A Comparative Study On The Reasonable Answers Of Primary School Chinese Teachers Under The Orientation Of Deep Learning

With the continuous development of the knowledge society,talents in the 21 st century have changed from "knowledge workers" to "creators of wisdom".This talent training mode requires teachers to have more comprehensive educational concepts and teaching methods.Therefore,deep learning that emphasizes students’ critical thinking and innovative thinking,requires students to use their own knowledge and experience in learning,actively explores and solves problems,and improves their cognitive structure.However,in the current primary school Chinese classroom,the implementation of deep learning is not satisfactory.There are few empirical studies on exploring deep learning from the perspective of classroom practice based on Chinese teaching,and there are not many specific operations for teachers to learn from.Classroom reasoning,as one of the teaching and evaluation methods of teachers,can induce students to participate deeply in the classroom,stimulate students to think deeply in the classroom,and mobilize students’ positive emotional experience.It can become an effective way to promote the in-depth learning of Chinese for primary school students.Based on this,from the perspective of deep learning,the study constructs an analysis framework for primary school Chinese teachers’ classroom reasoning under the guidance of deep learning.There are problems and their reasons,and try to optimize the classroom answers of primary school Chinese teachers to promote students’ in-depth learning.Through the observation of six lessons in the same class of an expert teacher and a novice teacher in W Primary School in Huangshi City,Hubei Province,it is found that the classroom answering process of novice teachers is mainly single-item transmission,while the expert teacher is mainly two-way communication and interaction.Novice teachers tend to understand knowledge and skills,while expert teachers focus on students’ emotional attitudes;In both categories,teachers’ answering methods are mainly based on linguistic answers,and non-verbal answers appear less often.Novice teachers mostly answer negatively,while expert teachers make good use of positive answers.From the current situation of primary school Chinese teachers’ classroom answers,it can be summarized that there are many problems in classroom answers,that is,the process of answering is low dialogue,ignores students’ feelings,and fails to mobilize students’ deep participation.The content of the answer is one-sided,emphasizing knowledge and skills over emotional attitude,and ignoring students’ emotional development;The answer method is single,and teachers ignore non-verbal answers,which is difficult to stimulate students’ learning motivation;The effect of rational answers is negative,and there is a lack of skills to cultivate students’ higher-order thinking with rational answers.Combined with the interviews with teachers,it is concluded that the reasons for the inefficiency of teachers’ classroom answering are mainly due to teachers’ weak awareness of rational answering to promote students’ deep learning,teachers do not pay enough attention to the main position of students in deep learning,and teachers have insufficient answering ability to promote students’ deep learning.In order to improve the level of teachers’ classroom answering and promote students’ deep learning,through the analysis of the research results,the researchers propose the following optimization paths: first,change the concept of rational answering and implement the goal of deep learning;Second,improve the answering process and promote students’ deep participation;Third,enrich the content of practical answers to help students’ literacy development;Fourth,improve answering skills and cultivate students’ deep learning capabilities.