Research On Chinese Practical Teaching Current Situation And Improvement Strategies Of Primary Schools In Tibetan Areas

The advocacy and implementation of comprehensive learning has brought new opportunities for the reform and change of concepts in Chinese teaching in elementary schools in ethnic areas.Research finds that in ethnic regions where education resources are scarce,teachers are relatively in need,and exam-oriented education still plays a leading role,teachers have incomplete and unsystematic grasp of the physical and psychological development rules of pupils,the laws of language learning,language practice activities,and the characteristics of Chinese teaching in schools.Grasping the characteristics of comprehensive learning to carry out Chinese language teaching in primary schools in ethnic areas is conducive to the in-depth exploration of the status quo and problems of language development among students in ethnic areas,and the grasp of the characteristics and laws of Chinese learning for ethnic minority students,which can play a positive and significant role in improving students' Chinese language ability.In this study,a primary school in the city of Hezuo in Gannan Tibetan Autonomous Prefecture was investigated.By using the methods of literature,questionnaire,interview and case analysis,this paper investigates and collates the teaching and learning situations of the practice teaching of primary school Chinese in minority areas,It is found that there were some problems in the elementary school language practice teaching in ethnic areas.for example,Chinese teachers attached importance to classroom teaching and belittled extra-curricular practice,attached importance to the leading role of teachers and belittled the main body of students,paid attention to language skills training,belittled language life practice,attached importance to classroom practice and belittled classroom language learning,liked to copy teaching plans and despised the problems of self innovation and development.On this basis,through the extensive search and analysis of literature resources,under the guidance of a comprehensive learning concept,the status quo and problems of practical teaching of Chinese in primary schools in ethnic regions were systematically analyzed and explained.The study believes that the formation of a comprehensive learning-based approach to the teaching of Chinese inprimary schools in minority areas requires teachers to be people-centered and focus on the transfer of students' subjectivity;to step into life and highlight the practice of Chinese learning;to broaden their horizons and to integrate teaching within and outside the classroom;to improve themselves,making full use of teachers' innovation and guidance.It is suggested to further improve and revise the practical teaching strategies for elementary schools in minority areas based on comprehensive learning.First,we must grasp the openness and broaden the space for primary school students in ethnic areas to learn Chinese.Second,we must grasp the autonomy and cultivate the interest of primary school students in ethnic areas in learning Chinese.Third,grasp the practice,Chinese class should highlight the “Chinese flavor”.Four is to grasp the development,language teachers should keep learning the language while using it.Future studies need to further enrich the theoretical results of language practice teaching and help optimize and expand the realistic path of pupils' practical ability in Chinese language learning,so as to provide academic reference for teachers and researchers of basic education in minority areas.