Primary school Chinese is a basic subject in basic education. It is also a subject that is very emotional, very personal, and can easily stimulate imagination and innovative thinking. The discovery of "details" often becomes a clever entry point in our Chinese teaching; the grasp of "details" often becomes a generative resource in teaching. Indeed, "a drop of water can reflect the brilliance of the sun." Only by paying attention to every detail of the children's behavior in the classroom, scrutinizing every detail of the teacher's guidance during teaching, and appreciating and playing with the details can the classroom be endlessly charming.

Teaching details can be "created". Some details appear to be random and improvised, but in reality they are ingenuity and deliberate arrangements. Behind it is a concept, a manifestation of thought. Although we cannot predict what will happen in the classroom, at least we can preset some details and some excitement.

I believe that the details of teaching design are first of all due to a deep understanding and grasp of teaching materials, students and the environment, as well as the effective combination and utilization of various teaching resources. It is not a superficial "show"; it is not a "work for the occasion" designed to deliberately pursue "highlights"; nor is it a pretense that is impossible or unnecessary. It is a natural and clever situation creation after a deep understanding and grasp of the text.

With the implementation of the new curriculum reform, our teachers must change their role in the classroom and let students become the masters of the classroom. Teachers must also actively guide and create an environment where students can discover, explore, and solve problems. The situation of the problem fully mobilizes the enthusiasm of students, allowing students to take the initiative to ask questions and give full play to their main role.

Teachers must also cultivate students’ good study habits in a subtle way. Before giving lectures, the teacher skillfully designed some questions so that students can preview the text with questions and take notes on words, sentences and things they do not understand, so that students can truly integrate into the study. Of course, in order for students to really read in, our teachers also need to create a good classroom atmosphere, build a democratic and equal management mechanism in classroom teaching, and liberate children's minds from "indoctrination" teaching, so that students can boldly ask questions , think positively, and learn Chinese lessons in a relaxed and pleasant environment.

Reading is the main body of Chinese teaching. The focus of primary school reading teaching is to cultivate the ability of feeling, understanding, accumulation and preliminary application. Each grade should focus on: cultivating interest in reading in lower grades; learning words while reading; understanding the meaning of key words and phrases through reading aloud and with the help of pictures; and accumulating words. In middle grade, strengthen reading aloud; practice silent reading; learn to use various methods to understand words, sentences, and paragraphs; grasp the main content of the text and experience thoughts and feelings; learn to skim reading to roughly understand the main idea; appreciate the expression effect of words and sentences, and initially understand some expression methods; cultivate Get into the habit of reading books and newspapers. In senior grades, further improve the speed and quality of reading, and be able to understand the meaning, emotional color and expression effect of words and sentences; figure out the narrative sequence of articles and understand basic expression methods; learn to read articles in different styles such as poetry, narrative, and expository; learn Browse, collect and process information as needed. Our teachers should lead students to read, starting with extensive reading to understand the main idea of ??the article, and then moving to intensive reading, solving students' questions during the reading process, so that they can truly appreciate the beauty of the language and how to use the most appropriate sentences. Express your inner world.

Innovation is the theme of the times. Teachers should inspire students' innovative spirit and fully understand students' innovation. They should not look at students' new ideas from an adult's perspective and strangle those with innovative talents in the cradle. middle. Cultivating students' innovative consciousness must also start from our classroom education. Teachers must adopt flexible and diverse teaching methods, encourage students to question, develop students' innovative thinking, and cultivate a group of innovative talents for the motherland. At the same time, teachers should not rush to refer to the teaching reference when preparing lessons, lacking independent thinking. When reading the text, you must read it in, enter the situation, forget yourself, immerse yourself in the artistic conception of the text, the emotions expressed by the author, and interact with the author. *The same experience, *the same appreciation, *the same intoxication, the same joy, anger, sadness and joy, forgetting everything. In this way, we will have new insights in teaching, avoid the phenomenon of monotonous lecture content, and also play a leading role in cultivating students' innovative consciousness.

Language teaching in primary schools is very important. When teaching, teachers should also pay attention to their Chinese pronunciation to be standard, and create a good environment for children with standard pronunciation. Primary schools are the most important place for students to learn Chinese well. At this stage, we should encourage students to watch more news, cartoons and children's programs, so that they can learn the standard Chinese pronunciation in TV programs. In addition, we can organize more poetry reading competitions to let children fall in love with Chinese during the activities. The teacher's writing on the blackboard should also be in regular script and should be neat and tidy, so as to be a leader for students to practice calligraphy well. Teachers also need to give comments on students' performance. We often see this phenomenon. Many teachers fail to make appropriate evaluations in a timely manner when faced with students' enthusiasm during teaching, which results in students being depressed and not wanting to do anything. Speak again.

