Primary school Chinese essay sample

Chinese is the most basic subject. Below I will share with you a sample paper on primary school Chinese teaching. Welcome to read.

Primary school Chinese essay sample article 1: Primary school Chinese teaching creates a classroom atmosphere

1. An equal and harmonious teacher-student relationship is the prerequisite for creating a good atmosphere

Chinese The subject itself has strong humanistic characteristics. In teaching, teachers cannot violate the subject characteristics of Chinese. Teachers should create a relaxed, pleasant, equal and harmonious classroom atmosphere to reflect the humanistic characteristics of the language. People are inherently equal, and teachers and students should respect each other, trust each other, help each other, and promote each other to form a good situation of unity and common development. Only in this way can students develop a strong interest in learning, maximize their subjective initiative, and devote themselves to Chinese learning in the best possible way. A relaxed and pleasant classroom atmosphere is the cornerstone of the harmonious development of teacher-student relationships and a bridge for spiritual communication between teachers and students. I once remembered a passage describing Tolstoy's eyes in the article "Leo Tolstoy": "This pair of jewelry has magic power and magnetism. It can absorb the substances in the world and then radiate precise and accurate information to our era." Unmistakable frequencies. ?Students are puzzled by this. At this moment, I thought of the weapons of the great immortals in "Journey to the West", and used this to arouse the students' interest. I said: "Could it be that Tolstoy's eyes can suck in all the substances in the world like the Supreme Laojun's treasure gourd and the golden horn of the Golden Horn King and the Silver Horn King?" After the students unanimously denied it, I asked again: ?Can my eyes absorb Chinese books? The student replied: ?No. ?The author said seriously: ?I said I can! I can memorize the contents of this book into my mind through my eyes. The so-called "breathe in" means to remember the knowledge in the mind. ?I then used the evaluation of good and bad students to let the students understand what it means to "release accurate frequency waves." Finally, in a relaxed and pleasant atmosphere, let students summarize their understanding of the sentence and it will come naturally. The educator Mr. Tao Xingzhi once clearly pointed out: The condition for creativity to best develop is democracy. ?Only in a democratic, equal, relaxed and harmonious atmosphere can creativity be developed and students can actively participate in teaching. Teachers should put aside the dignity of "only obeying the teacher", respect the personality and individuality of students, establish a new type of teacher-student relationship with democratic communication and mutual benefit in teaching, give students more time and space to expand their imagination, and give students more opportunities and freedom to express their opinions. . Teachers should pay attention to how to create a Chinese classroom teaching atmosphere and respect students' unique ideas, especially those that are different from the teacher's. Teachers should encourage students to dare not to succumb to teachers, not to be superstitious about authority, not to blindly follow textbooks, and to dare to say "I think". Only when teachers completely let go of students' hands and feet, setting up a stage for them to express and move freely, allowing them to imagine and express their ideas to their heart's content, and maximize their intelligence, can their learning effects be optimal. The classroom atmosphere can be good.

2. Hands-on operation is the starting point to mobilize the classroom atmosphere

The former Soviet educator Suhomlinsky once said: "A child's wisdom is on his fingertips." ?The educator’s short sentence expresses the powerful power of practical operation. It can be seen that it is necessary to cultivate students' hands-on ability and awareness in classroom teaching. For example, in order to create a strong reading atmosphere for students, I let students decorate the classroom by themselves. Through imagination, information review, cooperation, and hands-on operations, students make our teachers become scholarly in a very short period of time. In this process, students not only exercise their hands-on ability, but also their thinking ability.

3. Multimedia technology is an assistant in creating a classroom atmosphere

Multimedia technology integrates sound and form, and has unique advantages in assisting teaching. It can convey teaching content in various forms. Presented to give students a vivid and vivid feeling, thus greatly mobilizing students' interest in learning. Although multimedia-assisted teaching has strong advantages, teachers should avoid excessive use of multimedia, which means that the use of multimedia must be timely and appropriate.

For example, when teaching the lesson "Luhuadang", first of all, I played the ending song of "Little Soldier Zhang Ga" and added the narration; classmates, which TV series did the episode you just heard come from? (student answer) The main character in the story is the main character Where is the location of the event? (student answer) At the same time, I appropriately add a narration: Baiyangdian has vast water, endless reed fields, and criss-crossing waterways, with two to three thousand waterways. It is extremely spectacular and is a major attraction for tourism enthusiasts. Attractions. But just 60 years ago, this was the grand stage of the Anti-Japanese War, where countless heroic legends were performed. Today we will follow Sun Li's "Luhuadang" to get to know a legendary hero who is always strong and strong, and makes the enemy frightened. Then, I wrote the topic on the blackboard: "Luhua Dang", and then played the soundtrack, model reading text, etc., to give students an intuitive image, vivid and fresh audio-visual experience.

