On how to implement innovative education in Chinese reading teaching in primary schools

On how to implement innovative education in Chinese reading teaching in primary schools

Primary school Chinese is not only a basic subject in basic education, but also a subject full of emotion, great personality and easy to stimulate imagination and creative thinking. It plays a unique role in cultivating students' innovative consciousness and creative thinking. Cultivating pupils' innovative spirit is an important goal and basic task of Chinese teaching in primary schools. So, how to implement innovative education in Chinese classroom teaching in primary schools?

First, stimulate interest and cultivate students' innovative consciousness.

Chinese Curriculum Standard emphasizes that "Chinese teaching should stimulate students' interest in learning". Because interest is the best teacher, for students, the level of interest in learning directly affects the formation of students' creative ability. Because interest is one of the manifestations of creative motivation, psychologists tell us that when a person has a strong interest in something, his attention will be highly concentrated, he will actively explore and think, and the whole psychological activities such as knowledge, emotion and meaning will be in a proactive state. Numerous examples of successful people prove that interest is the forerunner of innovation, and their achievements and achievements are born of interest. Therefore, in teaching activities, whether it is the introduction of new courses or the design of teaching links; Whether it is the training questions in class or the consolidation after class; Whether reading teaching or composition teaching, teachers should make a fuss about "interest", always put students in the main position, let them develop in listening, speaking, reading, writing and thinking, and make full psychological preparation for the cultivation of innovative ability.

1, set the environment to stimulate interest.

The initiative of primary school students is closely related to the leading role of teachers. Teachers need to create situations to stimulate students' interest in learning and guide students to take the initiative to participate. But there are many touching stories in the primary school Chinese textbooks. If you simply teach words, phrases, sentences and articles, you will be divorced from the feelings of teachers and students, and the articles will be scattered and boring. Therefore, it is necessary to create a situation according to the content of the textbook, create a good teaching atmosphere, use the environment to render, mobilize students' emotions, and enable students to devote themselves to learning and become the masters of the classroom. For example, in the teaching of moonlight music, Beethoven's beautiful moonlight music can be introduced first, and the scene of moonlight rising from the sea can be played by multimedia, so that students can feel the beauty of moonlight night. When the students were immersed in the moonlit situation created by the teacher and then told the origin of this touching moonlight song in a touching tone, the students immediately sympathized with the misfortune of the blind girl and affirmed Beethoven's behavior. Students' emotions can be mobilized in this atmosphere and they can't wait to learn this touching text. In melodious music, in front of the real picture, combined with the language description of words, students have their own unique emotional experience. Creating situations with passion in this way not only receives good learning results, but also enables students to generate new thinking in their own emotional practice, which is the sense of innovation.

2, hanging to attract interest.

As a psychological mechanism of learning, suspense is caused by students' sense of incompleteness and dissatisfaction with new knowledge. Suspense can produce the most direct desire to explore, and it is also one of the most effective ways to arouse students' interest. Therefore, in classroom teaching, teachers should set appropriate suspense according to students' psychological characteristics and the specific content of teaching materials, which can stimulate students' desire for knowledge and arouse students' interest in exploring knowledge. For example, in the teaching of Peanut, I first show the title, and then the author leads me out: the author's pen name Watson is only one word away from the title. Why did the author choose this pen name? Then let the students read the text and find it by themselves. The classroom teaching organized in this way gives students the key to open the treasure house of knowledge. Through the self-study training organized by teachers, students learned to ask more questions in their study, which greatly improved the quality of classroom teaching. In this way, students have a strong interest in exploration until they know the mystery. In this way, students will learn new knowledge with great interest.

3. The pictures and texts are interesting.

Mr. Ye Shengtao, a famous educator in China, once said: "Pictures are not only descriptions of words, but also expand children's imagination." In order to make students understand the text better, stick figure is a good means to stimulate emotion and interest. For example, in the teaching of Yangmei in my hometown, when students want to know the color changes of Yangmei, I ask them to read the text by themselves, find out the description of the language in class, and then draw the color changes of Yangmei with stick figures combined with their own imagination. Through mutual comparison and communication, the students deepened their understanding of the lovely color of bayberry fruit and made them further understand the author's love for bayberry. There are many illustrations in primary school Chinese textbooks, which are the epitome of the text content. They often vividly show the key points and difficulties of the text to the students. Therefore, making full use of illustrations, guiding students to observe carefully and comparing pictures and texts will help students understand the content of the text and improve their interest in studying the text. In addition, in primary school Chinese teaching, we can also demonstrate the situation in kind, describe the situation in language, render the situation in music, experience the situation in performance and show the situation in life, so that students can better understand and master the language content they have learned. To sum up, interest is the sail that flies high. If teachers can try their best to use various teaching methods and techniques in teaching, attract students to participate in teaching activities, create problem situations and activate students' creative interest, it will stimulate students' thirst for knowledge and promote the formation of students' innovative consciousness.