Finally, we must fully trust our students and establish a good teacher-student relationship with them. They are teachers and students, elders and juniors, and even friends. Establishing a good teacher-student relationship is a prerequisite for improving the quality of school education. A good teacher-student relationship is the necessary guarantee for effective educational and teaching activities. In terms of teaching tasks, it is a relationship of responsibility and obligation, and in terms of interpersonal relationships, it is an equal relationship. Primary school Chinese is a basic subject in basic education. It is also a subject that is very emotional, very personal, and can easily stimulate imagination and innovative thinking. The discovery of "details" often becomes a clever entry point in our Chinese teaching; the grasp of "details" often becomes a generative resource in teaching. Indeed, "a drop of water can reflect the brilliance of the sun." Only by paying attention to every detail of children's behavior in the classroom, scrutinizing every detail of the teacher's guidance during teaching, and appreciating and playing with details can the classroom be endlessly charming.

Teaching details can be "created". Some details appear to be random and improvised, but in reality they are ingenuity.

Part 2

1. Help students accumulate daily vocabulary and develop the habit of organizing language and keeping diaries

Sufficient vocabulary can lay the foundation for writing A solid foundation is like building a house, and vocabulary is the bricks. These vocabulary can only rely on the accumulation of daily learning and life, which is a slow process. In primary school Chinese teaching, students begin to accumulate vocabulary starting from the first grade.

Reading and memorizing part of the text is a very simple and effective method. In addition, writing one or two sentences every day can eliminate the resistance in children's hearts. Over time, the vocabulary will slowly increase. Students have also gained confidence in writing.

When you reach senior grades, you can add extracurricular vocabulary accumulation, such as regularly reciting and copying idioms and ancient poems. You can also organize students to share their recent excerpts of good words and sentences in front of the podium before class every day to encourage them. They will make the shared content into PPT slides for presentation in advance, which can exercise their multi-faceted abilities.

In addition, the idiom solitaire game is also very suitable for senior students to play. At this time, students already have a certain vocabulary. Idiom Solitaire can enable them to increase their vocabulary accumulation relatively quickly in a pleasant and competitive atmosphere. Keeping a diary can not only help students practice writing, but is also a good way to accumulate materials.

Composition teaching should be close to life, and writing comes from life. Students choose one or two things to write down every day, which is a kind of sorting out their own emotions and a kind of precipitation for growth.

2. Apply imitation teaching to enhance students’ sense of accomplishment in writing

In the first and second grades of primary school, many students are more inclined to read comics and other words due to limitations in literacy. Few books. Many primary school students can't help but feel timid when they see a full text, let alone asking them to write. In order to eliminate this fear, teachers should let them realize that writing is just like speaking, and they can use more imitation methods.

In the early stage, students can be asked to imitate and make sentences. For example, many words have multiple meanings, and they can make different sentences respectively. This approach can allow students to slowly realize the meaning in a small sense of accomplishment. The broad and profound Chinese language and characters shorten the emotional distance between oneself and the language. At the next stage, teachers can encourage students to imitate and write some parallel sentences or short paragraphs, which will unknowingly improve their ability to organize language and write.

Writing a "follow-up" to the text is also a practice worth trying. Students have rich imaginations, and because they all have their own subjective understanding of the world, the "follow-up" often makes them Teachers are amazed by it. Therefore, teachers should not be stingy in praising students. Giving them affirmation and encouragement is their reward.

3. Create a situational teaching environment to improve students’ interest and enthusiasm in writing

Situational teaching method refers to the teacher’s purposeful introduction or creation of certain emotional and emotional content during the teaching process. A teaching method that uses vivid and concrete scenes with images as the main body to arouse students' certain attitude experience, thereby helping students understand the teaching materials and develop students' psychological functions. The core of situational teaching method is to stimulate students' emotions.

Situational teaching affects students after further refining and processing society and life. Such as vivid language descriptions, in-class games, role-playing, poetry recitation, painting, gymnastics, music appreciation, travel and sightseeing, etc., all integrate teaching content into specific image situations, and there must be subtle hints in them. .

Primary school writing teaching often starts with simple narratives. Many stories happen every day in life. How to record them? First, you need to select the content of a story. Teachers can first play a leading role as role models, tell students their own stories, and give them some inspiration. For example, write a narrative essay with the title "Remember my first time..." and first tell students about our many stories. the first time.

