Research On The Situation Design Of Primary School Chinese Teaching Under The "Seven I" Curriculum Concept

The view of“seven ?”curriculum is put forward by Zhang Junlie on the basis of previous studies.A combination of seven ? concepts and propositions is interpreted as an aesthetic-oriented view of curriculum.Teaching situation design is the key to realize effective teaching,“seven ?”curriculum view has certain enlightening significance for effective teaching situation design.Based on The view of“seven ?”curriculum as the ideological source,combined with the existing problems in the current teaching situation design,this paper carries out the study of the primary school Chinese teaching situation design,which is divided into seven parts.The first part is the introduction,which mainly introduces the problems,research significance,research review,research ideas and methods.Based on the analysis and collation of relevant documents,the research status and development context of curriculum aesthetics,teaching design and teaching situation design are clarified,and the problems and values of this study are determined on this basis,which lays the foundation for the subsequent research.And the second part is the theoretical basis,which constructs the theoretical framework of the full text from two aspects of“seven ?”curriculum view and situational teaching respectively.Based on this,this paper discusses the relationship between the“seven ?”curriculum concept and the situation design of Chinese teaching in primary schools.Based on the current situation of Chinese teaching situation design in primary school,the third part understands the problems existing in the current Chinese teaching situation design in primary school and the causes of the problems through the interview method,which provides the direction for the design of Chinese teaching situation in primary school under the“seven ?”curriculum view.Fourth part is the three horizontal stages of teaching situation design under the view of“seven ?”curriculum.These three level stages are the stage centered on“I”and“interaction”,the stage centered on“interest”,“imagination”and“interpretation”,and the stage centered on“inspiration”and“intelligence”,which provides some theoretical support for the subsequent teaching situation design.The fifth part discusses the logical thinking of the situation design of primary school Chinese teaching under the view of“seven ?”curriculum,and advocates the construction of Chinese teaching situation in primary school by means of human starting point and communication.Through the four stages of interest,imagination,interaction and inspiration,the ultimate goal is to cultivate intelligent people.The sixth part is the case analysis of the situation design of primary school Chinese teaching under the view of“seven ?”curriculum.Through discussing the operational ideas of specific cases,providing some teaching methods that can be used for reference for the front-line Chinese teachers,so that the Chinese teaching can achieve the effect of“moistening all things silently,moving human feelings into the country”.The seventh part is the conclusion.This research is summarized and the prospect of further research is discussed.In a word,from the new theoretical perspective of“seven ?”curriculum view,this paper discusses the logical thinking of the situation design of primary school Chinese teaching around the seven elements,and promotes the penetration of“seven?”curriculum view in the situation design of primary school Chinese teaching.Combining theory with practice through case analysis can not only reflect the important value of“seven ?”curriculum view to situational design,but also promote the realization of aesthetic classroom and wisdom classroom.