A Survey Of The Design Of Problem Chain In Primary English Discourse Teaching From The Perspective Of Core Competence

Problem chain design is an important aspect of instructional design,and how to organize these problems organically has attracted the attention of many experts and scholars.The design of the problem chain for primary school English discourse teaching has certain theoretical and practical significance,meets the requirements of the Compulsory Education English Curriculum Standards(2022 version)for primary school English discourse teaching,conforms to the development trend of the core literacy era,and can cultivate students’ core literacy to a certain extent.In order to clarify the current research status,this article conducts a literature review and analysis of research on problem chains and discourse teaching both domestically and internationally;At the same time,a large amount of data was collected and organized through various methods such as classroom observation,teacher interviews,and questionnaire surveys to study the following three issues:(1)What is the current situation of problem chain design in primary school English discourse teaching from the perspective of core competencies?(2)What are the problems in designing problem chains for primary school English discourse teaching from the perspective of core competencies?(3)What are the strategies for solving the problems in the design of problem chains in primary school English discourse teaching from the perspective of core competencies?This study used the literature method to sort out literature materials related to discourse teaching and problem chain design,and wrote a literature review and theoretical basis,including theoretical and practical research on discourse teaching,theoretical basis of problem chain design,characteristics of problem chain,and design elements of problem chain;Understand the current situation of problem chain design in English discourse teaching at M Primary School in Nanning through questionnaire survey,interview,and classroom observation methods;By organizing and analyzing questionnaire data and interview materials,this study reveals the problems in the design of problem chains in primary school English discourse teaching and analyzes their reasons.Through research,it has been found that current primary school English teachers have poor effectiveness in designing problem chains in discourse teaching.The main problems are:(1)the lack of rationality in problem chain design;(2)Lack of effectiveness in problem chain design;(3)Hierarchy of problem chain design;(4)The design of problem chains lacks scientificity.The main reasons for this are the lack of relevant knowledge among teachers,insufficient ability to interpret discourse texts,insufficient understanding of the learning situation,and unclear requirements for teaching documents.To address the above issues and improve the design level of problem chains for primary school English teachers,the author proposes the following suggestions:(1)Teachers should clarify the design basis to enhance rationality;(2)Implementing design principles to enhance hierarchy;(3)Grasp value goals to ensure effectiveness;(4)Clarify the design key to enhance scientificity.Through this study,it is hoped to provide reference for the design of problem chains for English teachers in first tier primary schools in China.