A Study On Classroom Reasoning Helping Behavior Of Chinese Teachers In The Senior Grades Of Primary Schools ——Taking G School In A City As An Example

The so-called "answering assistance" refers to the teaching behavior of teachers providing assistance when students cannot answer questions accurately and completely during the teaching process.The teacher’s answering assistance in class is an important part of teaching,which can promote students to accurately understand the problem and deeply think and learn,so as to achieve the teaching effect.However,in the current practice and educational theory research on Chinese class in primary schools,there are many predicaments in teachers’ answering assistance activities,such as the lack of teachers’ awareness of answering assistance,and the different effects of teachers’ implementation of answering assistance.In view of this,this paper will focus on the Chinese classes in the senior grades of primary schools,with the goal of improving the answering assistance behavior of Chinese teachers and exploring effective response strategies.On the basis of clearly defining the concepts and connotations of teachers’ answering assistance and reviewing existing literature,the author selects G Primary School in A City to carry out research on teachers’ answering assistance behavior in Chinese classes in the senior grades of primary schools.Specifically,based on promotion of teaching by learning theory and in-depth learning theory,this paper uses the method of literature research,classroom observation,questionnaire survey and interview to conduct in-depth interviews with 4 senior grades Chinese teachers in G Primary School in A City.The questionnaires and valid data of83 primary school students were collected.After scientifically and rationally arranging and analyzing the obtained materials and data,this paper sorts out and summarizes the current situation of Chinese teachers’ answering assistance in the classes for senior grades in G primary school.The research shows that there are problems such as lack of reasonable understanding,single method,despising students’ emotional experience,and over-reliance on personal experience,etc.in the current answering assistance behavior of senior grades Chinese teachers.It attempts to carry out diagnosis of identifying the reasons why the concept of answering assistance for senior grades Chinese teachers has not kept pace with the times,the teaching and research group lacks research and guidance on answering assistance,and the schools’ soft environment for assistance is less effective.It proposes the feasible advice and countermeasures that schools should encourage teachers to have answering assistance in classes by enhancing the training for the teachers,as well as establishing evaluations methods;The teaching and research group should motivate the teachers to conduct answering assistance by forming effective management mechanism;The teachers should build new awareness of answering assistance so as to achieve the effective answering assistance method.