Methods and measures to improve Chinese teaching in primary schools

Chinese teaching pays special attention to the transmission of teachers' true feelings. Teachers' emotional reading can communicate the author's mind and students' emotions and stimulate students' thinking waves. Below I sorted out the methods and measures to improve Chinese teaching in primary schools, hoping to help you!

Methods and measures to improve 1 Chinese teaching in primary schools

The Chinese class after the curriculum reform is not easy to teach. The difficulty lies in how to embody the effective unity of Chinese humanism and instrumentality, and how to grasp the relationship between teaching objectives and improving students' Chinese literacy.

First, improve teaching in questioning

Confucius, an ancient educator, said, "Learning without thinking is useless, and thinking without learning is dangerous." This sentence points out the close relationship between thinking and learning. Classroom teaching is the main battlefield to implement quality education, and teaching methods are the main means to implement quality education. A good beginning is half the battle. First of all, in teaching, teachers should be good at creating problem situations, stimulating students' cognitive conflicts, setting doubts and solving doubts, and igniting sparks of thinking.

For example, when teaching Grassland, the teacher questioned the sentence "Emerald color flows everywhere and flows gently into the clouds": "How can emerald color flow? How can it flow to the horizon? " I set up a hot thinking point on this issue to arouse students' interest, let them grasp the main line with the above questions, perceive the text, guide students to read the first paragraph of the text carefully, and think while reading, so that students can have a picture in their minds: "The whole grassland is only connected with thick green grass, and the boundaries are unclear, like a green ocean." Then guide: "the grassland green will not flow, but because the green is bright, the breeze blows and the green grass swings with the wind, forming layers of grass waves." How does it feel? What four words are used in the book? " The student replied, "Green is fluid." The teacher asked again, "It seems that green is flowing.

The boundless grassland meets the blue sky, the breeze blows, the grass waves fluctuate and gently extend into the distance. What will you see? The student replied, "I saw the grass wave flowing gently into the clouds." The teacher concluded: "The author only wrote the word 12 about the beauty of grassland." Let students understand the artistic conception, which is an important place and cannot be superficial. By playing the edge ball, the teacher found the combination of developing language and thinking, and guided it bit by bit, thus laying the foundation for classroom teaching.

Second, improve teaching in inspiration

"Teaching is for not teaching", and Chinese teaching should help students form the habit of lifelong learning. Students form ability in learning practice, open the floodgate of thinking, deepen the thinking process, and internalize it into learning motivation. The fable "Encouraging Seedlings" and "Waiting for Rabbits" have the same genre, similar plot and similar article structure. When learning the first fable, I asked students to summarize their learning methods: ① Grasp the key problems and solve them; (2) Reading words and phrases to promote understanding; (3) Combining knowledge with practice, using three-step method to transfer knowledge. When learning the second fable, students can read their own body odor, try to figure out the words, give feedback in time, and show their own thinking process, so as to learn these two fables "seeking common ground while reserving differences". After class, I help students draw inferences from others and form the ability of self-study and the habit of thinking.

Third, emotional integration into teaching

Chinese teaching pays special attention to the transmission of teachers' true feelings. Teachers' emotional reading can communicate the author's mind and students' emotions and stimulate students' thinking waves. Therefore, in Chinese classroom teaching, we should give full play to the advantages of reading, take reading as the main theme, integrate sounds, expressions, gestures and gestures, create a strong emotional atmosphere, act on students' behavior, stimulate students' learning emotions, produce good classroom emotional effects, form spiritual communication between teachers and students, and between authors and readers, so as to promote students' thoughts and sentiments and make them baptized by personality beauty.

Fourth, use multimedia to expand teaching.

Language and literature are important tools of thinking, and every text is an example. In text teaching, teachers first start with words to solve puzzles, lead students to ponder the meanings of words, words and sentences, taste the beauty of language and artistic conception, and understand the author's thoughts and feelings. Students will encounter many difficult problems in understanding the text. Proper selection of multimedia courseware can deepen students' understanding of words and phrases.

For example, at the beginning of "Xiaochi" class, the teacher designed and produced cartoons to let students know the beautiful scenery of the early summer lotus pond described in the poem "Xiaochi". In the picture, a trickle gushes from the spring, the shade of trees is reflected on the water, the lotus leaves just show their sharp corners, and dragonflies are flying. Students' aesthetic consciousness is stimulated, and they enter the scene, and they can't help admiring that the lotus pond in summer is really beautiful! The words "cherish" and "love" in this article have the meaning of "cherish and love", which can be literally translated as "spring eyes cherish and trickle, and the tree shade loves the soft scenery in early summer".

