What are the Chinese teaching methods in primary schools?

First, the method of "reading, thinking, discussing and guiding"

Reading teaching can not be limited to ready-made textbooks, so that students' reading volume will be too small, their reading surface will be too narrow, and their horizons will not be opened. But teachers can use ready-made textbooks to teach students reading methods, so that students can apply the reading methods they have learned in class to extracurricular activities. In the teaching of general reading texts, we should strive to take students as the main body, take teachers as the leading factor, follow the reading teaching method of "reading", "thinking" and "discussing" and finally be guided by teachers. It is to let students "read" the text first, so that students can find problems in this link and realize the general meaning of the text as a whole; Then let the students "think" about the author's purpose of writing these contents; Discuss again, not only to find the answers to the above questions, but also to "discuss" which questions or paragraphs, people and links you are interested in, and why you are interested? Finally, teachers explain and guide the problems in class, so that students can not only solve the problems in the text, but also have a clear reading idea. After mastering this reading method, students will feel much more relaxed when reading the text. In the past, it took five hours for teachers to teach and ask questions, but now students can easily master it in 1 hour. In this way, students will naturally feel the lack of reading, so their reading content will expand from in-class to out-of-class, and they need to obtain reading knowledge from out-of-class books and draw rich reading nutrition. 10 Over the years, we have organized students to set up a "book corner" to expand students' reading scope from in-class to out-of-class, from textbooks to book corners, school reading rooms, libraries, bookstores and even online reading. I especially encourage students to read, read and think more through various channels.

For example, after learning the fairy tale Seven Diamonds, the students took the initiative to find many fairy tales to read. Many fairy tales and stories, such as Wolf, Andersen's Fairy Tales and Grimm's Fairy Tales, are circulated among students. Years of teaching practice show that this teaching method not only expands students' reading, but also greatly broadens their horizons. What is more gratifying is that students' reading ability has been greatly improved.

The second is the combination of "reading and writing"

From reading to writing is the further improvement and sublimation of students' reading ability. When I say writing, I don't mean writing new words and texts, but from the perspective of Chinese teaching. It is not a day's work to write sentences in junior reading teaching, paragraphs in middle grade and people, animals, activities and events in senior grade. It requires Chinese teachers to patiently and persistently teach students reading methods, cultivate their habit of diligent hands-on and pen practice, and gradually cultivate their interest in writing. Interest is the best teacher. With interest, students will actively participate in learning. Therefore, the stimulation of interest is the key to classroom teaching. This requires teachers to seriously study the teaching materials, take the teaching materials as a breakthrough, find the right gathering point, seize the opportunity, flexibly change the angle according to the characteristics of students, create rich teaching scenarios, introduce students into the scenarios, arouse students' interest in learning, arouse their curiosity, and attract students to actively explore and extend.

For example, in the teaching of Grey Birds, the fifth volume of People's Education Edition, let students preview the text first, find out their favorite sentences or paragraphs, and explain the reasons for liking them. Many students found a sentence describing the appearance and activities of a sparrow: "Two breasts are pink and one breast is dark red. They jump back and forth from branch to branch and sing softly, which is very pleasing. " When I asked them to explain why they liked it, they scrambled to talk. Some students said, "The author not only uses good words, but also makes careful observation." Some students said: "The author's observation focuses on the color of the chest." Some students went on to say, "I think the author likes birds very much, so he wrote them as adults." The most interesting thing is Wang Yiran's speech. He said: "Teacher, I think the words" euphemistic "and" pleasing "in euphemistic singing are very appropriate and vivid. Euphemism not only writes the songs of finches, but also leads us to imagine the movements of finches when they sing. It not only craned its neck and raised its head, but also twisted its wings and head harmoniously to make a euphemistic sound. The word "angered" was written after the appearance and singing. It is impossible for you to like it or not ... "

A stone stirred up a thousand waves, and students made speeches one after another. Take this opportunity to make full use of the homework assigned before class: which animals did you observe in detail after you got home? What's your concern? Write down what you have observed in vivid language. Soon, some people wrote about the white rabbit, some people wrote about the rooster, and some people wrote about the big white goose ... not only in appearance, but also in gait, barking and eating equality. Many students write very vividly and concretely.

For another example, before teaching the lesson "Beautiful Xiaoxing 'anling", the teacher arranged for the students to observe the scenery of their hometown, so that the students could make it clear that the author described the beautiful scenery of Xiaoxing 'anling in the order of four seasons and expressed the author's love and praise for Xiaoxing 'anling. In this way, let the students use the methods learned in the article to write the scenery of a hometown in a certain order. They wrote about rivers, willows and orchards in their hometown. They not only wrote the characteristics of the scenery, but also wrote in a clear order, expressing their sincere feelings.

This persistent teaching enables students to combine reading with writing and practice writing in class. Over time, teachers will find materials and capture information themselves without arrangement, and students' reading ability and writing ability will also rise steadily.