Research On The Improvement Of Primary School Chinese Teachers’ Text Interpretation Ability Of Unified Compiled Textbooks

With the use of unified textbooks in primary schools,the majority of primary school Chinese teachers face great challenges in text interpretation.In teaching practice,text is the "medium" of dialogue between teachers and students,and the ability of teachers to interpret text is the premise of a good class and the embodiment of the professional ability of Chinese teachers.Therefore,in-depth research on the improvement of primary school Chinese teachers’ ability to interpret unified compiled texts is not only consistent with the programmatic requirements of Chinese curriculum standards and the realistic requirements of text interpretation,but also consistent with the requirements of great changes in unified compiled textbooks,and consistent with the value of primary school Chinese teachers’ text interpretation.From the primary school Chinese teaching of thinking,carried out on the existing literature,found about the ability to compile for universal use textbooks,text reading and text reading research is rich,but in the new teaching material,under the background of new curriculum reform of primary school Chinese teachers compile for universal use,there are few materials of research on text comprehension ability and study of primary school Chinese teachers text reading ability less.The purpose of this study is to improve the ability of primary school Chinese teachers to interpret the text of unified textbooks,so as to improve the quality of classroom teaching.In view of this,this paper adopts literature method,questionnaire method,case method and interview method to study this problem,and analyzes the causes of the problem combined with relevant theories,and puts forward improvement strategies.The results show that the primary school Chinese teachers have the following deficiencies in the ability of text interpretation of the unified textbooks: the characteristics of the unified textbooks are not familiar enough;Unscramble consciousness,idea is not strong enough;The ability of reading text connotation and form needs to be improved;Single Angle of text interpretation.The reasons mainly focus on the following aspects:schools do not attach too much importance to the interpretation of Chinese teaching materials;Chinese teachers’ understanding and understanding of the unified compilation of textbooks is not thorough enough;The deficiency of Chinese teacher’s own unscrambling accomplishment;Chinese teachers have not developed good reading habits.In view of the above deficiencies in the text interpretation of the unified textbooks compiled by primary school Chinese teachers,the author proposed the following improvement strategies based on the investigation and analysis,combined with hermeneutics and other theories and representative teaching cases: to be highly familiar with the textbooks and lay a foundation for interpretation;Create an interpretation environment and strengthen the consciousness of interpretation;Grasp the text in many ways and understand the charm of the teaching material;Advocating a harmonious interpretation of the text.