| Classroom is the main place for students to carry out learning activities,and efficient classroom can not be separated from students' classroom participation.Based on the background of Chinese subject,this paper takes three schools in Shijiazhuang as examples,selects 273 students and 6 teachers in Grade 5 and grade 6 as survey objects,conducts questionnaire survey and interview,and makes in-depth observation in Chinese classroom by using the convenience of educational practice,and further explores the primary school from the Perspective of students' classroom behavior participation,emotional participation and cognitive participation The current situation of senior students' participation in Chinese classroom and the reasons for it are to be found.It is expected to provide reference for improving the existing problems of senior students' participation in Chinese classroom,play the main role of students,truly realizing the communication and interaction of all students in Chinese classroom,and improving the quality of teachers' classroom teaching.Through the investigation and Research on the current situation of Chinese classroom participation of primary school students in three schools in Shijiazhuang City,it is found that the current situation of Chinese classroom participation of senior primary school students is not optimistic,the form of students' classroom participation is single,the class participation is divided into two levels,the consciousness of students' participation is weak,and there are many negative emotions in the process of participation,and there is a lack of personality in class participation.The main reasons for these problems are the single form of teaching organization,the lack of good habits of classroom participation,teachers' misunderstanding of educational concepts,the single way of teaching evaluation,and the ineffective questioning in classroom teaching.In view of the problems existing in the Chinese classroom participation of senior primary school students,five suggestions are put forward: first,respect differences and teach in different levels;second,encourage principles and multiple evaluations;third,improve awareness and cultivate habits;fourth,renew teaching and mobilize enthusiasm;fifth,effectively ask questions and arouse interest. |
