A Research On The Process Of Inductive Teaching Of Chinese In A Primary School

The primary school Chinese subject is an ideological tool discipline,and it is a basic subject of compulsory education,which plays an important role in children's physical and mental growth.In view of the "result-oriented" and "utilitarian-oriented" education in the current primary school Chinese teaching,the primary school Chinese teaching generally attaches importance to deductive teaching,ignoring inductive teaching.F primary School proposes the process of inductive teaching based on the characteristics of children's cognitive development and the nature of learning content in primary school.This study takes the process of inductive teaching in the F elementary school Chinese classroom as the research topic.Through the observation of classroom teaching in grade 3 to 4,the teacher interview,the research of related teaching cases,etc.In-depth understanding the process of inductive teaching and learning of the primary school Chinese classroom operational strategies.Through practical exploration and research on related theories,find out the experience and need to improve that can be used of Chinese teaching in the primary school,reflect and improve the process of inductive teaching of the primary school Chinese.The main body of the text consists of the following four parts:The first part is the introduction,which mainly expounds the background of the research,research problems and research significance.It also reviews the research status of the teaching concept and the related research on the process of inductive teaching,and conceptual definition the process of inductive teaching.The second part is the theoretical basis and research design of the process of inductive teaching.In terms of relevant theoretical foundation,Socratic's "art of midwifery",Piaget's "cognitive development theory",and inductive reasoning theory as the theoretical basis,the theory analyzes the process of inductive teaching and learning;in the aspect of research design,it elaborates on the purpose of the research,the selection of the research object,the research method and the research material.The third part is the observation and analysis of the process of inductive teaching in the primary school Chinese classroom.On the one hand,the author conducts in-depth and detailed understanding of the process of inductive teaching in the classroom teaching of primary school through pre-class,in-class and after-class three-part,and research the process of inductive teaching of primary school Chinese in classroom teaching overall situation with situation and figuration,operation and experience,dialogue and reflection three points of view as a standard;on the other hand,through the grade 3 to 4 classroom observation,related teaching case research,teacher interviews summed up the primary school Chinese the process of inductive teaching and learning in the classroom teaching strategies.The fourth part is the reflection of the process of inductive teaching.Firstly,through the analysis of theory and practice,it summarizes the enlightenment of classroom teaching in the process of inductive teaching and learning by primary school Chinese.Secondly,through the teacher interview and the author's observation and research,it is found that there are problems in the application of inductive teaching in the primary school Chinese teaching.Finally,based on relevant theories,combined with practical exploration,puts forward suggestions for improvement.