Unified Edition Primary School Chinese Textbook Research On Teaching Strategies Of Long Short Teaching

The unified edition of Chinese textbooks for primary schools was officially released in the autumn of 2019.The new edition of Chinese textbooks has added many long texts in different sections.Due to the length and rich content,these long texts have brought some challenges to students' reading and teachers' teaching within the prescribed class hours.In the teaching process of the long text,because the teacher's teaching concept and teaching strategy are deviated,the understanding and grasp of the long text are not in place,so there are many problems in the teaching;At the same time,it also puts forward the request to cultivate the students' corresponding reading ability.Many theoretical researches and practical experiences have proved that "Long Short Teaching" is an effective way to teach long texts,which can help teachers to realize the due teaching value in the limited class hours.Therefore,it is of great significance to study the teaching strategies of short and long language teaching for optimizing the teaching of long language.Firstly,on the basis of literature research,this study makes statistics on the long articles and styles of different sections in the unified edition textbooks.Then,the classroom observation method was used to collect the lesson examples of long essay teaching,and the interview method was used to conduct in-depth interviews based on the gains and questions of classroom observation after class,in order to explore the real ideas and intentions behind the teacher's lesson preparation and teaching design.Finally,in view of the problems found in the investigation of the status quo,and combined with excellent examples,the effective implementation strategy of Long Short Teaching is proposed.This study is divided into four parts: The first is the introduction,which aims to discuss the research purpose and significance of Long Short Teaching.On the basis of reading literature,different understandings of reading teaching strategies and long essay and short teaching are sorted out,and the core concepts involved in this paper are defined.The first chapter is the textbook analysis part of this study.Starting from the relevant requirements of reading literacy in the curriculum standard and the related situation of long articles in the unified edition of primary school Chinese textbooks,it sorts out the setting and characteristics of long articles in the textbook.The second chapter is the analysis of the current situation of this study.From the examples observed during the author's internship,it is found that there are still the following problems in Long Short Teaching: Firstly,long essay is treated as short essay;secondly,the setting of long essay teaching objectives is numerous and not focused;thirdly,the selection of long essay teaching content is unreasonable;fourthly,the pattern of long essay teaching process is patternalized.Therefore,the attribution analysis is made based on the interview results of teachers.The third chapter is the practical exploration part of this research.In view of the problems found in the investigation of the status quo,combined with the excellent lesson examples in the "Second National Compilated Primary School Chinese Textbook Quality Teaching Observation and Demonstration Activity",which the author participated in online in December 2020,the third chapter is the practical exploration part of this research.In order to achieve the purpose of teaching,the author summarizes the strategies of Long Short Teaching,which are to correctly understand the value of long texts and attach importance to the training of reading strategies.Accurate setting of teaching objectives reflects one lesson and one gain;Reasonable selection of teaching content,flexible organization of long text teaching;Promote the professional development of teachers and enhance the ability of Long Short Teaching.