Research On The Application Of Teaching Blank In Primary School Chinese Classroom Teaching

Curriculum theory expert Taylor once said: "A student’s learning depends on what he does,not what the teacher does." This saying to some extent points out the nature of students’ learning."Teaching blank" refers to a teaching strategy that teachers consciously reserve certain learning time and space for students in the process of teaching,so that students can think,explore and discover by themselves,exert students’ subject consciousness,and stimulate students’ learning interest and thinking ability.Applying teaching white space to primary school Chinese classroom teaching can not only improve students’ learning initiative,but also promote students’ thinking development and creativity cultivation.At present,there are many problems in primary school Chinese classroom teaching,such as ineffective interaction,students lack of deep thinking consciousness and inquiry learning habits.The application of teaching white space is not only a kind of improvement of teachers’ teaching methods,but also a kind of guidance of students’ learning methods.It is one of the key factors to promote students’ independent learning.Therefore,it is of great theoretical and practical significance to carry out research on the application of white space in primary Chinese classroom teaching.This study uses classroom observation,questionnaire investigation,interview and other research methods,and on the basis of defining and sorting out relevant concepts and theories,carries out research on some teachers and students of Q Primary School in X City.The status quo is investigated from the dimensions of teachers’ cognition and emphasis on teaching white space,the time,the position,the level of tasks,the way and the effect of teaching white space,and students’ feedback on classroom use of teaching white space.This paper focuses on the specific analysis of primary school Chinese teachers’ cognition and emphasis on teaching white space,the process performance of primary school Chinese teachers’ application of teaching white space and students’ feedback of primary school Chinese teachers’ classroom application of teaching white space.The results show that there are the following problems in the use of teaching white space by primary school Chinese teachers: Teaching white space time is less,the timing is not in place;The position of the blank is not balanced,the blank is not scientific;The blank content is plain,and the thinking content needs to be improved;The way of leaving blank is simple and the classroom lacks flexibility.The effect of blank space is not good,and students’ participation in class is low.The main causes of the problems are the limitation of teachers’ professional quality,the students’ dominant position is not prominent and the lack of unified standard of white space.In view of the current situation and problems,the following optimization strategies can be adopted in the application of teaching white space in primary school Chinese classroom: The first is improve teachers’ comprehensive literacy,give full play to the leading role,mainly including enriching the theoretical knowledge of white space,improve teachers’ awareness of white space;Strengthen the practice training of leaving blank to improve teachers’ ability of leaving blank.The second is to guide students to think deeply,highlight the main position of students,mainly including the exquisite design of white space,promote students to think;Pay attention to the details,highlight the main body of students;Combined with blank evaluation,encourage students to express,etc.;The third is to optimize the experience of teaching blank space,give full play to the best effect of blank space,including reasonable setting of blank space time,accurately grasp the time of blank space;Appropriate choice of white space method,timely adjustment of classroom flexibility.