I. Survey Overview From xx to xx, xxxx, I was fortunate enough to have the opportunity to spend more than a month in Nanmen Primary School in Zhenjiang (also known as the primary school affiliated to Jiangsu University of Science and Technology). My internship for more than a month includes two aspects: one is the educational internship as a Chinese teacher, and the other is the work internship as a class teacher. In this more than a month, I worked actively and conscientiously, and humbly asked the experienced teachers in the office for advice, and achieved good results. At the same time, I also made a survey in the past month, aiming at the current situation of Chinese teaching. Through investigation and study, the present situation of Chinese teaching is preliminarily understood, which provides an objective basis for deepening teaching reform and exploring new ways to implement quality education.

Second, the specific objectives and methods of the investigation

Third, the survey results.

1. Explore the current situation of Chinese teaching in primary schools from two aspects: Chinese teachers themselves and teaching. First of all, let's talk about Chinese teaching from the aspect of Chinese teachers in primary schools. After getting along for more than a month, I found that the cultural level of Chinese teachers in grade three is junior college. According to the information of the guidance office, most teachers in this primary school have college diplomas, and only a few teachers have undergraduate diplomas. This proves that Chinese teachers in primary schools generally have low diplomas. In addition, some people's Mandarin is not very standard. These situations are even more worrying. Secondly, look at the current situation of Chinese teaching from the teaching of Chinese teachers in primary schools. In terms of teaching methods, Chinese teachers in grade three basically adopt question-and-answer method and lecture method, and a few experienced old teachers will adopt self-study counseling method and situational teaching method, which will have better results. In the use of teaching equipment, through investigation, it is found that most teachers use primitive teaching methods in Chinese classroom teaching: teachers tell students, and seldom use advanced means such as multimedia and scanners.

A very important reason for this phenomenon is that the effect achieved by this teaching method is not ideal, and the opportunities for interaction between teachers and students are reduced. Taking multimedia teaching as an example, most students' eyes are attracted by the big screen in class, and few students read any more. Students like to look at some pictures, but they remember them clearly, but they ignore the words beside them. This teaching method also makes teachers lazy. Most teachers seldom write on the blackboard in multimedia classes. Some teachers don't write a word on the blackboard after a class, and students don't take notes. They believe that the main task of primary schools is reading and writing, and the use of advanced equipment such as multimedia invisibly reduces the importance of writing. However, many students' self-awareness is not high. Basically, the teacher writes and writes, and the teacher does not move. In order to improve learning efficiency, they can only abandon advanced equipment and use old methods instead. Facts have also proved that the old method is correct and accords with the actual situation of teaching.

In addition, the old method has its unique flexibility, which can change the setting of classroom content at any time according to the actual situation of the classroom, which is not available in advanced equipment. As far as teaching attitude is concerned, children in primary schools are not yet stereotyped and their thoughts are unstable. Not only the Chinese scores of students in a class are very different, but also the Chinese scores of individuals in different periods are very different. Chinese teachers in primary schools don't think students can be divided into several grades. They treat all students equally, and they hope all students can learn Chinese well. They are patient with all the children. They tried their best to make them understand, so they changed their methods to interest the children, and the teacher did not give up the students with particularly poor grades. They think they can't give up any students. Of course, the teacher also admitted that he was biased in the teaching process, but there was nothing he could do. It is really commendable that the teacher can tell me frankly that I can't treat students equally. In the process of Chinese teaching, Chinese teachers in grade three attach great importance to preview guidance and word teaching, because students in grade three have just transferred from lower grades and can't adapt to textbooks without pronunciation for a while, so before starting text teaching, they must ensure that they know words. In terms of homework requirements, the third grade teacher can be said to be very strict, in order to let students develop good study habits as soon as possible and better adapt to the requirements of higher grades in the future.

