Research on the Problems and Strategies of the Development of Chinese Curriculum in Primary Schools: A Case Study of R Primary School in L City

Abstract

Chinese textbooks, as teaching tools carefully compiled in accordance with the Chinese curriculum standards, systematically present the core knowledge and skills of Chinese subjects, are the key medium to achieve the teaching goals, and play an irreplaceable guiding role in classroom learning. In this set of teaching books, we can not only find the obvious educational resources such as solid basic knowledge of Chinese and practical skills, but also discover the hidden treasures hidden behind the explicit resources. These implicit resources pose a challenge to the resource development ability of educators due to their unique concealment, richness of content, persistence of effect and non-cognitive characteristics. On the basis of comprehensively combing the connotation, characteristics, development significance and principles of tacit resources, this study conducted a detailed content analysis of multiple systems such as text selection, reading aids, exercises, assignments and images in the textbooks, so as to clarify the main distribution and connotation of tacit resources. Then, through interviews and classroom observations, this paper deeply analyzes the development status of implicit resources in primary school Chinese classroom teaching from multiple dimensions such as teachers' cognition of implicit resources, the cultivation of students' emotional attitudes, the practice of resource development in the classroom, the challenges encountered and the suggestions put forward. This research not only helps us to better understand the implicit resources in Chinese textbooks, but also provides strong guidance and support for teachers to develop and use these resources rationally in actual teaching.