Further digging the connotation, it is not difficult to see that this is the author's lyric, and it is to integrate the love of nature into the landscape. "Xiao He only shows sharp corners" is a wonderful sentence praised by people in past dynasties, which contains vitality and makes the whole poem full of life. The courseware vividly shows the fresh and lovely image of Xiao He, which enables students to understand the poem correctly, immerse themselves in the beautiful scenery and reduce the difficulty of thinking.

Because the multimedia computer shows the rich meaning of poetry, provides students with imaginative materials, builds a bridge between thinking and expression, expresses the beauty they feel in words, and describes the meaning instead of simply understanding poetry, which enriches the artistic conception of poetry, organically combines students' training in watching, listening, reading and speaking, and improves their abilities of perception, imagination, thinking, expression and creation simultaneously.

2 methods and measures to improve Chinese teaching in primary schools

First, teaching should be combined with students' reality.

Teaching should be done in accordance with students' aptitude. As a teacher, we should pay more attention to and be strict with every student. As the saying goes, "ten fingers are not as good as average", there are always a few students in a class who make the teacher puzzled and have a headache. Facing the reality, because the individual differences of students exist objectively, teachers should respect these differences. Only in this way can students get different degrees of development.

I don't know which famous educator said this sentence: there are no students who can't teach well, only teachers who can't teach well. Think about it, I find that an experienced Chinese teacher never gives up a student. They are the first to speak in class, and they are the first to correct their homework. With persistent efforts, you will be surprised to find that they are not hopeless. Classroom teaching should be geared to all students, and progress is the greatest progress. Therefore, I think the training and assistance work must be targeted and practical.

Second, Chinese teaching should be widely linked with social life.

Rational use of multimedia educational resources can not only enrich students' knowledge, but also improve teachers' professional quality. The organic combination of Chinese subject and modern educational means is an effective way to improve the effectiveness of Chinese classroom teaching. For example, the text "Butterfly Valley in Taiwan Province Province" is a very attractive and beautiful article. Touching the topic can arouse people's strong desire to see the charming scenery of Butterfly Valley. The text introduces butterflies from the natural environment of Taiwan Province Province, butterfly valley from butterflies, and then describes butterflies and tourists through butterfly valley. It presents a magnificent and spectacular scenery of Butterfly Valley.

The full text is full of fun, which fully embodies the word "beauty": the most prominent is the colorful beauty of butterflies and the dynamic beauty of butterflies dancing described by the author in the article, as well as the beauty of words, the environmental beauty of butterfly valley, the harmony between man and nature and so on. The whole article is beautiful in literature, scenery and artistic conception, which is worthy of being suitable for students to read, recite and accumulate. Therefore, the key and difficult points of this course are: beautiful reading, internalized accumulation, imitation and innovation. The third natural part of this lesson is the key part of learning, which depicts the "very charming" scene in the Butterfly Valley. Among them, a yellow butterfly is introduced. Although the color is monotonous, it is "golden" and "very spectacular" under the sunlight.

When reading these words, I guide students to give full play to their imagination, and then talk about white, red, green, blue and so on. What do butterflies of these colors look like in the sun? The students are full of enthusiasm. Some say that the white butterfly is white in the sun, some say that the red butterfly is red in the sun, and some say that the blue butterfly is blue in the sun ... On this basis, I will guide the students to imitate the text sentences and practice their spoken English to compare who depicts the most charming scene. Finally, I will ask my classmates to write down the pictures that have been formed in their minds.

As Teacher Ding Youkuan said: "Reading and writing are combined to complement each other, and reading and writing are separated, and both lose." According to the general mode of speaking and reading texts, it is difficult for students to mobilize their emotions, and the breakthrough of important and difficult points is only an armchair strategist. If you take classes in a multimedia classroom, the results will be very different, because you can easily use courseware educational resources to make courseware that students like. This kind of class is what students expect.

Third, to create a good classroom atmosphere, we should attach great importance to students' main role.

Students are not only the object of teaching, but also the subject of learning. Therefore, the key to create a good classroom atmosphere lies in whether teachers can effectively mobilize students' subjective initiative in learning, so that students can truly become the main body of teaching and the master of learning.

1, so that students can keep the best learning mentality.

There are complex psychological activities in any learning process, and the performance and effect of students' learning are completely different in different psychological States. When students are in the best psychological state, their learning mood is high, they are absorbed, and the classroom atmosphere is warm and pleasant. Therefore, teachers should pay attention to:

(1) Bring a smile into class. Smile can communicate the feelings between teachers and students, and smile can conquer students' hearts. When students are distracted, a smile full of reason and expectation can make students "lost"; When students are frustrated in answering questions, smiling with encouragement and dependence can make students feel at ease and "the future is bright"; When students are successful, a smile full of affirmation and appreciation can greatly increase their self-confidence and stimulate their thirst for knowledge. Teachers' kind teaching attitude, caressing eyes and encouraging words can create a good psychological environment and a harmonious cooperative atmosphere for students' learning, so that students can form and maintain a positive and good learning mentality.

