Research On The Introduction Of New Courses In Chinese Classroom Teaching In The First Grade Of Primary School

The first link of the new class teaching-the lead-in link,although it takes up less time in the whole class,the wonderful lead-in link of the new class can achieve the effect of "twisting the strings and plucking the shaft three or two times,before a tune is formed,there is emotion".In the first stage of primary school,the students’ attention shift and stability are poor,and it is the first time to learn Chinese knowledge comprehensively and systematically.This requires teachers to carefully design the introduction of new lessons and use the introduction of new lessons to attract the attention of students in the first stage of school,stimulate their motivation to learn language knowledge.Considering the characteristics of the cognitive development of the students in the first grade and the uniqueness of the content of the textbooks in the first grade of primary school Chinese,therefore,we choose to conduct research on the introduction of a new course in Chinese classroom teaching in the first grade of primary school.This study takes the cognitive theory of attention,students’ active learning theory,and Piaget’s theory of cognitive development as the theoretical basis of the research.Through the analysis of the survey data,this study summarizes the problems of the introduction of the new class of Chinese classroom teaching in the first grade of primary school,and discusses the reasons for the problems.This study found that there are four major problems in the introduction of new courses in Chinese classroom teaching in the first stage of primary school.They are teachers’ incomplete cognition of the function and method of new course introduction,incomplete design and analysis of new course introduction,inactive atmosphere of new course introduction and neglect of students’ dynamic formation.The reason is that teachers’ overall understanding of the relevant elements of new course introduction is not comprehensive,teachers’ new course introduction design ability and classroom teaching management ability are insufficient,teachers’ lack of reflection on the link of new course introduction,teachers’ new course introduction preparation time is insufficient,and the training of new course introduction skills is lack of pertinence.After summarizing and analyzing the problems and causes,this study proposes an optimization strategy for the introduction of new lessons in Chinese classroom teaching in the first grade of primary school.There are four optimization strategies for teachers:strengthen the learning of pedagogy and psychology,read books related to the introduction of new courses and study the "Chinese Curriculum Standards for Compulsory Education(2011)",so as to strengthen the learning of relevant knowledge about the introduction of new courses;Combining the knowledge of Chinese subjects,sort out the design ideas of new course introduction,and effectively improve the ability of new course introduction design;correctly manage the new course introduction discipline,activate the new course introduction atmosphere,and coordinate the relationship between teachers’ presets and students’ generation,and improve the new course introduction classroom teaching management ability;reflect on the experience of introducing new courses,and form their own unique import style.In addition,this study believes that schools should reasonably arrange teachers’ teaching work,enhance the systematic and pertinent induction training,and add a new course induction evaluation mechanism.Through the above strategies,the obstacles to the development of teachers’ induction skills should be cleared to meet the requirements of teachers’ induction skills improvement.This study hopes that the above optimization strategies can effectively solve the problem of introducing new lessons in Chinese classroom teaching in the first grade of primary schools,and improve the quality and efficiency of introducing new lessons.