Reflections on Effective Chinese Teaching in Primary Schools under the New Curriculum Standard _ Effective Chinese Teaching Papers in Primary Schools

In the teaching of all subjects in primary schools, Chinese is the most vulnerable to criticism and attack. People in the industry are deeply skeptical about the quality of traditional Chinese teaching, but it is difficult to point out the feasible new direction of Chinese teaching reform; People in the education circle also criticize the traditional Chinese teaching more than praise it. They think that traditional Chinese teaching limits the development of students' personality and cannot cultivate students' innovative ability. Traditional Chinese teaching will only bring up some nerds with high scores and low abilities. In such an atmosphere, it is particularly necessary to put forward and implement effective teaching concepts.

As we all know, effective teaching refers to "any teaching activity that can effectively promote students' development and effectively achieve the expected teaching effect". Effective learning refers to an active learning activity in which students learn Chinese through hands-on, brains and practice, rather than simply rote learning and mechanical imitation, and acquire knowledge and develop their abilities through independent exploration and cooperation. Chinese curriculum reform emphasizes the effectiveness and development of Chinese teaching. However, in the implementation of the new curriculum reform, classroom teaching has gone to two extremes: first, some teachers have outdated concepts, dull teaching methods, dull classroom atmosphere, teachers talk too much, and students are sleepy; Second, some teachers are keen on formalism, which is embodied in "four full houses"-full house asking, full house moving, full house putting, full house boasting. After a class, it seems to be bustling and the substantive teaching efficiency is low. So, what kind of classroom is the best? The ancients said, "Books don't have to start at the gate of Kong Qiu, and medicines don't have to come from Bian Que. "Effectiveness is the last word. What the best classroom needs is not full-time irrigation, concentrated speech, following the trend and putting on a show, but efficiency, effectiveness and effectiveness. Facing the new textbook and new curriculum standards, how to get twice the result with half the effort in Chinese class? I think the most effective way is to cultivate students' interest in learning Chinese, cultivate students' self-study ability and cooperation ability, and thus improve the effectiveness of Chinese teaching. Next, I will talk about my own ideas and practices in combination with the study of Chinese curriculum standards.

First, improve Chinese interest through reading. Bruner, a famous American educational psychologist, said: "The best stimulus for learning is interest in the materials you have learned." When choosing a bibliography for students, we should not only help students improve their reading taste, but also take care of their reading interests and hobbies. Therefore, we should pay equal attention to classics and fashion to stimulate students' enthusiasm for inquiry. In the feudal society of China dominated by Confucianism, "Four Books and Five Classics" is regarded as a required reading classic, which is a typical example. Moreover, the rulers also attached great importance to the compilation of children's enlightenment books, and tried to optimize the books in content and form in order to better play its influential role. Well-known three-character classics, hundreds of surnames, thousands of poems and thousands of words are widely spread and far-reaching, showing the good intentions of the ruling class and scholars. Today, the rapid development of industrial society has disturbed people's reading mood. The impetuous social atmosphere makes students "follow their feelings" in reading, and some even claim that they "don't read famous books". A nation without famous works is sad, which means that civilization is short and shallow, and it is even more sad for teenagers who have famous works but stay away from them, which means that they automatically stay away from nobility and immortality. Therefore, teachers should recommend some classic works that play an important role in improving their minds, introduce outlines, read wonderful fragments and distribute appreciation materials, so that students have a strong desire to read and explore.

Second, cultivate students' self-study ability with the help of learning plans. The so-called "self-learning ability" refers to a person's ability to master and use knowledge without relying on others' help. It mainly includes independent reading ability, independent thinking ability and the ability to analyze and solve practical problems flexibly by using what you have learned. "It contains two elements: first, the accumulation of knowledge and experience; The second is to integrate Chinese knowledge, ability, learning methods, emotions, attitudes and values to effectively improve students' Chinese literacy. How to cultivate students' self-study ability? How to make conscious ability the basis of effective teaching and learning? Combining with new textbooks, new curriculum standards and teaching practice, the author uses the "learning plan" training method to cultivate students' autonomous learning ability. The "learning plan" mentioned here refers to the learner's independent exploration and completion of the learning plan.

Third, with the help of the classroom, cultivate students' cooperative learning ability. How can effective teaching and effective learning be harmonious and unified to achieve the fundamental goal of cultivating students' comprehensive quality of Chinese? It also pays attention to cultivating students' cooperative learning ability, which is an important way to improve effective Chinese teaching.

In the traditional Chinese class, the teacher is always "teaching" or "leading", and the students are led by the teacher. In the teaching of new curriculum standards and new curriculum, the primary task of teachers' teaching is to return the initiative to students. Some knowledge can be accomplished through students' mutual teaching and learning, so that students can complete effective learning in an active and relaxed learning atmosphere.

The main forms of "cooperative learning" are as follows:

1. Cooperative learning in the group: Divide the whole class into study groups of four to six people, and each group member takes turns as the group leader. Through conscious cooperation, organize the members of this group to find and sort out the doubts and difficulties in the study inside and outside the class.

2. Cooperative learning among groups: the group will discuss and exchange difficult problems left over from group learning with other groups to explore, learn and improve together.

3. Cooperative learning between teachers and students: Through teachers' in-depth guidance, inspiration and participation, students can form new knowledge in discussion, which can better highlight the key points and difficulties of teaching and improve the efficiency of Chinese teaching.

Practice has proved that cooperative learning is an extremely effective learning method in Chinese teaching, and its application is extremely extensive. In the study of works of various genres, contents and styles, it is often unexpected to be able to complete the expected learning content supernormally.

In short, Chinese teachers should get out of the flashy teaching misunderstanding that only pursues form. Chinese teaching reform should take the road of "improving students' comprehensive quality, especially developing students' intelligence and improving students' innovative ability". Chinese teachers can't just pursue form without pursuing effect. This retreat teaching method is not feasible, and it will inevitably delay students. Teaching is real, and there is no need for any fraud. We should avoid standing still and learn from others' successful experience with an open mind, thus forming our own unique style in teaching. Either way, it must conform to our reality, and we can neither aim too high nor hold back. Only in this way can our Chinese teaching achieve real transcendence and real effective teaching.