Research On Middle School Situation Analysis Of Primary School Chinese Reading Teaching Design

With the continuous advancement of the new curriculum reform,the concepts of "biological education" and "teaching based on learning" are becoming more and more popular,and the analysis of academic condition has gradually attracted widespread public attention.The importance of academic situation analysis for classroom teaching is self-evident.Only by accurately grasping the academic situation and doing a good job of academic situation analysis can we design a scientific and reasonable instructional design,and improve the efficiency of classroom teaching as soon as possible to achieve.The analysis of academic situation in teaching design is the basis for improving the effectiveness of classroom teaching and achieving student-centered teaching.Therefore,this study mainly discusses academic situation analysis in the teaching design of Chinese reading in primary schools.First,the author selected 314 primary school Chinese reading instructional designs published on the official website of People's Education Press from August 5,2016 to December 17,2019,and the "Chinese Language Teaching Newsletter: Primary School(C)" Journal 2016 63 primary school Chinese reading instructional designs published from the 11 th issue of2019.Among a total of 377 primary school Chinese reading instructional designs,the author randomly selected 40 articles from each grade's instructional design,and selected 240 articles as research samples.After that,the author used the academic analysis framework to analyze the 101 reading instructional design including "education analysis".The academic analysis framework of this study is divided into two dimensions,namely the "content" dimension and the "target relevance" dimension.Under the "content" dimension,there are two indicators: "general learning" and "specific learning",and "relevant" and "irrelevant" indicators are set under the "target relevance" dimension.Secondly,the author also interviewed nineprimary school Chinese teachers with different qualifications to gain a deeper understanding of the current status of their implementation of reading and designing middle school situation analysis.Through the investigation and research of the above channels,the author finds that the academic analysis in the teaching design of Chinese reading in primary schools currently has the following problems: worries about the implementation of academic analysis,lack of depth in reading ability analysis,reading sentiment analysis is underestimated,the method of academic analysis lacks credibility and the utilization rate of academic analysis is not high.These problems make academic analysis difficult and blind in teaching design.Without sufficient academic analysis,it is difficult to ensure the effectiveness of teaching.Therefore,this research focuses on analyzing the reasons for problems in academic analysis from a rational perspective,and gives relevant suggestions:strengthen the consciousness of chemical analysis,ensure the implementation of academic analysis,improve the pertinence of academic analysis,optimize the method of academic analysis,and make good use of the results of academic analysis.