Research On Personalized Chinese Teaching In Primary School Under The Background Of Double Subtraction

In the contemporary society with the continuous burst of knowledge economy,China’s education especially needs to pay attention to students’ personality education,tap students’ innovative development potential and improve their logical thinking ability.In the traditional teaching mode,teachers belong to the absolute focus and control the overall trend and development of teaching.However,it must be noted that the basis of students is uneven,which suggests that teachers’ teaching measures need to maintain richness and diversity.Therefore,personalized teaching has important value.On the one hand,it shows the personality of primary school Chinese teachers,on the other hand,it can promote the personalized development of primary school students.Individualized teaching means that on the basis of fully understanding students’ personality differences,teachers constantly improve their personalized teaching style and meet students’ personalized learning needs through their own personalized teaching,so as to better promote students’ personality development.Personalized teaching for primary school Chinese refers to that in the teaching process of primary school Chinese,on the premise of fully understanding the personality characteristics of primary school students,teachers use their own personalized teaching methods to meet the personalized needs of students,so as to form an overall style of personalized teaching and finally realize the effective promotion of students’ Chinese learning achievements.At present,the educational circles have always highly praised quality education.If we want to lead the overall improvement of students’ comprehensive quality,we must pay attention to the active application of personalized teaching in primary school Chinese teaching.The research content of this paper is based on the "Research on personalized Chinese teaching in primary school under the background of double reduction".It mainly adopts the methods of literature,questionnaire and interview to study the current situation of personalized teaching in X primary school,explore the exposed problems,analyze the causes of the problems,and put forward targeted countermeasures.The survey found that the problems in the design and implementation of personalized Chinese teaching in primary schools are mainly as follows: the understanding of students’ personality differences is not comprehensive enough,the reflection on personalized teaching is not enough,and the implementation ability of personalized teaching design is not enough.At the same time,the school’s personalized teaching guarantee mechanism is not perfect.The causes of these problems include internal and external aspects.The internal reasons mainly involve personalized teaching attitude and motivation,teachers’ quality and research ability,teachers’ teaching tasks and teaching pressure,and teachers’ teaching ability;The external reasons mainly include school environment,student feedback and family Chinese education.In view of the problems and reasons,the corresponding countermeasures include: strengthening the understanding of students’ personalized learning needs,strengthening the reflective consciousness of personalized teaching,systematically improving teachers’ professional ability,perfecting the personalized teaching environment support system and so on.It is expected that this study will promote the systematic development of such subject research and provide practical reference for the personalized teaching practice of Chinese educators in front-line primary schools.