprehensive development of talent.Today’s classroom teaching has deviated from its pursuit of affecting the overall development ofstudents. The majority of teachers respond positively to the requirements of the new curriculumreform. The deviation of the understanding about concept causes formalism, and themismatching of the theory and practice and other phenomena.Theorists’ research focuses on the primary school classroom teaching about the classroomteaching objectives, main body, interaction, evaluation, environment and questions. There are notmany systematic analyses about classroom teaching. The action researcher teachers are confinedto a brief description of the practice of the phenomenon, and are lack of deep thinking andanalysis of the phenomenon. The problems in the practice can not be solved fundamentally.Therefore, the article aims to explain the phenomenon of distortion in primary schools classroomteaching from a systems perspective. Through deep thinking and analysis of the phenomenon,the paper strives to combine theory with practice, and explore the strategy of classroom teachingreturn to the true. This study is divided into five parts:The first part defines the concept of the true and the true of classroom teaching and distortionand classroom teaching distortion.The second part concludes the true pursuit of classroom teaching from five aspects of thetarget and content and subject and process and evaluation.The third part gives several examples from five aspects about the cases of classroom teachingdistortion. About the objectives, the teachers pay more attention to ready-made knowledge, anddilute the teaching of double base, and label the phenomenon of emotional, attitude and valuesand so on. About the content, there are phenomena of breaking away from the actual of teachingobjectives and knowledge and students and so on. About the main body, there is a phenomenoneither teacher-centered or student centered. About the teaching process, there is a phenomenon ofprocess of step-by-step, and teachers can not deal with the phenomena of the outside of thesituation and so on. About the evaluation, there is a phenomenon that intelligence or answer isconcerned about.The fourth part explores strategy of returning to the true of the classroom teaching from thethree perspectives of teachers, students, teaching management based on proof of distortion case.Teachers should improve their own quality and enhance professional ethics, and improve theirown knowledge system. Students should make efforts to focus on playing its subjectivity andimprove the students’ autonomy, initiative and the sense of innovation. About the management, the schools should improve the teaching management system. The teachers should create anappropriate environment of classroom teaching and learning, and deal with cleverly irregularitiesand other aspects.The fifth Part presents a wonderful classroom teaching case and evaluates it in order tohighlight the pursuit of real classroom teaching.