2. Explore the current development of Chinese in primary schools from the perspective of students. My internship grade is Grade Three, and the students are all around ten years old. Students of this age are very immature. After more than a month's observation, I found that not only boys are active, but also girls are not easy to be quiet. Many students are absent-minded and restless in class, and the third grade is a special time period. Since this grade, the subject of Chinese has really played a role. From here on, their task in Chinese class is not only reading, but also learning how to use the language. If they don't concentrate in class, they can't master the knowledge of Chinese at all, which is very difficult. Therefore, in the classroom, attracting students' attention and maintaining classroom order has become the highlight of every junior Chinese teacher. They try to attract students' attention with passionate voices and ups and downs, and keep the classroom order by wandering around every corner with their eyes and appropriate punishment. I also had this problem in class during my internship, and later I learned to use this method, and the classroom effect was not bad.

It is understood that in today's middle schools, some students are not interested in Chinese learning and don't want to learn Chinese. They think that Chinese has been learned since the first grade of primary school, and they speak their mother tongue every day, especially science students. This idea is even more serious. They think that they don't want to be writers, and no matter how good China literature is, it won't be of much use. Moreover, their scores in the exam will not be too low. Fortunately, this phenomenon is not common in primary schools. I think from the students' point of view, this may be because primary school students are still young and have little contact with Chinese. Chinese is still a very new subject for them, and they still have a strong interest in Chinese knowledge. Of course, this phenomenon is also inseparable from the teaching of Chinese teachers in primary schools. Every primary school Chinese teacher tries to make every student fall in love with Chinese. They try their best to guide students to pay attention to Chinese learning.

During my internship, I led the students in the internship class to the multimedia classroom three times. Through these classes, I found that primary school students are quite interested in modern teaching methods, but their sense of self-discipline is very poor. When they arrived at the new place, they looked around and whispered to each other, making it difficult to maintain classroom discipline. In addition, due to the problem of school resources, multimedia classrooms are science laboratories, and there are many experimental instruments and equipment, so students are too curious. Although the teacher has said it a thousand times, there will still be students holding it and touching it. Because of this, China, a teacher in this primary school, is unwilling to take students to use advanced equipment.

Pupils are very simple, and because of this, a competent teacher must learn to praise them in time and try to spur them to progress with praise. Of course, we can't rely entirely on praise. Criticism and punishment are also very important in the adjustment of behavior habits, otherwise they will not pay attention to it and even make them think that teachers are not afraid. Pupils are also very sensitive. Just because they are young doesn't mean they are ignorant. In fact, they are all discerning. In the survey, primary school students like teachers with similar ideas best, and they will look for their common preferences. If they have more common interests, they will be closer to the teacher, otherwise they will be unfamiliar. The teacher they don't like the most is the one who treats students unfairly. No matter whether the children from rich families or poor families, no matter whether they are good students or naughty students, their views on this issue coincide. Every child wants to attract the teacher's attention in his own way. The method used may make the teacher like it, or it may make the teacher feel annoying. The consequences are unexpected. It can be said that every child's starting point of action is good, depending on what the teacher thinks. This is what I saw during my internship. There is a little boy named Li Jialong in my internship class. He is very naughty. He is more restrained when the teacher can't see him. He became more naughty when the teacher's eyes turned to him. The teacher has a headache for him because he always interrupts in class. According to what I have seen and heard, I think Li Jialong just wants to attract the teacher's attention, so I pay more attention to his words and deeds and try to guide him on the right path in every conversation with him. In my opinion, to be a competent and good teacher, we should start from students' psychology and find the right way to guide them. In this way, students will not contradict the teacher, or even the subjects taught by the teacher.

Pupils are younger, so their knowledge is narrower. In their class, we should not instill all the texts that the Chinese teacher knows into them, but should consider their acceptance. If the Chinese teacher ignores these things, it may make students lose interest in Chinese classes and even have disgust. During my internship, the first text I taught was "Make a Beautiful Leaf". There is a sentence in this text: "Every leaf is doing the same job-turning sunlight into milk of life and giving it to trees." Here, we need to expand the meaning of photosynthesis for them, but we should not go too far, otherwise not only Chinese class is not like Chinese class, but also students can't understand it. So, I told the basic process in my own language, only asking them to understand that the work done by leaves is photosynthesis.

