Research On The Current Situation And Countermeasures Of The Overall Teaching Of Chinese Units In The Third Learning Stage Of Primary School

The Chinese Curriculum Standard for Compulsory Education(2022 Edition)focuses on the development of students’ Chinese core literacy and embodies the value orientation of moral education.This value orientation calls for the transformation of Chinese classroom teaching,which requires teachers to focus on the all-round development of students,grasp the content and structure of the whole unit as a whole,and focus on situational and holistic language practice activities from subject knowledge points.Driven by the wave of curriculum reform,the whole teaching of Chinese units in primary schools has become an effective means to promote classroom transformation.In the front-line teaching of Chinese in primary schools,many Chinese teachers have gradually tried the whole unit teaching in the classroom and made progress,but some teachers still can’t control it effectively and have difficulties.Therefore,in order to improve the whole unit teaching in primary school Chinese teaching,it is necessary to study it.By using the methods of questionnaire and interview,this paper takes Chinese teachers in three primary schools in S city,Guangdong province as the research objects,and studies the current situation of unit teaching in the third period of primary school Chinese.Through the research,it is found that there are still the following problems in the current unit teaching: the concept of teacher’s unit teaching is unclear and there are deviations;Teachers mechanically use humanistic themes and Chinese elements in Chinese textbooks;Teachers’ teaching design is not flexible enough,which hinders the development of students’ Chinese core literacy;There is no scene created in Chinese teaching;The evaluation is superficial and can’t diagnose the difficulties of students’ Chinese learning;Some Chinese teachers lack the ability of independent development and the teaching efficiency is low.The main reasons are as follows:teachers are bound by traditional Chinese unit teaching experience;Teachers equate "unit as a whole" with "textbook unit";There is a lack of Chinese core literacy in the overall teaching design of the unit;Teachers ignore the importance of situation creation in the whole teaching of Chinese units;Chinese teaching evaluation emphasizes knowledge;Teachers’ teaching ability and literacy need to be improved.In order to solve the existing problems and improve the present situation of unit integrated teaching,the following measures can be taken: teachers should update the concept of Chinese teaching and accurately grasp the connotation of unit integrated teaching;Teachers pay attention to the theme and creatively integrate the content of Chinese teaching;Teachers pay attention to the core literacy of Chinese and use learning task groups for teaching design;Create a real and meaningful situation,so that the Chinese classroom becomes the source;Deepen the evaluation method of Chinese teaching and implement the consistency of teaching-learning-evaluation;Teachers should establish the concept of lifelong learning and become knowledgeable and elegant Chinese teachers.