A Case Study On The Implementation Of "chinese Theme Learning" In Senior Primary School ——Take Baishan S Primary School As An Example

Chinese is a process of integrating bravery mentality and different thirsty,especially the use of language and signs.Also in the Chinese curriculum,the relationship between dictation is inextricably linked to the medium of reading.Students use to read to understand the world,collect and process information,feel emotions and achieve esthetic feelings,so reading is an important cornerstone of student development.In traditional Chinese teaching,due to teachers' excessive segmentation and analysis of texts,important knowledge is scattered and lack integration lack of integration.Teachers tend to create Chinese teaching tools,but due to the lack of thinking conflict and emotional training,the educational effect of traditional Chinese courses is reduced.The old traditional teaching methods can no longer meet the development of modern students and the educational requirements of the new era.In this case,"Chinese theme learning" came into being as a new teaching model.The core goal of "Chinese theme learning" is to achieve a large number of reading in class,that is,to take students as the main body,and to emphasize that students can complete reading in the form of individual independence and cooperation,while emphasizing students' creativity,imagination and spirit of little it is beneficial to enhance students' Chinese literacy,and it is an important method to carry out the literacy of Chinese teaching in schools.Taking Baishan 's primary school as an example,this paper compensates the main teaching activities of senior high school Chinese teachers by using the methods of classroom classroom effect observation,interview and literature.Through investigation,it is found that there are the following problems in the activity of "Chinese theme learning" in our school: Chinese teachers fall into the grandparents understanding of teachers' understanding of "Chinese theme learning" in the process of "Chinese theme learning";it is unreasonable for teachers to carry out "Chinese theme learning" in unreasonable teaching."Chinese theme learning" lacks an effective mechanism effective evaluation mechanism.In this study,specific problems exist in S primary school,from the three dimensions of school management,teachers' teaching and students' learning to provide improvement countermeasures for the activities of "Chinese theme learning" in senior primary schools.School management: increase the support for "Chinese theme learning" activities;To develop teaching plans for "Language themed learning" activities;Improve the evaluation system of "Chinese themed learning" activities.Teachers' teaching: pay attention to teachers' professional development to improve their own Language quality;To develop a variety of "Chinese theme learning" classes;Reasonable arrangement of "Chinese theme learning" classroom teaching time;Scientific and rational use of Chinese Thematic Learning Series;To establish a diversified classroom evaluation system of "Chinese theme learning".Students' learning level: cultivate the awareness of "Chinese theme learning" and develop good reading habits;Make "Chinese theme learning" reading plan according to their own situation;Build home-school co-education platform,jointly promote "language theme learning".Of this study is to strive for to the elementary school higher grades of "Chinese subject learning" activities carried out to explore the detailed and with theoretical depth,dedicated to solving the elementary school higher grades in the process of the Chinese subject learning activities for existing problems,and strive to the results of study can be directly used in teaching practice,to first-line teachers' practical teaching work can help,It provides reference for the development of "Chinese theme learning" activities in senior primary school.