The Current Situation,Dilemma And Solutions Of Primary School Students’ Chinese Classroom Deep Learning

Deep learning in Chinese classroom is an important carrier to promote the efficient learning of primary school students.Deep learning in Chinese classroom,as the main way for primary school students to input comprehensive knowledge of Chinese,plays an important value and significance,which is reflected in primary school students’ active learning,understanding and memory,critical thinking,knowledge construction and so on.Deep learning in Chinese classroom is an important way to implement core literacy and the objectives of primary school Chinese courses,and it is also an important way to promote the efficient learning of primary school students’ Chinese classrooms.The research on the current situation of deep learning in Chinese classrooms for primary school students is not only in line with the development trend of basic education in my country,but also has important practical significance.However,while promoting the efficient learning of primary school students,deep learning in Chinese classroom also faces some difficulties.The deep reasons behind these difficulties need to be explored and analyzed from the perspective of theory and practice.At present,foreign research on deep learning in the field of education started earlier,and domestic research on deep learning in the field of education started late,and there is relatively little research in primary school Chinese classrooms,so there is still a lack of relevant theoretical support.Based on the above analysis,this study takes the pupils in four classes of middle grade in M primary school in Y City as the research object,and goes deep into the primary school as an intern teacher for investigation and research.This paper mainly uses the methods of literature,questionnaire,classroom observation and interview to conduct an in-depth research on the Chinese classroom learning process and state of middle-grade students in M primary school for more than three months.Through the combination of quantitative research and qualitative research,it aims to know the information of deep learning in primary school Chinese classroom,find practical problems and analyze the relevant reasons,and then put forward the countermeasures to solve the dilemma of deep learning in primary school Chinese classroom.The study found that the overall level of primary school students’ Chinese classroom deep learning is oriented to shallow learning,which is mainly reflected in the following six aspects:Classroom performance is more passive and less active;knowledge learning focuses on recitation,and their comprehension is weak;classroom learning is not good at thinking,lack of criticality;knowledge and experience are difficult to connect,and the constructability is low;inferences from one case are not flexible enough,and the transferability is not strong;low autonomy in consolidation and review,and insufficient reflection.The factors of students:restricted by their physical and mental development level;failure to develop good preview habits;low interest in Chinese classroom learning;lack of extracurricular knowledge expansion and experience accumulation;lack of solid grasp of basic Chinese knowledge;teacher factors:the cognition of deep learning is not thorough;the guidance of Chinese classroom is not in-depth;the design of problem situations is not comprehensive;the use of media teaching is not in place;the guidance of reflective evaluation is unreasonable.Students and teachers are the main reasons that affect the deep learning of primary school students’ Chinese classrooms.According to the above research results,the learning strategies and teaching strategies for the deep learning of primary school students’ Chinese classroom are put forward.Learning strategies for in-depth learning in primary school Chinese classrooms:First,point to learning interests and habits,and build autonomous learning classrooms.Including to improve the interest of language learning;to develop a good habit of preview.Second,enrich the accumulation of knowledge inside and outside the class and cultivate the ability of knowledge construction.Including expanding the accumulation of extracurricular knowledge;Strengthen the mastery of basic knowledge.Teaching strategies for in-depth learning in Chinese classrooms for primary school students:First,make good use of media teaching to trigger students’ understanding learning.Including promoting comprehension learning with smart classrooms;improving comprehension ability with dialogue teaching.Second,based on the problem situation,help students achieve critical thinking.Including creating a thinking classroom with problem situations;promoting students’ deep thinking with inspiring questions.Third,based on in-depth guidance,improve students’ ability to migrate and apply.Including in-depth guidance to promote students to apply knowledge;strengthen deep learning cognition to improve transfer ability.Fourth,pay attention to reflective evaluation and inspire students to summarize and reflect on learning.Including emphasis on reflection-based assessment;inspiring students to learn reflectively.By putting forward the above solutions,on the one hand,it can improve the in-depth learning effect of primary school students’Chinese classroom,and on the other hand,it can provide reference for the improvement of the quality of basic education.