Second, inspire imagination and cultivate students' innovative ability.

Einstein said, "All creative work begins with creative imagination." Imagination is the wing of innovation. Students can read emotional and scenic texts, teachers can inspire students to recreate their imagination, and at the same time, they can see pictures in their minds, which can not only help students understand the content, but also cultivate their imagination, enhance their innovative skills, and then cultivate their innovative ability. Students should be encouraged to use imagination space to develop imagination and association with texts. For example, after learning bridge, let the students talk about it. What do you want to say to the old branch secretary most? After learning new glass, let the students say, what kind of glass do you want to invent? After reading "Looking at the sky from a well", ask the students to imagine what the frog thought and did after listening to the bird. Only in this way can we spread the wings of imagination in imitation practice and cultivate students' innovative ability. Dewey, an American educator, also said that "every great achievement of science is based on bold fantasy". The bold fantasy about the future of things is the starting point of innovation. In a sense, many things in the history of science in the past and today show that "I am afraid of being unexpected and I am not afraid of not being able to do it". In the classroom teaching of Chinese in primary schools, students should be guided to fantasize about the future of things, and guided by this fantasy goal, students should be encouraged to reorganize, migrate and comprehensively use the knowledge they have mastered, so as to find various ways to turn the fantasy goal into reality, thus enhancing students' innovative ability. At the same time, teachers should be good at using "blank points" to stimulate students' "thinking" and cultivate students' reasonable imagination. There are many good texts in primary school Chinese textbooks to strengthen language and writing training, which contain factors and opportunities to cultivate innovative ability. We should fully tap these factors, grasp the training opportunity, guide the main body to participate, cultivate students' innovative thinking and creative thinking, and then cultivate students' innovative ability.

Third, encourage questioning and enhance students' confidence in innovation.

To cultivate students' creativity, a basic problem is to encourage students to ask questions. In fact, every child is a natural questioner. For a pupil, the whole world is made up of question marks, so he has many questions.

The classified query of periodical articles is in the periodical database.

Why are there fewer and fewer problems as children get older? Many children don't ask questions in the end, which is related to our educational methods. For many absurd problems of children, the way we often take is to reprimand and stop them and ignore them. After such a long time, the child's spirit of questioning and questioning will be suffocated. Therefore, on the one hand, students should be encouraged to ask questions, on the other hand, students should always have a strong sense of problems. To make students ask questions constantly, teachers should also have correct strategies to deal with problems. In the classroom, teachers should calmly treat and think about students' questions and opinions, especially those that are inconsistent with the teaching materials and teachers' settings, and teachers should seriously answer them. In the case of uncertainty, it is best to delay making a judgment. Unlike the habits we have formed now, teachers need to give a feedback immediately, and even give a habitual and conditional denial in many cases. In this way, students' enthusiasm for independent thinking may be inadvertently hurt by teachers. Students need a sense of accomplishment and always want their knowledge and skills to be expressed and recognized. In order to encourage students' enthusiasm in time, teachers should not only let students know their own performance and encourage them to learn from each other, but also pay special attention to the enthusiastic affirmation and evaluation of innovative works, protect students' originality and whimsy, and pay attention to students' innovation. Teachers' positive evaluation plays an inestimable role in promoting students' innovative consciousness and enhancing their innovative confidence.

Fourth, pay attention to practice and cultivate students' innovative spirit.

Traditional education emphasizes the imparting of knowledge and ignores practical ability, and mainly focuses on passive acceptance. Few students get real knowledge from activities and practice it by themselves. A remarkable feature of innovative education is to attach importance to students' practical ability. Only in practice can students' innovative consciousness and spirit be transformed into innovative ability. Otherwise, the innovation consciousness will fade, the innovation spirit will fade, and the innovation ability will only be a castle in the air. Therefore, teachers should carry out extensive Chinese activities to improve students' Chinese innovation ability. The first is to clarify the theme and carry out reading activities. If you have finished the lesson "Giving is happiness", with the theme of "How to share happiness with others", publish the reading catalogue to the students and make reading evaluation in groups. Let students know more about society and themselves in extensive reading, so as to improve their cognitive and judgment abilities. The second is to hold a debate contest, so that students' thoughts can spark in the collision and their language ability can be exercised in the debate. Third, actively contribute to the school website and try to publish your excellent works. Let students feel their sense of accomplishment, this free form provides students with a colorful stage to play their innovative ability. Colorful Chinese activities not only broaden students' horizons and enrich their knowledge, but more importantly, let students know more about themselves and society and improve their ability to judge things and practice Chinese. On the other hand, innovative Chinese practice activities also enable students to learn the knowledge and ability that they really need, which is lacking in books, thus greatly improving students' Chinese innovation ability.

Fifth, be curious and cultivate students' innovative ability.