4. Teaching design is the guarantee for improving interest

Only when students are interested in the teaching content can they show a strong desire for knowledge and the classroom atmosphere can be active and active. Therefore, the design of teaching activities must conform to the psychological characteristics of students. For example, when teaching the lesson "Luhuadang", I carried out group cooperative teaching based on the problem situation. After the students had a preliminary understanding of the content of the text, I asked two questions: What did the old man say when he said goodbye to the two girls? Will the old man change his character because of this mistake? The students became interested when they saw the questions. . Immediately afterwards, I asked students to discuss and explore in pre-arranged groups. The students had a lively discussion guided by the questions. This kind of activity gives students space for free and cooperative learning. They can imagine and express as much as they want in their own groups, which greatly mobilizes their enthusiasm for learning.

5. Conclusion

In short, there are methods for teaching, but there is no fixed method for teaching. As long as our teachers are fully prepared before class and understand the psychological characteristics of students, they will surely be able to find ways to create a good classroom atmosphere and make our Chinese classes full of vitality.

Author: Wang Sujing Unit: Hequ Primary School, Ningjin County, Hebei Province

Primary school Chinese essay sample Part 2: Opinions on Chinese teaching methods in primary school

1. Correct understanding The significance of study method guidance

Chinese study method guidance is an important idea in modern teaching theory. It is the basic way and important guarantee to cultivate students' self-learning ability and improve the quality of Chinese teaching. Paying attention to the guidance of learning methods to adapt to the requirements of the new curriculum reform and comply with the needs of the times is the need to effectively improve the quality of Chinese teaching and to cultivate students' comprehensive quality. Especially today when quality education is vigorously advocated, law-study guidance has been valued by many educators and they are boldly explored in their own teaching practices. In actual teaching, due to the influence of exam-oriented education, study method guidance has not received enough attention, and teaching has not been able to break through the barriers of "teacher talks, students listen; teacher asks, students answer; teacher writes, students note". This is obviously It is contrary to the spiritual concept advocated by the curriculum reform. In teaching, the only purpose of teaching is to promote student learning. Teachers must consider students' development, not only to enable students to learn, but more importantly, to enable students to learn. Ye Shengtao said: "Chinese textbooks are nothing more than examples. Based on this example, students can draw inferences from one example and practice proficiency in reading and composition." Therefore, teachers must focus on the goal of prompting students to "reflect on three things". They must inspire students' initiative and guide them to explore on their own as much as possible. Lu Shuxiang also said: Teaching means teaching students to learn. The main thing is not to teach students ready-made knowledge, but to teach students learning methods, which can be used by students for a lifetime. ?Therefore, while we attach great importance to the study of teaching methods, we must also pay more attention to the study of learning methods, and strive to enable students to learn to learn while acquiring knowledge. It is true that as teachers it is impossible to teach students all the knowledge in the world, but we can teach students how to master knowledge and cultivate students' independent learning ability. This is the fundamental requirement of Chinese teaching and the ultimate goal of reading teaching.

2. Accurately grasp the common methods of study guidance

(1) Teaching method

Directly inform students of effective learning methods so that students can Try to practice and practice repeatedly while learning until you are proficient. Such as the method of understanding word meaning and sentence meaning, the method of summarizing the center, the method of revising articles, etc.

(2) Summary method

The so-called summary method means that the teacher does not directly tell the students the method, but the teacher gives demonstrations based on the learning content during the teaching process, so that the students can clearly understand which method to use. Create new learning methods, pay close attention to the learning process, and guide students to discover, comprehend, and summarize after learning.

(3) Demonstration method

Using the guidance of typical examples, students try to learn according to the method steps to achieve the purpose of mastering. For example, modify the reading-finding-thinking-correcting-reading method of a faulty sentence.

(4) Comparative method

Similar content in textbooks should be classified into categories, and different learning methods should be chosen for different content. Teachers should guide students to compare and screen the learning methods adopted based on the text content, and select the most appropriate and effective learning methods.

(5) Transfer method

Use the learning methods you have mastered to learn new content, and innovate learning methods according to content changes. For example, both ancient poetry and modern poetry can be learned using the transfer method.

