Research On Strategies Of Chinese Inquiry-based Assignment Design In Elementary School Based On Project-Based Learning

In April 2021,the Notice on Strengthening the Management of Assignments in Compulsory Education Schools,issued by the General Office of the Ministry of Education,made it clear that we should innovate the types of assignments and homework methods and encourage the scientific design of inquiry-based assignments.Inquiry-based assignment is a type of assignments in which students develop by exploring problems,and is an important means of inquiry-based learning.This shows that inquiry-based assignment is the type of assignments that the state has been encouraging and advocating as a medium for teachers to conduct inquiry-based teaching and learning,and as a reflection of quality education,which has become a key area of concern in the current education reform.However,in teaching practice,there are many problems in the design and implementation of Chinese inquiry-based assignment in elementary school,which are reflected in the fact that the content of Chinese inquiry-based assignmentin in elementary school is trivial and biased toward the mastery of language knowledge,the designed exploratory questions do not drive students to think deeply,and the designed evaluation is result-oriented,which leads to the fact that students do not experience the real Chinese exploration process in the process of completing Chinese inquiry-based assignment.As a result,students do not experience a real Chinese inquiry journey in the process of completing Chinese inquiry-based assignment,and the completed Chinese inquiry results do not reflect real Chinese inquiry.So students do not have the ability to explore and acquire the appropriate literacy through Chinese inquiry-based assignment,which is not the original purpose of Chinese inquiry-based assignment.On the other hand,project-based learning is an important way for students to develop literacy by engaging them in deep and sustained inquiry into disciplinary and interdisciplinary related driving questions over a period of time.The combination of project-based learning and Chinese inquiry-based assignment is beneficial because project-based learning itself emphasizes learning through inquiry by returning the autonomy of learning to students,allowing them to engage in sustained and in-depth inquiry into driving questions involving core subject knowledge in authentic learning contexts,learning to apply and transfer knowledge after a complete inquiry journey,and ultimately producing a public outcome that condenses their inquiry journey.The public results of the students’ inquiry journey.Therefore,in order to innovate the form of Chinese inquiry-based assignment design and solve the current problems of it,the concept of project-based learning is introduced into the design of Chinese inquiry-based assignment,so that Chinese inquiry-based assignment becomes a project,which can make the inquiry content of Chinese inquiry-based assignment in elementary school focus on the core knowledge of Chinese,by allowing students to carry out Chinese inquiry on challenging driving questions,and after experiencing deep inquiry,the results of the inquiry that condenses the Chinese inquiry process are produced,which condense the Chinese inquiry journey,and conduct expressive assessment based on the completed Chinese inquiry results,so the original purpose of Chinese inquiry-based assignment can be realized,allowing students to experience a real Chinese inquiry journey,enhancing students’ inquiry awareness and inquiry ability,developing students’ core literacy,and bringing into play the proper nurturing value of Chinese inquiry-based assignment.Then,it is necessary to further explore how to design Chinese inquiry-based assignment based on the perspective of project-based learning.Based on the perspective of project-based learning,this paper explores the design strategies of Chinese inquiry assignment,aiming to reflect on the current status of Chinese inquiry assignment,innovate and enrich the forms of Chinese inquiry assignment design,so as to promote students to experience in-depth inquiry,improve their Chinese inquiry ability,improve their high-level cognitive level,and cultivate their core Chinese literacy.The first part is the introduction.Based on clarifying the connotation of "project-based learning" and "inquiry-based assignments" and summarizing the existing studies on "Chinese assignment design",this paper takes Dewey’s pragmatic education theory,contextual cognition theory and constructivism learning theory as the basis to elaborate the reasons,ideas,methods,purpose and significance of the research.The second part is a theoretical analysis of the design of primary school Chinese inquiry-based assignments based on project-based learning.From a theoretical perspective,this paper introduces the concept of project-based learning into the design of Chinese inquiry-based assignment in primary schools,and makes an in-depth analysis of it.It is found that project-based learning is helpful to cultivate the core quality of primary school students’ Chinese,solve the problems of primary school Chinese inquiry-based design,and innovate the concept of Chinese inquiry assignment design in primary schools.The third part analyzes the current situation and introspection of the inquiry-based assignment design in primary school Chinese.Through the form of oral interview,we can carry out purposeful communication and conversation with the teachers participating in the interview,obtain first-hand and reliable information,and understand the current status of inquiry-based assignment design in primary school Chinese.By reflecting on the current situation and introducing the concept of project-based learning into the design of inquiry-based homework in primary school Chinese,it can provide new ideas for the design of primary school Chinese inquiry-based assignment,which can improve the design of inquiry-based assignment in primary school Chinese to a large extent.The fourth part explores the design strategy of primary school Chinese inquiry assignment based on project-based learning.Including assignment content positioning strategy: pointing to the core knowledge of Chinese core literacy;Strategy for the implementation process of assignment: implementing assignment projects with driving questions;Presentation strategy of assignment results: condense the public results of the Chinese inquiry journeys;Assignment evaluation design strategies: performance evaluation based on Chinese learning tasks.The fifth part focuses on the analysis of the implementation of Chinese inquiry-based assignments design based on project-based learning in primary school.The design strategies of project-based learning are applied to the design of Chinese inquiry-based assignments,and action research is conducted to test the effectiveness of the project-based learning design strategies.After two rounds of action research show,it is proved that the project-based learning design strategies for Chinese inquiry-based assignments has provided concrete and feasible strategies for the design of Chinese inquiry-based assignments,as well as innovated and enriched the design of Chinese inquiry-based assignments,and enhance the core literacy of students.The sixth part is reflection prospects of the research.This part analyzes the current situation of Chinese inquiry assignment design in primary school,reviews the refinement of project based learning design strategies during the research process,and the shortcomings of the action research process.Besides,it provides some directions for future research on the project-based learning.