Research On The Status Quo And Optimization Of Classroom Teaching In The Upper Grades Of Elementary Schools

Scientific research has confirmed that men and women have objective differences in physical and psychological development.Although the physical and mental development of primary school students is not yet mature,it does not mean that there is no gender difference among primary school students.Gender differences exist objectively,especially when it comes to the senior stage of primary school,the gender differences among student groups become increasingly apparent,and they will have different gender differences in the process of classroom learning.Education is an activity of cultivating people,which advocates student-oriented and promotes the all-round development of students.Classroom teaching is the main channel for schools to achieve educational goals.It follows the law of students' physical and mental development and carries out targeted education according to students' different personality characteristics.This is the proper meaning of teaching students in accordance with their aptitude.Do teachers teach students according to their gender? This is the question that this research tries to investigate,analyze,ponder and explore.The teaching activities of primary school should also be based on the clear understanding of gender differences among students,so as to respect gender differences and adopt flexible and diverse means to improve the strengths and complement the weaknesses,so as to promote the all-round development of students.This paper makes a necessary analysis of the connotation of "teaching based on gender",and sorts out the theoretical basis of "teaching based on gender" from the aspects of physiology,psychology and pedagogy which establishes the scientific and rationality of "teaching based on gender".This paper uses the questionnaire survey method,classroom observation method and interview method to investigate the status quo of "teaching based on gender" in primary school classroom teaching.Through research,it is found that: in the process of classroom learning,primary school students in the classroom participation,classroom concentration,ways to solve problems three aspects showed gender differences;teachers also have different gender tendencies in classroom questions,classroom speech evaluation,and guidance on students' bad behavior.Through the investigation of the status quo,it is found that the problem of “teaching based on gender” in the classroom teaching of the upper grades of primary school is mainly reflected in the fact that teachers have little knowledge about the content of “teaching based on gender”,and the awareness of “teaching based on gender” is weak in the classroom teaching process;In terms of classroom interaction,teachers pay more attention to boys than girls;in terms of teaching strategies,they tend to adopt the strategy of “promoting and growing” and neglecting thestrategy of “compensating for short”.The main reasons for these problems lie in the sex imbalance of primary school teachers,the misunderstanding of teachers' gender concept and the restriction of teachers' teaching ability.Based on the above investigation and analysis,this paper puts forward some optimization strategies of "teaching based on gender" in primary school classroom from two aspects: teachers should establish correct concept of gender difference and improve their ability of "teaching based on gender".Among them,the improvement of teachers' ability of "teaching based on sex" is mainly discussed from the aspects of learning gender education theory and specific teaching strategies for boys and girls.