Research On The Practical Dilemma And Countermeasures Of Learning Community In Primary School Chinese Classroom

"Learning community" is a new form of classroom teaching advocated by the current curriculum reform of basic education in China.It is a yearning and conception for the ideal classroom teaching.The purpose of promoting the classroom teaching reform of "learning community" is to transform the basic idea of "student-centered" into reality and promote students' deep learning.However,for the purpose of creating characteristic business cards,schools rely too much on the research results of foreign scholars,and gradually turn the "learning community" into a tool.In the practice of school curriculum reform,how to avoid the dilemma of "wearing new shoes and going the old way" and realize the common vision of "learning community" is a serious challenge we are facing at present,which requires us to make a solid and painstaking study.Zhuzhou D primary school is one of the experimental schools of "the reform and construction project of primary and secondary school learning community",which has rich practical experience in the construction of primary school Chinese learning community classroom.This paper takes the application of learning community in Zhuzhou D primary school Chinese classroom as the research starting point,and the research goal is to find the practical difficulties and breakthrough methods in the primary school Chinese learning community classroom,so as to promote the transformation of the cultural field construction of the primary school Chinese learning community classroom to high-quality learning.This paper is divided into four parts.The first part mainly presents the application of primary school Chinese learning community classroom in D primary school,including the theoretical basis,organization requirements,grouping rules of primary school Chinese learning community classroom construction,and the teaching design,teaching lesson,teaching discussion and analysis of primary school Chinese learning community classroom teaching.Its purpose is to summarize the practice of learning community classroom in Zhuzhou D primary school,and share the valuable experience of Zhuzhou D primary school in the classroom reform of "learning community".The second part explores the practical dilemma in the classroom of primary school Chinese learning community.Through classroom observation and interview,it summarizes the existing four dilemmas: cognitive dilemma(teachers' vague cognition of their own role,lack of correct cognition of Chinese classroom organization,and students' cognitive deviation of the role of learning community);Language dilemma(teachers' language is lack of generativists,students express according to the procedure,and the purpose of dialogue and communication is too strong);Behavior dilemma(teachers' action route is lack of planning,students' cooperative behavior is lack of self-restraint);Results dilemma(the improvement of Chinese "speaking" and "writing" ability is difficult to balance,independent thinking and cooperative learning is difficult to balance,and the participation of students in the same group is difficult to balance).The third part analyzes the causes of the existing difficulties,including the lack of effective guidance in the process of teachers' growth,the pressure of students' display and communication,and the imperfect management mechanism of school Chinese classroom teaching.In the fourth part,the author thinks that in order to deal with the existing difficulties,we can try to practice from the following four strategies: first,multi-party cooperation to build experience sharing platform;Second,adhere to the principles and create a collaborative learning atmosphere;Third,transform motivation and enhance Chinese learning experience;Fourth,evaluation and supervision,enrich the classroom observation system.