"Invent millions, the starting point is to ask". Questioning is the beginning of innovation and the cradle of exploring the unknown world. Indeed, when students ask questions boldly in class, teachers can know the doubts, difficulties and key points in students' learning in time, adjust teaching anytime and anywhere, promote the achievement of teaching objectives, stimulate students' desire for exploration and interest in innovation, and form a huge innovation motivation.

1, be smart.

The problem is the midwife, which helps the birth of new ideas. The key and difficult knowledge of teaching materials is an important content of questioning teaching. Many teachers do not try their best to activate students' thinking, break through students' cognitive contradictions and make progress by exploring problems and solving contradictions when dealing with difficult teaching contents. Instead, I hope that students will learn by rote or be explained by teachers and give them knowledge. This kind of teaching is not conducive to the cultivation of students' innovative ability. Innovative teaching not only requires students to master the existing knowledge and content, but more importantly, to generate new knowledge, seek new discoveries and gain new understanding by asking questions. When a teacher was teaching the ancient poem Boating in Guazhou, he asked, "Spring breeze is green in Jiang Nanan". How to understand it? This kind of questioning played the role of "a stone stirs up a thousand waves", and students' thinking immediately became active, and students at different levels made different answers according to their own analysis. Some students' answers contain the contents listed in the teaching reference, while others conflict with the teaching reference. As the students said, the spring breeze blew away the scenery on the south bank of the Yangtze River, not because the poet saw it, but because the poet thought of it. Because it is impossible for a poet to see the scenery on the south bank from Guazhou on the north bank. Although students' understanding is different from that of faculty, they have their own creativity and some truth. Make the teacher's questions achieve the purpose of bringing forth the old and bringing forth the new.

2, easy to surprise.

At first glance, students seem to understand some of the contents in the textbooks of small languages, and they are in an unquestionable position, so they lose interest in continuing their studies. Therefore, in order to enable students to actively complete each of their learning tasks, teachers should pay attention to asking questions at a shallow level, arouse doubts at certain points, guide students to explore the ideas of the text, stimulate students' desire for knowledge, stimulate students' thinking, knock on the valve of students' innovative consciousness, and receive unexpected magical effects. For example, in the text "The Poor", students basically understand the main content of the text through preview and communication in class, and know that Sang Na adopted Simon's two children, which shows her kindness and poverty alleviation. They think it's easy and there's nothing to think about. At this time, students can be inspired to continue to doubt and design such a set of questions: "What do you think of using the poor as a topic?" This text focuses on sauna, why not use sauna as the topic and poor people as the topic? Who can understand the characters and things described in the article? Please think it over. On this issue, the students suddenly became active again: "There are so many things we don't know! I want to be clear. "Students' curiosity has soared, and they are actively thinking and discussing. In this way, "making something out of nothing" breaks through the stereotype, allowing students to develop good questioning quality, dare to ask questions, be good at asking questions and realize the innovation of thinking.

3. Seek common ground while reserving differences.

Literature is the unity of "literature and Taoism". Our country's language is rich and colorful, and there is no fixed pattern of using words to make sentences and paragraphs. The transmission of thoughts and feelings in the text, the author's views and attitudes are also indirect and vague, and the same ideological content can be expressed in different styles, different expressions and different languages; For the same article, readers' understanding of the article will be different because of their different knowledge background and experience accumulation. Therefore, in teaching, I pay attention to encouraging students to think independently, and don't follow suit; Speak freely and express your opinions; Exchange and cooperation, learn from each other's strengths. Create conditions for students to ask questions, provide them with opportunities to fully demonstrate the hidden cognitive process, and guide students to compare the pros and cons on the basis of full "seeking differences", make a fair and reasonable evaluation, and choose the best answer or optimal combination. For example, after teaching "Two cats lost their mice", I asked "What impression did this mouse leave on you and give your reasons." Because mice are a public hazard in students' knowledge and experience, most students say that mice are very cunning and trick two cats into letting them go. Some students said: "Although mice are cunning, they can improvise when they are in danger. This is the performance of loving brains. " How well you speak! Express disagreement. In primary school Chinese teaching, teachers should not rigidly and exclusively pursue unity, but should make a fuss about students' individual differences. Therefore, teachers should encourage students to put forward their own new ideas, new ideas and new ideas under the guidance of correct emotional values, ask some unexpected and reasonable questions, and ask some questions that sound unconventional, unreasonable or even absurd at first glance. Teachers should cultivate students' innovative ability with an emotional attitude of tolerance, respect, appreciation and encouragement.

In a word, the unique function of Chinese teaching is not only that it inherits the national culture that directly breeds creative spirit, but also that it is the main source of cultivating innovative ability and innovative personality. Therefore, the innovative education of students in primary school Chinese classroom teaching can not be ignored. We need teachers to combine the characteristics of Chinese subject and use various methods and forms to carry out creative teaching. Only in this way can we cultivate students' innovative ability and implement innovative education.