Investigation And Research On The Teaching Situation Of "Predictive Strategy Unit" In Primary Chinese

The unified edition of Chinese textbooks has arranged independent reading strategy units in the first volume of grades three to six,reflecting the transformation of reading teaching from "teaching content" to "teaching strategy" and the higher requirements for students’ reading ability in Chinese reading teaching.As the first reading strategy unit to appear,the ’Predictive Strategy Unit’ is in line with the cognitive level of third grade students and can serve as a foundation for learning other reading strategies.However,due to the relatively short emergence time of the"predictive strategy unit",the relevant theoretical system is not yet perfect,and there are few teaching materials and cases that can be used for reference.Many teachers are still very confused about the teaching of this unit,and many problems have also arisen in the actual teaching process.In order to overcome the teaching dilemma of "predictive strategy unit",improve classroom quality,and cultivate students’ predictive ability,this study is based on constructivist learning theory and metacognitive theory,combined with the actual situation of frontline teaching,and uses three research methods:questionnaire survey,interview,and classroom observation to conduct a survey and research on the third grade of X primary school in N city.The survey is mainly conducted from five dimensions:teachers and students’ understanding of the "predictive strategy unit",teaching objectives of the "predictive strategy unit",teaching process,practice and expanded application,teaching effectiveness and evaluation.Through investigation and data analysis,it was found that there are five problems in the teaching of the"predictive strategy unit":teachers’ lack of in-depth knowledge of the Prediction Strategies Unit,teaching objectives that do not highlight the hierarchical and holistic nature of the teaching materials of the Prediction Strategies Unit,and the lack of a systematic approach to students’ use of prediction strategies in the teaching process.The teachers did not have a deep understanding of the Prediction Strategies Unit,the teaching objectives did not highlight the hierarchical and holistic nature of the strategy unit materials,the teaching process lacked systematic guidance on the use of prediction strategies,the exercises and homework did not point to the transfer of prediction strategies,and the assessment criteria were vague and difficult to guide.The main reasons for this are the lack of guidance on prediction,strategies,the teachers’ lack of analysis of prediction strategy materials,the lack of experience in teaching reading strategies,the teachers’ neglect of the extension and application of prediction strategies,and the lack of quantitative criteria for evaluating prediction skills.In view of the problems in the teaching of the "Prediction Strategy Unit" and its causes,this study proposes corresponding improvement strategies,which mainly include the following five points:First,teachers should deepen their understanding of the "Prediction Strategy Unit",actively participate in training and strengthen their self-learning at the same time.Secondly,according to the gradient of the textbook,the teaching objectives should be set in a hierarchical manner based on the whole unit;thirdly,the teaching process should enrich the forms of guidance on prediction strategies,build multiple learning scaffolds for students and use a variety of teaching methods;fourthly,the practical application of prediction strategies should be extended from the classroom to the end of the lesson,with more practice during the lesson and more extension after the lesson;fifthly,students’ predictions should be evaluated in a diversified way,with more assessment language and assessment subjects.assessment,enriching assessment language,assessment subjects and assessment forms.