(6) Imitation method

The teacher demonstrates and allows students to imitate. Reading aloud in the lower grades allows students to imitate model reading, recording, and imitation of practical texts.

(7) Penetration method

Integrate the method into the teaching process, and students will master the method through repeated experience and practice.

(8) Trial method

When students are trying to learn on their own, teachers will provide appropriate guidance and summarize new learning methods through exchanges and cooperation.

(9) Reduction method

For bidirectional content that can be operated forward and reverse, the reduction method can be used. Such as sentence expansion and contraction, statement and rhetorical questions, etc., through two-way training, students' reverse thinking ability can be improved and new methods can be summarized.

3. Reasonable design of the steps of method-learning guidance

(1) Demonstration and display link

Due to age and psychological restrictions, primary school students have poor logical thinking ability. Therefore, it is inconvenient for teachers to directly teach or instill abstract learning methods to students at the beginning of teaching. If you teach directly, it will be difficult for students to accept it, and the effect will be counterproductive. Even if students accept it, they will only mechanically memorize and copy it, and there is no in-depth understanding and active application at all. Therefore, in the first step of the study method guidance, the teacher must combine the teaching content with the students' actual situation, and use demonstrations to enable students to feel and understand the study method from the teacher's teaching methods, so that students can accumulate perceptual knowledge of specific images. It should be noted that during the demonstration process, the teacher should be in line with the students' actual situation, proceed from easy to difficult, from simple to complex, and proceed step by step. It cannot be done overnight. The process steps should be clear, the hierarchy should be clear, the method should be clear and vivid, and easy to grasp and operate. , so that students can discover and understand the learning method.

(2) Reflection and induction session

After understanding the feelings in the first session, students have accumulated a certain perceptual understanding. In the second session, the teacher must promptly guide the students to the first session. Conduct a brief review and review of the learning process, guide students to comprehend and discover learning methods from the teacher's teaching demonstration process, summarize the learning methods discovered and comprehended during the learning process, and elevate perceptual knowledge to rational knowledge. In this way, students learn The Fa will take root in students' hearts and minds, and their understanding of Fa study will become clearer and deeper.

(3) Practical application link

The feelings and insights in the first link and the summary in the second link have laid a solid foundation for later trial applications. However, understanding and summarizing Fa-study can only be an indispensable core link in the process of Fa-study guidance, rather than the ultimate goal.

Entering the third stage, teachers should combine reading teaching practice to guide students to boldly apply the learning method summarized in their attempts to practice, so that students can truly master the learning method through a certain amount of self-study practice and continue to apply the learning method proficiently. Only in this way, students' ability to learn independently can be consolidated and gradually improved, and then internalized into students' ability to read independently.

(4) Inspection and Consolidation Link

After a certain amount of trial practice, it is not yet certain whether students have truly internalized or mastered the learning method. At this time, teachers must take effective measures and appropriate methods to promptly check the effect of students' self-study application of learning methods, and grasp and understand students' mastery of learning methods. In this process, the inspection and consolidation link is an indispensable basic link. By checking the results of students' self-study application of the method, teachers can promptly affirm the students' achievements in the application of the method, so that students can obtain the satisfaction and joy of success in a timely manner, constantly stimulate students' enthusiasm and interest in using the method, and can also make timely corrections. Problems that arise when students learn and apply the method guide them to continuously improve and gradually improve in future studies.

IV. Conclusion

In short, teachers must fully integrate the content of the teaching materials and the actual situation of the students in the study method guidance, be good at grasping the characteristics of different contents and styles in the teaching materials, and carefully design learning methods based on the content of the teaching materials. Only in this way can we effectively cultivate students' self-learning ability and truly realize and achieve the goal of students being able to read on their own.

Author: Xue Wanwen Unit: Qinfeng Primary School, Minqin County, Gansu Province

Primary school Chinese essay sample Part 3: Primary school Chinese teaching stimulates students’ interest

1. To Vivid classroom language stimulates students' enthusiasm for learning

Teachers' vivid and beautiful classroom language is a kind of charm. This charm will not only make students envious, but also trigger students to have a strong interest in the Chinese subject. interest. Therefore, teachers should carefully design their teaching, use gorgeous words and sentences, and flexible methods to move students' hearts, introduce students to the wonderful realm of Chinese language, and let students feel the beauty of language and the interest of literature. For example, when teaching Zhu Ziqing's "Spring", I introduced it like this: When we mention spring, we will think of new life, infinite power, inner joy, budding, vigorous old people, children, Men and women are all out; some are walking, flying kites, farming, and transplanting rice seedlings? It’s such a new atmosphere in spring. How can students not be interested when hearing these?