(2) Bring success to students. In teaching, teachers should pay attention to let students at different levels have different opportunities for success and different gains, and put forward both the same requirements and personalized requirements. For example, in the assignment and handling of classroom homework, students of different levels can complete their homework with different problems and difficulties. By correcting or commenting in the classroom, they can meet the urgent psychological needs of students eager to know whether their homework is correct or not, broaden their thinking and praise those students who are "ingenious" in solving problems. In this way, students at different levels can experience the joy of success, thus forming an optimal psychological state of being willing to learn.

2. Let students actively participate in exploring new knowledge.

Teaching should not only let students master the conclusion of knowledge, but also let students know the process of knowledge occurrence and development. In teaching, teachers should be good at creating inquiry situations, inducing students to operate by themselves, observing with their eyes, thinking with their brains and expressing with their mouths, so as to gain the harvest of explorers, the joy of discoverers and the joy of winners. You can use:

(1) Show the charm of knowledge and stimulate the interest in inquiry. Mathematics knowledge itself contains some interesting laws and beautiful factors, which need teachers to explore creatively and fully display its inner charm to arouse students' curiosity and strong desire to explore.

(2) Stimulate the spark of need and constantly arouse the cognitive internal drive. It is necessary not only to create situations at the beginning of the class to reveal contradictions and arouse students' eager interest in inquiry, but also to carefully design "jumping" problem situations in the whole classroom teaching process, so that students are always in the contradiction between finding and solving problems, constantly sparking demand from their hearts, always maintaining a tense and creative mental state and actively exploring new knowledge.

3 methods and measures to improve Chinese teaching in primary schools

First, design the teaching process from "reality"

Now, the research on the effectiveness of Chinese classroom in primary schools itself embodies the starting from "reality". Effective Chinese teaching in classroom implementation should be practical, simple and solid, reflecting a practical guiding ideology and practical teaching style. The "truth" here should also be reflected in the fact that teachers need to combine the actual education and teaching environment with the class situation and learning situation before teaching. Teaching design is the premise of improving the effectiveness of Chinese classroom. This premise is something that can be seen and touched, and a teaching design that embodies "truth" can give maximum guidance to classroom teaching and is a good teaching design.

Second, study hard and understand the teaching objectives.

Paying attention to learning and grasping and implementing teaching objectives are the guarantee for implementing effective Chinese classroom. It has been six years since the curriculum reform of basic education, from generalist training to subject training, and then to improving training, which can be said to be a big brainwashing. Teachers must strengthen their study, not only the curriculum standards, but also the teaching materials. For example, different students have different requirements for literacy and writing-in the first academic year, they proposed that they like learning Chinese characters, have the desire to learn Chinese characters actively, and develop correct writing posture and good writing habits; In the second stage, I put forward that "I have a strong interest in learning Chinese characters and develop the habit of actively learning Chinese characters".

Curriculum standards take into account the physical and mental characteristics of children in lower grades when setting goals, and there is also a very important guiding ideology, which is to read more and write less, and to separate knowledge from writing. If we don't make a distinction in class, nothing we do will be useless, and there is no way to improve the teaching effect. Teachers who don't study will mislead children. Teaching objectives must reflect the teaching value of Chinese, that is, what do students need to know? What should I study? Aware of what? Teaching is effective only if the teaching objectives are suitable for students.

Three, hierarchical teaching, the implementation of the "training" plan.

Teaching should be done in accordance with students' aptitude. As a teacher, we should pay more attention to and be strict with every student. As the saying goes, "ten fingers are not as good as average", there are always a few students in a class who make the teacher puzzled and have a headache. Facing the reality, because the individual differences of students exist objectively, teachers should respect these differences. Only in this way can students get different degrees of development.

I don't know which famous educator said this sentence: there are no students who can't teach well, only teachers who can't teach well. Think about it, I find that an experienced Chinese teacher never gives up a student. They are the first to speak in class, and they are the first to correct their homework. With persistent efforts, you will be surprised to find that they are not hopeless. Classroom teaching should be geared to all students, and progress is the greatest progress. Therefore, I think the training and assistance work must be targeted and practical.

Fourth, cultivate emotions and sublimate them.

