A Strategic Study On The Design Of Main Problems In Reading And Appreciation Teaching In The Third Stage Of Primary School Chineseitution Spe

Reading and appreciation teaching is crucial for cultivating students’ Chinese literacy,and the main issue plays an important role in it.In the process of reading and appreciation teaching,the main question can provide a direction for the entire classroom,guiding students to deeply understand and think about the text.It can reduce the interference of trivial issues and make the teaching process more efficient.Secondly,the main question is not just a simple question,it is a key issue that is based on the overall teaching content and the comprehensive participation of students,"pulling the trigger and moving the whole body".The main question not only helps students better understand the content of the text,but also stimulates their thinking and creativity,promotes their independent learning,and cultivates aesthetic abilities,indicating that the main question has important teaching value.But currently,there are some difficulties for teachers in designing the main problems in primary school Chinese classrooms,which have affected the efficiency of classroom teaching.Therefore,this article studies the main problem design of reading and appreciation teaching in the third stage of primary school Chinese language learning,and proposes corresponding design strategies.This article consists of five parts:The first part is the introduction section,which first elaborates on the origin,purpose,and significance of the research,and conducts a systematic literature review of the current research status at home and abroad.It is found that the main problem has important teaching value,but currently many teachers have difficulties in designing the main problem.The design and research on the main problem of Chinese language teaching mainly focuses on the middle school stage,and there are few achievements in the third stage of primary school,And there is an urgent need to find a new path for current primary school Chinese reading and appreciation teaching after the introduction of the new curriculum standards.Finally,the research ideas,methods,and theoretical basis of this article were clarified,laying the groundwork for the following research.The second part provides an overview of the main issues related to reading and appreciation teaching in the third stage of primary school Chinese language learning.The two core concepts of this study-the main question and reading and appreciation teaching-have been clearly defined,and the characteristics of the main question and the principles of its design have been elaborated.In terms of characteristics,the proposal of the main question needs to be logical,accurate,and open;In the principle of designing the main problem,the main problem should follow the principles of holism,naturalness,and textuality.The third part is a survey on the current situation of the design of the main problem of reading and appreciation teaching in the third stage of primary school Chinese language learning.Taking the reading and appreciation teaching of the third stage of a primary school education group in Nanning as an example,the survey subjects were Chinese language teachers in the third stage of the education group.Questionnaire survey and interview methods were used to investigate the understanding and understanding of the main question,the design of the main question,and the implementation of the main question.The fourth part summarizes the problems and analyzes the reasons for the previous investigation results.There are four problems in the design of the main problem for Chinese language teachers in the teaching of reading and appreciation in the third stage: firstly,the main problem is scattered and the key is unclear;The second is that the main problem has a chaotic hierarchy and weak logic;Thirdly,the main problem has a single type and insufficient diversity;The fourth is that the language of the main problem is vague and the expression is inappropriate.After analysis,the reasons for the problem are as follows: firstly,the teacher’s understanding of the main problem is insufficient,secondly,the teacher’s ability to interpret the text is not strong,in addition,the teacher’s pre class analysis of the learning situation is incomplete,and the teacher’s questioning strategy is not well mastered.The fifth part proposes the design strategy of the main problem in the reading and appreciation teaching of the third stage of primary school Chinese language,following the theoretical foundation of this article,and using high-quality classroom cases from famous teachers as assistance to identify the entry point to solve the problem.The strategies are as follows: First,based on the characteristics of the Chinese discipline,reasonably design the main problems;Secondly,linking text elements to improve reading ability;Thirdly,reflect the student-centered concept based on students’ learning situation;Fourthly,based on the teacher’s own perspective,hone skills from multiple perspectives.