Research On The Peneration Of Setback Education Of Chinese Teaching In Primary School

The rapid development of society and economy brings people in superior living conditions, meanwhile, enhances the competition and pressure among people.However, the ability of people to fight against the competition and pressure did not rise, but more and more people afraid of setbacks, especially the primary school pupils, who are extremely vulnerable when faced with setbacks. In today’s society,how to implement pupils setback education, improve the anti-frustration ability and comprehensive quality, and promote adolescent physical and mental development has become an urgent problem need to address.In this paper, on the basis of existing setback education research, taking setback education penetration status in primary school Chinese teaching as the foundation,combined with students and teachers in the five primary schools in Jining, Shandong province, as the main research in this paper, in these schools, in order to identify problems, find the causes and give our proposals to address the problems, we conducted a questionnaire survey and interview survey to understand the current situation. The survey found that the status quoin primary school Chinese teaching in the penetration of setback education is not ideal, both teachers and students have obvious problems in concept and behavior. So I learn from two bilateral teaching activities, i.e.,teachers and students,and summarize the existing status of primary school Chinese teaching penetration setback education issues from the concept of teachers and students, behavior, and the final effect in a three-dimensional angle to find out the reason, put forward the recommendations, and strive to find a systematic rational and effective way to make a real setback education to put the actual teaching,in this way, setback education related content and Chinese teaching activities can interpenetration, organic integration of decentralized, in realizing the objective of the Chinese subject and achieve the goal of setback education.First of all, the first chapter and second chapter explain the reasons why choose the topic, and take the current mental health when students face setbacks in conjunction with the needs of today’s social policy on setback as the research background. And Ialso arrange references in accordance with the theme related with this research, and identify core concepts to explain the purpose and significance of the research and studies to determine the ideas and methods. And also provide theoretical basis for the further research by the theoretical analysis of the penetration of setback education in Chinese teaching in primary schools.The third chapter and the fourth chapter investigate the current status of the setback education by questionnaire and interview survey, and do further statistical analysis and interpretation of results summarize the existing problems and analyze the reasons of them from the ideas and behavior of the teachers and students as well as the final penetration effect, and clear the starting point and direction of the proposed.Finally, the fifth chapter closely combines with existing problems and thus puts forward the suggestions. We are hoping to provide reference for policy on setback education penetration in primary school Chinese teaching, and promote their healthy development.