The Action Research Of Integrating Philosophy For Children Into The Teaching Of Chinese In Primary Schools

Philosophy for children education was founded in the late 1960 s by the famous American philosopher,Professor Matthew Lipman of Columbia University.Children’s philosophy education is a kind of philosophical means,through dialogue,adopting "doing" philosophy to cultivate children’s logical reasoning ability and critical thinking and creative thinking activities.Since the introduction of China,Chinese scholars have continuously explored and innovated children’s philosophical theories and related issues,and have gained some application and development in the field of education.Philosophy for children education has certain reference significance for China’s curriculum reform.There are many texts in primary school Chinese textbooks with rich philosophical thoughts,which can be combined with philosophy for children education to help students improve their thinking ability by exploring the philosophical thoughts in Chinese texts.Based on a large number of literatures at home and abroad,this study uses the action research method to select three classes in a fourth grade of a school to conduct experiments,and a total of three rounds of children’s philosophy and primary school language teaching.Action research.In the first round of action research,the spirit of initiative in the subject philosophy is incorporated,and the focus is on discussing the subjective spirit in life philosophy with students.In the second round of action research,the spirit of rebellion in the coronation philosophy is incorporated,and students are encouraged to improve their thinking ability and experience the meaning and value of life by discussing these life philosophy issues with students.In the third round of action research design,the cultivation of students’ thinking mode was strengthened,and the way of thinking used by students in language practice and in discussing related issues was emphasized.Through three rounds of action research,it is concluded that the integration of philosophy for children education into Chinese teaching can not only change teachers’ concept,optimize teaching structure,improve teaching quality,but also improve students’ thinking quality,strengthen problem awareness and improve learning effect.Its significance and value are mainly reflected in the cultivation of students’ thinking,hypothesis,induction,reflection and other ways of thinking;it is conducive to providing teachers with innovative teaching points through philosophical thinking;it is conducive to improving the quality of Chinese teaching.In the three rounds of action research,the author constantly explored and found the matching point between the primary school Chinese teaching and the philosophy for children education thought in the text resources and training objectives,and then summarized the implementation strategies in teaching design,teaching implementation and teaching evaluation.Subsequent research has made useful attempts and provided valuable experience.The greatest achievement of this action research is that the discovery of philosophy for children plays an important role in improving students’ thinking ability,which in turn encourages the author to further explore the significance and value of integrating philosophy for children into the teaching of other subjects.