Retelling Teaching Of The Second And The Third Paragraph In Primary Schools Practice Research

"Compulsory education curriculum standard" in according to the elementary student’s psychological,physiological characteristics,the content of the Chinese language teaching for each period are proposed proprietary repeat request,every grade in primary schools or even primary school class in every class can see different levels of teaching,can literally retelling teaching occupies half of Chinese reading teaching.With the continuous deepening of the reform of Chinese curriculum,and the gradual promotion and implementation of the unified edition of textbooks throughout the country,the teaching content of primary school Chinese has also changed a lot accordingly.Especially compile for universal use versions to spread out the reading "repeat" elements in the Chinese elements in each of the unit,for the large capacity,high density "repeat" training,make a line of Chinese classroom teaching in the teachers pay more attention to the "repeat" teaching,but due to the limited knowledge and experience of teacher,retelling of classroom training and no benefit each child really;In every period through a cascade of retelling training,the teacher standing in the compile for universal use versions of big background,in order to gradually implement the students ability to repeat,then there should be a clear retelling teaching position in a complete set of teaching materials,and then based on the characteristics of the teaching material,penetration method in class,at the same time let always point to the promotion of Chinese core literacy of students.Retelling teaching is a form of teaching which emphasizes the combination of speaking and writing.It plays an irreplaceable role in improving students’ accumulated language,oral expression,reading comprehension ability and logical thinking ability.Domestic researchers’ research on Chinese retelling teaching in primary schools is very limited.In the current Chinese teaching practice,teachers are mere formality and do not pay attention to the cultivation of students’ retelling ability,which is really a waste of the good efforts of textbook editors.The research focus of this paper will be to explore "whether to effectively use" the reading method of retelling in the real Chinese teaching environment,and "how to use" the teaching of retelling still needs to be further explored.In order to understand the current situation of the use of the retelling scaffold in the second paragraph of primary school Chinese,the author took 180 teachers of the second and the third paragraph of primary school Chinese as the research object,conducted a questionnaire survey to them,observed the Chinese class of 40 of them,and then interviewed them,so as to collect first-hand research data.The result shows that at present,teachers begin to pay attention to the teaching of retelling,but the characteristics and requirements of retelling arrangement in the unified edition of textbooks can not be accurately grasped,which makes the teaching of retelling in class lack of methods and become a mere formality.The author hopes that the research work of this paper can bring some reference and reference to the plural teaching in the primary school Chinese class.The research work of this paper mainly includes the following aspects.Firstly,this paper introduces the main purpose of the research work,the research methods adopted,and the value of the research work.By sorting out and summarizing the research materials related to negative number teaching at home and abroad,this paper summarizes the research status of retelling teaching.Secondly,a questionnaire survey was designed for 180 primary school teachers.At the same time,through the on-site teaching observation of 40 teachers,the effect of their retelling teaching and the reasons behind it were explored.Then,for the above phenomenon and the reasons behind the inductive summary,so as to obtain the main factors influencing the negative effect,including teachers for teaching under the new standard of pay not know clearly and concisely,but also not to update the traditional teaching concept,teachers’ retelling teaching training,less communication research,teachers’ lack of systemic retelling teaching evaluation.The fourth section: put forward corresponding solutions to these problems.Mainly to enhance teachers’ awareness of retelling teaching,teachers and students fully prepare for preview,use scientific and reasonable methods to help retelling teaching.Finally,the paper summarizes the research work and the defects in the research,and gives the direction of subsequent improvement.