Using modern educational technology, let students feel the image described in the article better. In teaching, let the students enrich their perceptual knowledge in sight, hearing and thinking, generate a recreated imagination, feel in Rome as the Romans do, feel vividly, think rationally and describe emotionally, thus subliming students' aesthetic feelings. For example, in the teaching of children's poem "Spring Girl", in order to stimulate students' childlike innocence and let them understand the profound connotation of Spring Girl's beautiful and hardworking personality and the beauty of labor creation, multimedia technology can be used in the design of "Introduction", and vibrant pictures can be selected as the background to match the cartoon image of Spring Girl.

And take the children's song "Where is Spring" as the main theme, quickly bring students into a dynamic fairy tale world, and lay the foundation for further understanding the beauty of this children's song. Therefore, with the help of multimedia, students can be provided with a large number of intuitive and perceptual materials, which is incomparable to traditional Chinese teaching. There are both harmonious pattern beauty and elegant music beauty, and the combination of dynamic and static strengthens the influence of Chinese teaching on students' aesthetic feeling.

In a word, the application of multimedia technology in Chinese teaching can neither be overused for blindly pursuing the trend, nor be excluded because of the traditional Chinese teaching concept. We should rationally understand Chinese multimedia teaching, adhere to the concept that technology serves teaching, and make full use of our strengths and avoid weaknesses according to the characteristics, laws and specific teaching contents of Chinese subjects, so that multimedia can truly serve Chinese education and create a brand-new situation of Chinese education. If Chinese teaching is a blooming bud, then multimedia teaching is a green leaf on the icing on the cake. They complement each other and create a pleasant and interesting scene for students, thus improving the quality of Chinese teaching.

Fifth, use resources to broaden Chinese teaching.

Rational use of multimedia educational resources can not only enrich students' knowledge, but also improve teachers' professional quality. The organic combination of Chinese subject and modern educational means is an effective way to improve the effectiveness of Chinese classroom teaching. For example, the text "Butterfly Valley in Taiwan Province Province" is a very attractive and beautiful article. Touching the topic can arouse people's strong desire to see the charming scenery of Butterfly Valley. The text introduces butterflies from the natural environment of Taiwan Province Province, butterfly valley from butterflies, and then describes butterflies and tourists through butterfly valley. It presents a magnificent and spectacular scenery of Butterfly Valley.

The full text is full of fun, which fully embodies the word "beauty": the most prominent is the colorful beauty of butterflies and the dynamic beauty of butterflies dancing described by the author in the article, as well as the beauty of words, the environmental beauty of butterfly valley, the harmony between man and nature and so on. The whole article is beautiful in literature, scenery and artistic conception, which is worthy of being suitable for students to read, recite and accumulate. Therefore, the key and difficult points of this course are: beautiful reading, internalized accumulation, imitation and innovation. The third natural part of this lesson is the key part of learning, which depicts the "very charming" scene in the Butterfly Valley.

Among them, a yellow butterfly is introduced. Although the color is monotonous, it is "golden" and "very spectacular" under the sunlight. When reading these words, I guide students to give full play to their imagination, and then talk about white, red, green, blue and so on. What do butterflies of these colors look like in the sun? The students are full of enthusiasm. Some say that the white butterfly is white in the sun, some say that the red butterfly is red in the sun, and some say that the blue butterfly is blue in the sun ... On this basis, I will guide the students to imitate the text sentences, practice their spoken English by themselves, compare who describes the most charming scene, and finally let the students write down the pictures formed in their minds.

As Teacher Ding Youkuan said: "Reading and writing are combined to complement each other, and reading and writing are separated, and both lose." If we follow the general mode of speaking and reading texts, it will be difficult for students to mobilize their emotions, and the breakthrough of important and difficult points will only be on paper. If you take classes in a multimedia classroom, the results will be very different, because you can easily use courseware educational resources to make courseware that students like. This kind of class is what students expect.

4 methods and measures to improve Chinese teaching in primary schools

First, go to life, broaden your horizons and arouse your thoughts.

Society is the classroom and education is life. The extension of Chinese learning is equal to the extension of life. Society is a mineral deposit in China, and life is a big classroom for China to learn. In this case, Chinese learning time should not be limited to Chinese classes. We can make use of the development of various disciplines to enrich Chinese knowledge when studying mathematics, physics, biology, literature and history, and strengthen Chinese expression ability when interacting with relatives, friends, teachers, classmates and partners in daily life.

