In terms of primary school Chinese teaching design, literally, "design" means planning; "plan" means plan and strategy, and "design" means planning and strategy. In a general sense, "design" refers to pre-planning strategies, methods, styles, etc. based on certain goal requirements before officially doing a certain work. Specifically, primary school Chinese teaching design is a combination of pre-formulated teaching strategies, teaching ideas, teaching processes and teaching methods and methods based on the content of the teaching materials and the specific conditions of the students before class. plan. Is there any difference between primary school Chinese teaching design and lesson plans? In essence, there is no difference and they are consistent. They are all preparations before class. Primary school Chinese teaching design focuses on the design of Chinese teaching strategies and teaching ideas, especially the design of teaching ideas. Mr. Ye Shengtao has a famous saying in "Twenty Rhymes of Teaching": "The author has a way of thinking, follow the way to know the truth." Only according to the author's ideas can teaching be carried out in an orderly manner. Therefore, determining clear teaching ideas is the key to Chinese teaching design. The lesson plan focuses more on the preparation of teaching details. The concrete and written design of primary school Chinese teaching becomes the teaching plan. Why should we design primary school Chinese teaching? As the saying goes, never fight an unprepared battle. No matter what you do, you must be carefully prepared. Primary school Chinese teaching is no exception, and because the teaching targets are developing children, how to train primary school students well cannot make any mistakes. Therefore, every teacher is required to make detailed preparations before class, write down the preparation content, and complete the teaching design so that he can freely teach good classes. A large amount of practice has proved that all outstanding teachers make preparations carefully before class, and some repeatedly revise their teaching design plans. Many of their teaching design plans have become reference materials for young teachers to learn. On the contrary, teachers who lack creativity or make mistakes in teaching often lack sufficient preparation before class, and do not carefully design or do not know how to design teaching plans, in addition to poor basic language skills. Therefore, during class, the teaching ideas may not be clear, or the teaching focus may not be highlighted, or the teaching methods and methods may not be used properly, or the students' questions may not be answered accurately, etc. Therefore, completing the primary school Chinese teaching design is the key to determining the success of the class, and is also an important guarantee for improving the quality of primary school Chinese teaching. Completing primary school Chinese teaching design is a process for teachers to continuously summarize and accumulate teaching experience, and it is also a process for teachers to improve cultural and scientific knowledge and Chinese abilities. Because completing the process of primary school Chinese teaching design requires teachers to continuously improve and perfect their Chinese abilities. For example, by studying Chinese curriculum standards and becoming familiar with Chinese teaching materials, the process of determining teaching objectives and clarifying teaching ideas will be transformed into guiding ideas and necessary knowledge for teachers’ teaching activities; through studying the implementation of teaching objectives, the focus of teaching content and students’ According to the actual situation, choose the ways and methods that are suitable for students' receptive ability, promote student development, and achieve teaching goals, which will improve the teacher's own ideological level, knowledge level and teaching ability. It is not difficult to see from this that if teachers, whether they are experienced or new teachers, want to teach well, they must first learn to formulate primary school Chinese teaching design plans; they must learn to complete different Chinese teaching designs based on different teaching materials and students of different grades. This is the first step to ensure that teachers can step onto the podium smoothly and successfully and complete their teaching tasks. The quality standard for primary school Chinese teaching design is to optimize primary school Chinese teaching. The so-called optimization means that teaching investment is small and high efficiency can be achieved, so that the Chinese learning of all students in the class can reach an excellent level. To optimize Chinese teaching in primary schools, the design of Chinese teaching in primary schools must pay attention to the following points: 1. Based on the essence of Chinese teaching that promotes students’ development, as the curriculum standard puts forward, “Chinese courses should be dedicated to the formation and development of students’ Chinese literacy. Development. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' comprehensive development and lifelong development. "Develop what?" The development of students should be a comprehensive development of moral, intellectual, physical and aesthetic aspects. In Chinese teaching, it is necessary to comprehensively improve students' Chinese literacy.

But the main task of teachers is to mobilize students' learning initiative, enthusiasm and creativity, teach students learning methods, and cultivate students' interest in learning Chinese courses. As long as students are interested in Chinese classes and can learn independently, they will actively participate in Chinese practice activities. At the same time, they will also design Chinese practice activities independently. Whatever students can do, they should try to let students do it by themselves. Whenever students can design their own language activities through independent thinking, try to encourage students to do it on their own. This will train students' independent reading, independent thinking, independent discovery, independent accumulation, independent expression and other abilities. 6. Respect students' individual development and teach students in accordance with their aptitude. Respecting students' individual development and teaching students in accordance with their aptitude means recognizing the physical and psychological differences among students. Based on the students' actual situation and individual differences, teaching is conducted in a targeted and selective manner so that each student can They can all use their strengths and avoid weaknesses to achieve the full development of their personality. Students are people with physical and psychological characteristics. Students are not only people with subjective initiative, but also people who are constantly growing in development, but also have physiological and psychological characteristics of a certain age and stage; at the same time, due to differences in genetic quality, environment and educational influences, and differences in individual subjective initiative, each person There must be significant differences in intelligence level and personality.