Reflection And Countermeasures On The Design Of Primary Chinese Classroom Teaching Objectives Under The Background Of "Double Reduction"

With the promotion of curriculum reform,China is gradually moving towards completeness and maturity in teaching practice research.In particular,the promulgation of the "New Chinese Curriculum Standards" and "Curriculum Plan" in 2022 provided direction and guidance for frontline teachers.In order to enable frontline teachers to more accurately implement national education policies,the Ministry of Education has clearly proposed the connotation of core literacy in the "New Curriculum Standards for Chinese Language",which transforms the national education policy into specific and easy to implement requirements.However,the education wave of the new era has brought both opportunities and challenges.The proposal of the "double reduction" policy not only reduces students’ academic burden,but also puts forward higher requirements for teacher literacy.At present,many frontline teachers have not yet found the underlying reasons for the "double reduction" policy,attributing the problem to students.Moreover,teachers rarely solve the problem of students’ heavy academic burden from the perspectives of teaching design,teaching methods,and teaching management.In addition,due to the pressure of enrollment rates,frontline teachers have to repeat the same mistakes and embark on the path of "question sea tactics".In addition,after the "double reduction" policy was proposed,many frontline teachers are also facing the challenge of thinking transformation.Traditional teaching design is difficult to adapt to the new policy,and solidified teaching concepts are difficult to adapt to the new environment.Therefore,fundamentally refining classroom teaching objectives and improving classroom teaching quality are the primary problems that frontline teachers need to solve.In addition,in the new educational environment after the "double reduction" policy was proposed,we educators are facing the contradiction between comprehensively improving students’ comprehensive quality and achieving their physical and mental health development.Although the "double reduction" has to some extent reduced the amount of homework and off campus training time for students,many students hope to hand in a satisfactory answer sheet in the middle and high school entrance exams.Therefore,the trend of ’involution’ on campus,at home,and in society remains unabated,continuously increasing the psychological and physical burden on students.Therefore,in order to implement the "double reduction" policy,students must consolidate their knowledge points in class and be able to apply them after class,so as to achieve true burden reduction.The author believes that it is particularly important to investigate the classroom teaching goal design awareness,design basis,design methods,and other issues of Chinese language teachers in first tier primary schools in Chongqing at the beginning of the research;Secondly,investigating the feelings of primary school students in Chongqing towards the "double reduction" policy is particularly crucial.Therefore,this article uses methods such as questionnaire survey,interviews,and case analysis to select60 frontline primary school Chinese teachers and 60 primary school students in Chongqing as the research subjects for investigation.The author found through investigation and research that nearly 50% of students have the phenomenon of "learning half of the classroom knowledge" or "not understanding",and a relatively high proportion of students do not understand the knowledge points due to not listening attentively.Indeed,the objective issues reflected by students are closely related to teachers.The author found that many primary school Chinese language teachers’ classroom teaching goal design content deviates from the "double reduction" concept,and problems such as outdated goal design methods and unclear goal design positioning emerge endlessly.However,to solve such problems,frontline teachers need to clarify the goal system from the perspectives of classroom teaching goal design,content,methods,etc.,and deeply apply the concept of "double reduction" to every class and goal,so that "double reduction" can truly be implemented and implemented.Through analyzing the research results,the author found that the causes of classroom teaching goal design problems can be roughly divided into subjective and objective aspects,mainly reflected in the lack of goal design system,deviation of goal design positioning,and insufficient professional development level of teachers.Taking into account the above issues,the author proposes methods for accurately positioning classroom teaching objectives from the perspectives of the "three principles" of classroom teaching objective design,the construction of the "two in one" objective system,and the design of classroom teaching objectives from the perspective of large units,as well as effective strategies for distinguishing between "subject ontology objectives" and "subject non ontology objectives." Based on this,The author also proposed a design concept for large unit teaching objectives that adapts to the current new educational and teaching concepts,providing reference for frontline teachers.This article consists of four chapters,in addition to the introduction and conclusion,as follows:The introduction section elaborates on the important significance of designing classroom teaching objectives,as well as the fundamental reasons for the national policy of "double reduction",and briefly explains the problems that need to be solved in the current stage of classroom teaching objective design.The first chapter analyzes the current situation of designing teaching objectives for primary school Chinese language classrooms under the background of "double reduction".Firstly,the author provides an introduction to the survey and research objects;Secondly,a questionnaire survey was conducted to investigate frontline teachers’ understanding of the "double reduction" policy.Interviews were conducted to understand the problems reflected in the design awareness,methods,and content of classroom teaching objectives among frontline teachers.Based on this,the results of the student survey questionnaire were used as a reference basis.Chapter 2 elaborates on the problems in the design of primary school Chinese language classroom teaching objectives under the background of "double reduction".The author mainly elaborates on the disconnection between the design of classroom teaching objectives for many frontline teachers and the "double reduction" policy at present from two aspects: the design method and content of classroom teaching objectives.Chapter 3 explores the reasons for the design of teaching objectives in primary school Chinese language classrooms under the background of "double reduction".The author conducts an analysis from both subjective and objective aspects based on survey and research data,and sorts out the causal relationships between the problems.Chapter 4 proposes corresponding strategies for designing teaching objectives in primary school Chinese language classrooms under the background of "double reduction".Based on the above issues,the author proposes the "Three Principles" and "Two in One" goal design system for primary school Chinese language classroom teaching,the classroom teaching goal design method from the perspective of large units,and specific strategies for expressing,directing,and self coordinating classroom teaching goals.The summary section summarizes the content of the entire article.