Research On Teaching Strategies Of Heroes In Chinese Textbooks For Primary School

Textbooks play a self-evident role in the education of students.With the implementation of the partial edition of textbooks,primary school Chinese teachers should also combine the teaching materials and be higher than the teaching materials.At the same time,heroes play an obvious role in students’ fifth education education and practice.After the release of the new Chinese curriculum Standard in 2022,teachers should further adjust and improve their own heroic text teaching work based on the requirements of the curriculum standard for teachers.The educational value of heroes should not be forgotten and distorted,and heroes should not be profaned.In order to improve the teaching strategy of language subject,it is necessary to pay more attention to the text teaching of primary school Chinese teachers.The author focuses on the statistics of hero texts and the teaching problems of primary school Chinese teachers.At present,there are few researches on the teaching strategies of heroes in the Chinese textbooks compiled by primary school departments.Most scholars study the preparation of heroes in textbooks.However,there are few scholars involved in the problems and teaching strategies in the hero texts of primary school Chinese teachers.The teaching strategies of Chinese teachers on the hero text directly affect the primary school students’ views on the hero and the establishment of the three outlooks.Therefore,this paper looks at the problem from the perspective of students,using the four educational research methods of literature analysis,text research,questionnaire survey and interview,from the questionnaire of sixth grade students and interviews with front-line teachers,trying to find out the problems of front-line Chinese teachers in the teaching of hero texts,and put forward corresponding internal and external factors and teaching improvement strategies and suggestions.Through a questionnaire survey and interviews with teachers and students on the teaching of hero teachers among sixth grade students in T Primary School in Hubei Province,the following three main problems were found in the logical order of pre class,during class,and after class: firstly,pre class teachers lacked sufficient development of hero text resources;Secondly,in class,the teacher has a single teaching mode for the text of heroes,which weakens the motivation of students to learn;Thirdly,the questionnaire survey found that after class teachers have less requirements for students to collect hero materials,students have less understanding of the true background information of hero characters,and teachers organize less practical activities after class.The reasons behind these three issues are external factors of teachers,such as students’ solidified understanding of heroic characters,immature historical views of students,and the negative impact of hero games on students,which has created resistance to teachers’ teaching work.The second is that the era of heroes is far apart from that of students.The third reason is that the school and society create a weak atmosphere of heroes.The internal factors of teachers include insufficient preparation of hero texts by teachers,lack of diversity in teaching methods to keep up with schedule,excessive time and heavy tasks in online teaching practice,and a lack of deep thinking on integrating theory with practice.This study proposes three corresponding teaching strategies to improve the teaching skills and level of Chinese language teachers in frontline primary schools,in response to the teaching problems of the three hero character text teachers mentioned above.Firstly,teachers guide students to preview before class,deepen their understanding of heroes,including cultivating their patriotic enthusiasm,reading hero texts,and guiding students to read extracurricular materials to strengthen their moral behavior shaping.Secondly,teachers should supplement hero materials from multiple perspectives and analyze them in conjunction with their backgrounds.For example,they should supplement classroom teaching materials to understand the connotations of hero characters and combine their backgrounds to carry out teaching work,allowing students to experience the patriotic spirit of hero characters.Once again,teachers should develop hero resources and cultivate students’ patriotism.For example,multiple teaching methods coexist to help students experience patriotism,allowing them to distinguish right from wrong in discussions,and teachers can also organize patriotic activities.Finally,pursue the footsteps of red heroes and promote the theme of heroic characters.Carrying forward the spirit of the Chinese nation,advocating core values,students embark on a red journey and strive to become young people in the new era.Teachers and students pay respects to the tomb of heroes during the Qingming Festival,and commemorate revolutionary martyrs.