Chinese learning space should not be limited to small classrooms and textbooks, but can be extended to libraries, reading rooms, markets, fields, tourist attractions, newspapers and magazines, television and the Internet. Our Chinese teacher should let students broaden their horizons, go out of the classroom for 45 minutes, go out of books, classrooms and schools, and devote themselves to the vast and rich life world to practice Chinese. For example, I consciously organize students to watch TV programs, such as challenging the host column and dialogue column. Students learn legal terms such as "goal" and "public prosecution" by challenging the host of the legal world, and understand "stock", "bull market" and "bear market" by challenging the host of life. The development of this series of activities not only enriches students' extracurricular knowledge, improves students' interest in learning, but also causes students to think about learning Chinese.

Second, enrich practice, exercise skills and accumulate knowledge.

We used to think that learning Chinese meant reading textbooks, memorizing answers and writing patterned compositions. In class, students are students and teachers are teachers. The class is the class, and the school is the school. If you leave the classroom and the school, you will have to change people. Now it seems that this way of learning Chinese is backward, passive and clumsy, while the method of learning Chinese is flexible, diverse and open.

The essence of learning is to participate in practice. It is to try, discover, experience, understand, acquire new knowledge and achieve transcendence and development in activity practice. Therefore, every student should have the thought and preparation to learn Chinese in practical activities. First of all, encourage students to participate in lively classroom listening, speaking, reading and writing activities, and implement listening, speaking, reading and writing into students' specific behaviors. For example, reading requires students to repeatedly read aloud, silently read, recite, retrieve, circle, annotate and ask questions, be good at finding out, make use of the situation and make "reading" effective.

Secondly, organize students to actively participate in a variety of extracurricular practical activities, with a wide range of contents, various forms and flexible methods, such as organizing debates, speeches, calligraphy and essay competitions, conducting visits, interviews, investigations and publicity activities, and setting up blackboard newspapers, billboards and handwritten newspapers. Every activity is a good opportunity to acquire knowledge and improve students' self. Giving up participation means giving up learning and missing learning. For example, in the teaching of the article "The Carving of Antelope", students arrange their own teaching materials, make their own props and freely assign roles. In the process of performance, they carefully ponder the lifelike characters, and through the use of language and expression, they show the changes in the psychological activities of the characters and the thoughts and feelings of the works. The actor of "I" in the play shouted "No" with tears in her eyes when her parents insisted that she find a friend to take the antelope carving.

Afterwards, the students asked her why you were so emotional. She said excitedly, "because I have had a similar experience." In the play, the students freely expressed their thoughts, knowledge and feelings, from which they realized the sincere friendship between friends and understood that "true friendship is a rational friendship." The performance of the textbook drama makes every student break away from the narrow learning concept, make himself a real activity master with great enthusiasm, experience the fun and charm of Chinese in personal practice, accumulate life experience, exercise skills and temper the will quality and emotional psychology in personal practice.

Third, question and ask difficult questions, cultivate personality and learn actively.

Chinese teaching should not stick to the existing viewpoints and ready-made conclusions, but should be good at thinking and analyzing from different angles, so that students can dare to question and put forward different books, which are different from the views and opinions of teachers and other students. For example, in the course of teaching the article "Three Gorges", many students raised such a question through self-study of the article structure: Why doesn't the author describe the four seasons of the Three Gorges in the order of seasons? Why does the author put winter and spring in one description? What is the purpose of this writing? Some students suggested that the scenery description of the article was not full enough, and some students suggested that the article could be revised, and the sentence "fishing song" written at the end of the article could be deleted.

In view of the questions raised, the author organizes students to discuss, guides students to broaden their thinking and encourages them to speak boldly. By asking questions, guiding and solving problems, students can understand the unique structure of the Three Gorges, taste the structural beauty of the article from participating in the learning process, cultivate students' individual aesthetic quality and creative thinking ability, and let students learn actively, from "learning" to "learning".

Fourth, understand the language, cultivate interest and use it flexibly.

Chinese should not just be pure and rational knowledge of Chinese in books. We should keep an eye on all ways and listen to all directions, and focus on life. First of all, students are required to read a lot of beautiful essays, listen to radio and television, learn the latest and fastest information, feel the main theme of life, and grasp the aesthetic taste of the times. For example, reading competitions with music are held regularly. In self-reading textbooks, newspapers and magazines are selected to read current affairs articles with life flavor and reflect the current era, and a reading competition is launched around "who reads the most emotionally". Let the students "read and understand, read and understand".

Improve students' ability to taste language. Secondly, let students pay attention to the catchwords full of life breath and expressive force, such as "cyber-bug" and "moldy day", so as to enrich students' language, change their thinking of learning Chinese only from textbooks, realize the inner beauty, linguistic beauty and artistic beauty of Chinese, develop students' interest, and enable students to learn, use and enrich Chinese in life practice.