In terms of study pressure, I am an intern in primary school, and all the subjects are primary school students. The Education Bureau expressly stipulates that their study time at school should not exceed six hours and their homework should not exceed one hour. Because the total time of homework can't exceed one hour, the time allocated to Chinese is even less, so I think their burden is still very light. But I am not them, and I can't speak for them, so I made a special understanding. According to my in-depth understanding among students, most students are satisfied with the amount of homework and can finish it in time. Only a few students hand in their homework late or don't do it for various reasons. However, they generally believe that there is too much homework in school, which leads to their lack of time to play. I learned that hard-pen copybooks are what they have to finish after class. Most of the time, they have to complete the revision and supplementary exercises of large workbooks, and sometimes they have to complete manuscripts or copy compositions at school. In view of this situation, I specially asked several teachers, and they told me that they didn't really want to do this, but there was nothing they could do. First, because the education bureau gave too little homework time, many established tasks could not be completed. Second, students have many homework problems, so they can only use after-school time to make them revise and rework; Third, students' further studies still depend on their own achievements. Relaxing homework may lead to very serious consequences, which parents can't understand. This is a lesson from previous sessions.

3. Explore the future of Chinese teaching from the perspective of students' psychology.

The general characteristics of primary school students' cognitive development are: the sensory perception is gradually improved, the sense of orientation, space and time and space is constantly developed under the influence of education, and the observation of things is more detailed and orderly. The memory ability of primary school students has also developed rapidly, from mechanical memory to meaningful memory, from concrete memory to abstract memory of words, and from never using memory strategies to actively using strategies to help memory. Primary school students' oral English has also developed greatly, and they can master and use it skillfully. Under the influence of education, they gradually master written language and learn to write, read and write. The basic feature of primary school students' thinking is the transition from concrete thinking in images to abstract logical thinking. Children in the lower grades of primary school have more thinking elements in images, while children in the upper grades have more abstract thinking elements.

Chinese teaching in primary schools should grasp students' cognitive development and find out the learning methods suitable for students at this stage. Pay attention to the development of students' thinking and guide students to transition from concrete image thinking to abstract logical thinking. Pay attention to students' language development and give them timely guidance so that they can get better development. Grasp the development of students' memory ability in time, let them remember more, and lay a good foundation for future study.

The general characteristics of primary school students' social development: after entering school, important changes have taken place in social relations, and they spend more and more time with teachers and classmates. In getting along with teachers and classmates, I gradually learn some basic skills of getting along with others, cooperating with others and competing with others. Teacher-student relationship and peer relationship have an important influence on their school adaptation. The quality of this relationship not only affects their interest in learning, their sense of belonging to the class and school, but also affects the development of students' emotions and emotions. The primary school stage is also an important period for the gradual formation of individual self-concept. Their academic success or failure, mastery of social skills and social support from teachers and peers have a great influence on their self-confidence or inferiority.

Chinese teaching in primary schools should focus on shaping students' personality and guiding them to form good study habits and correct ideological understanding. Pay attention to students' performance in interpersonal communication, give timely guidance, encourage them to integrate into the collective and care for others.

Primary school students' moral cognitive ability gradually develops, from only paying attention to the consequences of behavior to gradually considering motivation and results. Due to the development of cognitive ability, especially the ability to choose opinions, they are more and more able to look at problems from the perspective of others, and their moral and emotional experiences are more and more profound.

Therefore, Chinese teaching in primary schools should also pay attention to students' moral performance and guide them to help them form a correct moral outlook.

The ultimate goal of Chinese teaching is to cultivate students' reading and expression ability. Of course, to achieve this goal, we must have a certain foundation: that is, the basic knowledge of words, words and sentences; Expression ability; Literary common sense, etc. This constitutes three realistic goals of Chinese teaching: basic knowledge, reading and expression. The goal of Chinese teaching in primary schools is to cultivate students' basic reading and expression abilities. According to the current situation of Chinese teaching in primary schools, I think that to improve the current situation of Chinese teaching under the current conditions, we must first start with system reform. Pupils can't just look at the amount of homework. The most important thing is to pay attention to the amount of homework set by the Education Bureau. Secondly, we should improve the academic level and professional quality of teachers and train a group of teachers who care about students. Finally, we should start from students' psychology and develop courses suitable for them, so that they can increase their knowledge and gain the knowledge of being a man in physical and mental pleasure.