Research On The Application Strategy Of Stick Figure Drawing In Primary School Chinese Reading Teaching

Reading is an important way to use language and writing to obtain information,understand the world,develop thinking,and obtain aesthetic experience.As an intuitive and visual teaching method,stick figure can visualize the text in the textbook.Teachers introduce stick figures into primary school Chinese reading teaching,which can not only stimulate students’ interest in reading,cultivate their imagination and innovative thinking ability,but also realize the interaction between teachers and students,and highlight students’ subjectivity.However,the use of stick figures in the actual reading teaching of primary school Chinese is not very effective,so how to effectively use stick figures in primary school Chinese reading teaching is a realistic and meaningful issue,which deserves in-depth study.The author investigates and analyzes the application of stick figures in primary school Chinese reading through literature research,questionnaire survey,interview and classroom observation.Firstly,the author collected and sorted out the relevant literature on “stick figures”,“stick figures and primary school Chinese reading teaching”at home and abroad,and defined the concepts of “stick figures”and “reading teaching”,using intuitive teaching theory and generative teaching theory as the theoretical basis for this study.Secondly,the author conducted a field survey on a primary school in Xiamen City,and distributed an electronic questionnaire,on the basis of which 6 teachers were interviewed in depth,and 10 teachers in the questionnaire survey were selected to observe their classrooms,and from the perspectives of teachers’ cognition of stick figures,the development of stick figure resources,the use of stick figures,and the use effect of stick figures,the problems existing in the teaching of stick figures in primary school Chinese reading were found and the reasons were analyzed.Finally,according to the problems and causes,targeted suggestions are put forward.Through the survey,it is found that primary school Chinese teachers affirm the value of stick figure teaching as a supplementary reading teaching at the cognitive level,but there are the following problems in their use in primary school Chinese reading teaching: teachers’ lack of ability to develop stick figure resources,misunderstanding in the use of stick figures in practice,and poor use of stick figures in teaching.By analyzing the above problems,the reasons can be summarized as follows: teachers’ weak awareness of developing stick figure resources,teachers’ cognition of stick figure bias,and teachers’ neglect to reflect on the effectiveness of stick figures.Finally,based on the analysis of the problems and causes of the use of stick figures in reading teaching,the strategies for teachers to use stick figures in primary school Chinese reading teaching are mainly as follows: actively develop teaching-related stick figure resources before class,effectively implement the organic combination of stick figure and reading teaching in class,and reflect on the effectiveness of stick figure in reading teaching in a timely manner after class.In order to provide some ideas and references for front-line teachers when using stick figures in Chinese reading teaching.