The Construction Strategy Of Chinese Wisdom Classroom In Primary School

Since the beginning of 21 century,educational circles have multiply increased their enthusiasm on the research of wisdom education.Their study primarily included“(education?teaching?teachers)+wisdom and etc.” as their subject.Studies on wisdom classroom appeared some time later,but the enthusiasm was leapfrogged.On 2001,the new curriculum reform was in full swing,which greatly challenged the previous classroom and teaching.In this case,many teachers have to "give rise to make changes",and it is in this context that study of wisdom classroom was extremely hot.The reason why most of teachers settled on the basic point of research on wisdom classroom is that compared with traditional classroom,wisdom classroom was more adaptable to the times,student development and the requirements of new curriculum reform.Wisdom classroom,as the name suggests,is not to impart knowledge as its ultimate goal,but according to each student's characteristic,building a classroom helping students build personal wisdom.Given primary language is the basis for all other subjects,therefore this thesis gives its research subject to the construction strategy on wisdom classroom in primary language.With conducts of Humanistic Education Theory and Deconstructionism Education Theory,I choose 3 primary schools in an area of Chongqing as my research subject.Combining classroom observation and standardized interview,I elaborate main problems of language teaching in primary schools based on its teaching status quot,which covering teachers,students,teaching contents and methods,etc.Also,through analyzing deeply about its hidden reasons,combing related theories about wisdom classroom,reflecting practical teaching,using modern teaching theories,and combining of classroom teaching observation and investigation,I present the basic construction strategies on wisdom classroom in primary language for a purpose to promoting teaching reforms and improve teaching quality in primary language classroomAfter deeply observation and contemplation to the current situation in primary language classroom,I find problems exited as be-lowed:(1)The classroom teaching lacks vitality.The classroom atmosphere is dull,the teacher is still the center ofclassroom,the student subjectivity is not prominent,the whole class is still the teacher plays "solo".(2)Students lack motivation to learn.By observation and communication,I find that they are suffering emotional stress and withdrawing interests because language score measuring their performance in school.(3)The teaching content is inflexible.Given the textbook has to consider about parts of the country in arrangement,so its contents consist of elements of north and south,east and west.But teachers cannot deal with these differences or aptitudes,meanwhile,teachers cannot digest these geographic disparity,either.Therefore teachers have to echo what books say,thus making the class is apt to lacking vitality.(4)The teaching method is not novel enough.Teaching method should adapt to teaching contents and students aptitudes,if a teacher just prepares lessons before class,but not to consider reflects or emergencies,or cannot adjust teaching methods in time,which will result in failure in teaching effect and teaching purposes.After analysis I figure out reasons behinds the above problems are as follows:(1)The language classroom emphasizes the teacher center excessively.Teachers make all rules,and students passively accept the knowledge,making it difficult to develop students' creativity and enthusiasm.(2)Teachers pay less attention to students ' study.Every student is different from others,but strangely,the reality is that students are seems interested in Chinese and math only,which are so called major subject.We may-by ignore a fact that on the outset of learning,students cannot achieve mature abstract thinking,so in most time they are not interested in Chinese or math.In this case,teachers should especially pay more attention to their learning.(3)Method of knowledge processing is unitary.It is already a big challenge for pupils to deal with a already boring,abstract wordage,if the teacher does not diversify and personalize the contents,then will lead to students are not interested in the classroom,and the whole language learning situation will be poor,so students ' learning ability is difficult to get a good development.Therefore,combining current situation in primary language at home and using modern teaching theories,I present the basic construction strategy on the wisdom classroom in primary language after I point out problems,analyze reasons and comb theories of wisdom educations related.(1)Respecting students' subjectivity and encourage students to question.The students' subjective thought must be thoroughly implemented,and their initiative can be exploited,and the potential of their inner creativity plus thinking ability can be explored as well.(2)Create an intelligent situationand promote students ' innovation.The teaching of Chinese is inseparable from the creation of the situation.Only the specific situations in which students can digest and understand the knowledge behind the text more thoroughly.(3)Focus on both in and out of classroom and improve students' abilities.Practice is the only criterion for testing truth,and it is necessary to apply the lessons learned to extracurricular practice in order to give full play to students ' initiative and to exercise students ' abilities.(4)Innovating teaching methods and arousing students ' interest.The flexibility of content,diversity and fun of methods can motivate students to participate in learning and enhance their interest in learning.Which lay the foundation,buried the foreshadowing for students to learn knowledge and exercise ability.(5)Cultivating good habits and foster students 'wisdom.Habits decide success or failure,especially the elementary stage is the foundation stage for the whole learning phase.Must let students develop good study habit in elementary school,can obtain a multiplier effect for the future study,and make possible to breed a student's individual wisdom.Finally,because of the small sample size of the school,the number of interviews is not large,and the level of teacher coverage is not comprehensive enough as well,mayn't fully representative.Therefore,the problems found in this study may be one-sided,and the analysis of the causes is not profound and thorough.On this basis,the proposed strategy may not be comprehensive,may not be value for popularization,or not very targeted.So I need to constantly testing and repeated verification in the future teaching practice.In this way,to make the strategies proposed by this study more targeted and effective,more constructive and developmental,can better promote the primary language classroom teaching reform,improve the effectiveness of the primary language classroom reform,and promote the primary school Chinese comprehensive quality improvement.