2. Praise with appreciation, Promote the formation of students' self-confidence

Everyone hopes to be appreciated by others for their work. Being appreciated by others is everyone's psychological need, especially children's performance will be stronger. Therefore, teachers must be good at discovering students' strengths, and must affirm and praise even the smallest bright spots, so that students can gain confidence. Yan Yuan, a scholar in the Qing Dynasty, also said: "It is better to reward a child once it passes than to reward it once." ?This is the affirmation of the role of appreciation. Although appreciation does not have a material price, its value cannot be measured in material terms. It is a catalyst for students to succeed. In class, when students answer correctly, I usually give a thumbs up or say "You are awesome!" A kind and short word or a simple action will form a beautiful memory in the students' hearts. This memory It can stimulate students' enthusiasm for learning, promote the harmonious development of teacher-student relationships, and even affect students' lives. A lot of practice has proved that good students are indeed praised.

3. Close the relationship between teachers and students with the best emotions

Teachers’ emotions are directly related to students’ interest in learning and the success or failure of classroom teaching. Therefore, before teachers enter the classroom, they must adjust their emotions to the best state, stand in the classroom and face the students with a smiling face, and not only smile, but also smile brightly and smile from the heart. In this way Only in this way can we lay a good foundation for teacher-student interaction, teacher-student cooperation, and teacher-student heart-to-heart communication in classroom activities.

We can imagine: If a person keeps a straight face all day long, no matter how kind-hearted he is, the first impression will be difficult to communicate. In fact, in order to establish authority in front of students, many teachers often teach with a straight face, which makes students feel intimidated. In this way, students just listen blindly in class and dare not answer questions for fear of being scolded by the teacher if they answer incorrectly. This kind of classroom runs counter to the requirements of the new curriculum reform, and its teaching effect is very low. Even if students learn some new knowledge, it is forcibly instilled. Students study in this depressing classroom atmosphere all day long. Over time, they not only lose interest in learning, but also become bored with the teacher. It can be seen that the teacher's emotions in the classroom are very important. The passionate smile of the teacher is the link between teachers and students, the motivation for students to innovate, and the magic weapon for teachers to establish a beautiful image.

4. Enliven the classroom atmosphere with game activities

Primary school students are innocent, lively, and playful, and are full of strong interest in games. Tao Xingzhi said: When students are interested, they will use all their energy to do things. Therefore, learning and enjoyment are inseparable. The new curriculum standards have also always emphasized that students should learn through play and have fun while learning. Therefore, in teaching, we must use games that students like to see and hear to create situations, organize learning activities, and create conditions for activating the classroom atmosphere and mobilizing students' enthusiasm for learning. Games have changed the passive learning style of students in the past. Teachers no longer need to use preaching to educate students, so that students no longer rely on rote memorization to learn. The game gives full play to students' ability to participate as subjects, allowing students to be inspired and gain personal experience during the game, thus educating and entertaining, achieving the perfect combination of knowledge and entertainment in education. When teachers create games in the classroom, they should choose them based on the teaching content and students' learning conditions. They should use lively forms and appropriate techniques to express them so that students can truly experience the fun. In teaching, the games we often use include the following: 1. Find friends. The teacher used cards to make corresponding positive and negative words, Chinese character combinations, initials and finals of Pinyin, etc., and asked students to take one to find the other. One student said: "Looking and searching, where is my good friend? Who is my good friend?" ?If it matches another student's card, say: ?I am your good friend. ?If you find a mistake, just say: ?Wrong, wrong, wrong, hurry up and find a good friend. ?2. Go to the supermarket. The teacher asked the students to put the collected trademarks, advertisements and homemade cards with Chinese characters on the table, and asked the students to go to the counter in groups to see who gained more. The game requires students to correctly read literacy materials on the table. This game checks students' extracurricular literacy and allows students to feel the fun of learning. 3. Guess. Let students guess words by looking at movements, guess letters by looking at mouth patterns, tell stories and guess riddles, etc.

5. Conclusion

In short, only when teachers create a comfortable and elegant learning environment for students can students learn with peace of mind and comfort. Therefore, as a primary school Chinese teacher, we must constantly collect teaching resources that students like and use a variety of means to create a good teaching situation for students so that students can learn enthusiastically and happily. In this way, our Chinese language class will be popular and show its youthful vitality.

Author: Zuo Shifeng Unit: Hongshuikou Primary School, Wangliucun Campus, Julu County, Hebei Province