Research On Chinese Retelling Teaching Of Second Learning Period

Language learning is a thought process in which the human brain and senses coordinate with each other to know and express themselves through language forms.The Language Standards(2022 edition)and the Common Core Primary Language Textbooks include‘storytelling’ as a form of ‘speaking’,and intelligent and effective teaching of storytelling can improve students’ language use and logical thinking.Currently,teachers do not pay much attention to retelling,and the second grade of elementary school has the most retelling content and types of retelling,which is at a critical stage of retelling teaching.Therefore,in this study,Jinan A primary school,based on classroom observation method and interview method,is taken as a case study to understand the current situation of language retelling teaching in Grade 2,taking into account three levels: cognitive,practical and teaching effects.During the observation of retelling teaching in the second grade,the following problems were found: the retelling content chosen by the teachers is not sufficient,the methods and requirements are unreasonable and unclear,the time is short,the retelling evaluation and the atmosphere is rather dull.Through the interviews with teachers,I found that teachers did not know enough about the concepts related to retelling,and the objectives of retelling were not accurately positioned and the achievement rate of retelling objectives was low.Based on the problems found in the survey,the author analyzed the characteristics of students in the second grade based on Piaget’ s cognitive development theory,used knowledge visualization theory to provide a basis for the use of retelling scaffolding,determined retelling goals based on the nearest developmental zone theory,and then explored retelling teaching experiences from excellent classroom examples to propose countermeasures in six areas: first,to provide teachers with self-learning methods at both school and teacher levels;second,to Second,based on the nearest developmental zone theory,we analyze the learning situation,sort out the retelling requirements in the new standards and textbooks,and determine the retelling goals;third,grasp the characteristics of the textbooks and expand the retelling content;fourth,draw on the retelling teaching methods in the excellent examples and clarify the retelling guideline;fifth,reasonably arrange the form and time of retelling and strengthen the retelling practice;sixth,optimize the retelling evaluation and develop the retelling evaluation criteria.