Research On Retelling Training In Primary School Chinese Teaching

With the continuous development of education in my country,the Ministry of Education initiated a new round of basic education curriculum reform at the beginning of the 21 st century.This curriculum reform has absorbed many reasonable factors in educational thoughts and presented a new attitude and value pursuit,emphasizing training the comprehensive literacy of students,paying attention to the comprehensive development of students' listening,speaking,reading and writing abilities in Chinese education.Retelling is an effective method for students to absorb language materials and transform language materials from short-term memory to long-term memory.It is widely used in elementary school teaching,especially in Chinese teaching.The use of retelling can improve pupils' reading comprehension and appreciation,vocabulary accumulation and use,language expression and communication,etc.,which is in line with the basic education curriculum reform concept.The "Compulsory Education Chinese Curriculum Standards(2011 Edition)" puts forward specific retelling requirements for different stages of elementary school.The number of articles requiring retelling training in the partially compiled elementary school Chinese textbooks has also increased significantly,but the current elementary school Chinese teaching still has neglect Retell the phenomenon of training.This study selects Chinese teachers and students of different grades in four primary schools as the survey objects.Through questionnaire surveys,individual interviews,and classroom observations,the application status of retelling training is grasped,and the reasons for the status quo are analyzed,and then strategies for retelling training are proposed.Provide meager help to the practice of retelling Chinese in primary schools.The full text is divided into five parts.The introduction explains the research background,research purpose and significance,research objects and methods,clarifies the basic concepts,and sorts out and reviews the research results at home and abroad.The first chapter analyzes the necessity of primary school Chinese retelling training from the provisions of the "Compulsory Education Chinese Curriculum Standard(2011 Edition)" and the requirements of the compiled elementary school Chinese textbooks,and elaborates on the retelling training for primary school students' listening,speaking,reading and writing Four aspects of promotion.In addition,the types of retelling training are divided based on the two dimensions of content and form,combined with psychological theory to clarify its basic procedures and implementation principles.The second chapter investigates the current situation of Chinese retelling training in primary schools.Questionnaires are designed for Chinese teachers and students respectively,and teachers are interviewed.At the same time,the author goes deep into the Chinese classroom in primary schools to observe the real teaching situation.Through the sorting and analysis of the survey data,the paper presents the application status of retelling training in primary school Chinese teaching.Explore the main problems existing in retelling training,and analyze the causes of the problems.The third chapter puts forward strategic suggestions for the problems and reasons reflected in the current teaching situation.Suggestions for schools,teachers,and parents to enhance the awareness of retelling training are put forward.The articles in the elementary school Chinese textbooks are used as examples to analyze the practical methods of retelling training,and to explain the evaluation system that retelling training should have.The fourth chapter selects the application examples of classroom retelling training for analysis,including the classroom records of famous Chinese teachers,practice school teachers and the author himself.Combine theory with practice to explore the application effects of retelling training.The concluding part summarizes the research,puts forward the deficiencies of the research and the direction of efforts.