Problems And Countermeasures Of Primary School Language Teaching

It has been decades since the new curriculum reform was carried out.As a essential philosophy of the new curriculum reform,“Generative teaching” has been gradually understood and cognized by the majority of teachers.A realistic,open and dynamic teaching mode is emphasized by “Generative teaching”,which can promote the comprehensive development of students.At present,most of the teachers have accepted the “Generative teaching” consciously,but due to the traditional teaching philosophy,the class is firmly under control of the teachers,teaching design strives to be delicate as possible,the teaching process is not as flexible,the generation of teaching is not truly and effectively promoted.Therefore,after study the current situation of generative teaching of Chinese in primary school,this paper provides a realistic basis for the philosophy of “Generative teaching”,it also can be used as a “Generative teaching” reference for frontline teachers.The objective of such study is based on three aspects of malpractice of traditional presupposition teaching,curriculum reform has deepened the dynamic recognize of classroom teaching,the requirement of life education.At home and abroad,the research status is reviewed and analyzed,the innovation of this study and the significance of the research are identified,and the core concepts are defined.The theoretical basis of this paper is generative thinking,the theory of Constructivism theory,the theory of Humanism,Post-modern view of knowledge,view of curriculum.“Generative teaching” questionnaire investigation for teachers on current situation of four aspects of cognition and attitude,teaching presupposition,teaching implementation and evaluation is carried out.In order to deepen the understanding the status quo,on-site observation is applied for Chinese in primary school.After investigation research and analysis,we found that most Chinese teachers in primary school have certain knowledge of “Generative teaching”,but there is no transformation behavior in the classroom.“Generative teaching” of varying degree is carried out by some of the teachers,but the effect if not optimistic enough.At present,the main “Generative teaching” problems of Chinese in primary school are: weak consciousness,lack of generation;abandon the default,random generation;fail to follow the life experience,false generation;rigid implementation,formal generation,;ignore the exception,lose the generated resources;emphasis on the end of teaching evaluation,low efficiency generation.And the emergence of these problems is mainly due to the shackles of traditional teaching philosophy,teachers’ misunderstanding of the concept of “Generative teaching”,lack of teaching wisdom,traditional teaching evaluation mechanism and so on.In the light of problems during teaching process,a generative strategy to optimize Chinese teaching in primary school is proposed.There are four aspects in details: strengthen the professional consciousness of teachers to enhance the generative teaching ability;setting elastic presupposition to expand the generating space;give full play to the teaching wisdom and capture the "generation" opportunity;Transformation of teaching evaluation methods,and promote the formation of teaching.