Problems And Improvement Strategies Of Chinese Situational Application Ability Of Senior Primary School Students

With the continuous advancement of curriculum reform,the core Chinese literacy has new requirements for students’ living ability,learning ability,communication ability,cultural literacy,and social participation.The ability of language application is rooted in the situation,which requires teachers to construct situational classrooms so that students can apply language knowledge in the creation of life situations.Chinese courses are the foundation for learning other courses.What are the problems with the ability of Chinese primary school students in the application of Chinese context,what are the reasons,and so on,all need to be deeply explored.Therefore,this research attempts to investigate and study the Chinese contextual application ability of senior primary school students at this stage,aiming to improve the elementary school students’ Chinese contextual application ability.This paper uses questionnaire survey method,interview method,test paper test method,classroom observation method,etc.to study the cognitive ability,inquiry ability,solving ability and transfer ability in the situational application ability of senior Chinese in several elementary schools in Kunshan city.This thesis is mainly divided into three parts.The first part studies the status quo of the contextual application ability of the upper grades of primary schools in Kunshan City;the second part conducts research through questionnaires on teachers and students,student test papers,and teacher interviews.Knowing that the current three elementary schools in Kunshan City have exposed four problems in the application ability of Chinese context,including students’ insufficient cognition of the ability of Chinese context application,insufficient exploration of the ability of students to use Chinese context,and student’s ability to solve problems in Chinese context Weak and lack of students’ ability to transfer language context.These problems are caused by insufficient preparations for teachers’ contextual application teaching,students’ lack of autonomous contextual application ability construction,and problems arising from school education evaluation.The third part analyzes and studies the problems that arise,and concludes that teachers improve the teaching ability of Chinese contextual application,The three aspects of improvement strategies for students to improve their ability to apply Chinese context,school improvement and enrichment of teaching evaluation.This thesis aims to improve the contextual teaching quality of frontline Chinese teachers,expand contextual teaching ideas,promote better integration of subject core literacy and contextual application ability of Chinese,and enhance the effect of contextual application ability of Chinese.