A Study Of Classroom Listening For Newly Started Teachers Of Chinese In Primary Schools

Teacher listening in the classroom is an important form of practicing the "people-oriented" teaching concept,and an important teaching link under the background of continuous deepening of the new curriculum reform.With the continuous deepening of the new curriculum reform,teacher listening in the classroom has become the main way of communication between teachers and students.Teachers' listening in the classroom is helpful for teachers to change their teaching concepts and promote the construction of new teaching methods,thereby improving teachers' classroom teaching quality.Therefore,it is of great significance to teachers and students to deeply investigate the current situation of teachers' classroom listening,find out the influencing factors of teachers' classroom listening,and further improve teachers' classroom listening level.This study mainly used the questionnaire survey method,classroom observation method,interview method and case study method to investigate the status of classroom listening of new teachers of primary school Chinese.Based on the questionnaire survey,we mainly selected 300 new elementary Chinese language teachers from 20 schools in Yantai and Weihai as samples,and learned the current level of classroom listening of new elementary Chinese language teachers.At the same time,the author entered the Chinese language classroom of the elementary school as an observer.By observing 30 Chinese lessons,I got a specific perception of the teacher ' s classroom listening situation,carefully studied the teacher-student relationship,and listened to the teachers in the preparation,reception and response A specific analysis was carried out.For the purpose of corroborating and enriching the survey information,10 of the many teachers observed in the classroom were selected for interviews.Finally,through a follow-up survey of a teacher,in-depth analysis of the teacher's performance in classroom listening,provide the teacher with classroom listening improvement strategies,and observe the teacher's changes in classroom listening in three rounds of action research.Through the investigation,it is found that the new teachers of elementary school Chinese still have different problems in the level of class listening,the process of classlistening,and the teacher-student relationship in listening.Specifically,most of the new primary school teachers in primary school listen to the classroom at the middle level,followed by the low level of listening,and the high level of listening is insufficient,especially the empathetic listening is seriously lacking;the teacher's classroom listening still has insufficient listening concepts;listening Weak knowledge;There is a deviation between the self-cognition and actuality of teacher listening;false listening and wrong listening;insufficient listening skills;improper listening presets;obvious stratification;duality between teachers and students and excessive suppression of teacher authority Student rights and other issues.Aiming at the problems existing in the classroom listening of new teachers,the author proposes corresponding promotion strategies.Through the elimination of the dualism of subject and object;in-depth understanding of listening;creating a safe and reliable classroom atmosphere and improving teachers ' listening skills and other strategies,we continue to improve teachers' listening.Finally,the feasibility of the countermeasures is demonstrated by demonstrating the results of case studies on classroom listening and promotion of new teachers of elementary school Chinese.