Teachers can use vivid language descriptions, use rich expressions, and appropriate body movements to lead students into the story situations we create, and then let students recall and feel their own For the first time, I wrote it down. There is not a lack of beauty in life, but a lack of eyes to discover beauty. It can be said that beauty is everywhere.

As Chinese teachers, we must first have a pair of discerning eyes, discover beauty, convey beauty, and be role models for students. It is difficult to write a composition full of true feelings if you lack the discovery and perception of life. It is also difficult to have much interest and enthusiasm in writing if you lack the love and enthusiasm for life. Therefore, it is a shortcut to infect our students with your heart. .

4. Provide more encouragement and feedback to further stimulate students’ enthusiasm for writing

Whether it is making sentences, imitating paragraphs, or even diaries and essays, give students appropriate feedback in a timely manner It is a link that cannot be ignored. For example, when students hand in diaries on a regular basis, when we read them, it feels like we are listening to him or her face to face. Communication from the heart will inspire love in our hearts and make our hearts softer. We must read their stories carefully and give them feedback carefully.

We all know that primary school students, as beginners in writing, need more encouragement. Therefore, we should write down the advantages and feelings we see so that he (she) can see it, and also write down the shortcomings. To put it mildly, this not only promotes communication between teachers and students, but also makes students more enthusiastic about writing in the process.

In summary, teachers pay attention to helping students accumulate vocabulary in daily teaching, and through rich and colorful activities, students can unconsciously accumulate vocabulary and increase their interest in composition in a happy atmosphere. We must use more companionship and dedication to help students fall in love with writing and enjoy writing.

Part 3

1. Writing comes from life, and students need to be given space to live freely

1. Life is the basis of writing. Regarding the relationship between life and writing, Ye Lao has an vivid metaphor. He believes: "Life is like a spring, and articles are like streams. The springs are abundant and never dry up, and the streams naturally flow lively and lively." After many years of teaching, I have also deeply realized that composition is inseparable from life. Only when life is enriched can what kind of writing be produced. Writing should be a part of life. Only with a colorful life can there be Diverse articles.

2. Writing is a need of life. To focus on improving students' composition level, we must first understand why we need to compose? In this regard, Mr. Ye once had this incisive and thorough discussion: "Writing is speaking, saying what you want to say for various needs in life." …

Forcing yourself to speak when you don’t have anything to say, or taking other people’s words as your own are contrary to the original intention of writing.

"From the perspective of the purpose of writing, writing is to write down what you want to say because you have something to say.

Everyone in life has the need to speak, and there are moments when they need to talk, "Writing It’s just talking.” With this understanding, students can regard writing as a common thing and don’t have to be afraid of it psychologically. This is especially necessary for primary school students who have just come into contact with writing.

< p> 3. Emotion is the soul of the article. Ye Lao pointed out that “meaning, emotion and expression come from a person’s entire life” and “exquisite meaning, emotion and appropriate expression must be generated from the entire life.” , Only then can we hope to write decent literary works." If we truly understand this, we will have a deeper understanding of the profound connotation of the ancients' saying that "all insights in the world are knowledge."

Every scene, thing, person, event, emotion, and sentiment in life can be written into an article. True emotions are the soul of our writing.

Therefore, we need to reflect on our own teaching. How much broad living space does our society, school, and family give children? Spend all day in the "ivory tower" and immerse themselves in "textbooks" How many "exquisite meanings, emotions and appropriate expressions" can children produce? This is obvious, but it is difficult for us to do it seriously.

Mr. Ye said that before writing, children should be able to "know people and things." These "people" and "things" must be witnessed and experienced by the children. Mr. Ye once lamented: "Teaching Chinese language is not a teaching subject limited to classrooms! Teaching Chinese language is not a teaching subject limited to books!" The newly promulgated Chinese curriculum standards also make a clear statement on this: "Teaching Chinese language is not a teaching subject limited to books!" Develop the habit of paying attention to the things around you, and consciously enrich your knowledge. ”

Only life can give students the ability to observe things and enrich their knowledge. Therefore, we must create a free life for students, allowing them to have their own time and their own space. During holidays, children can go outing in the suburbs and play in the countryside, getting close to life and walking into nature; on weekends, children can go shopping and sightseeing; don’t forget to let the children have their own close friends, there is also a "Small" society and "big" interpersonal relationships.

2. Writing is based on reading, and students need to be given space to read independently

Reading and writing are a unity. "Reading is absorbing, writing is pouring out. Whether pouring out is within the rules is obviously closely related to absorbing." Failure to understand this will limit us to the narrow circle of composition training, and just "treat the headache and treat the problem." The level of writing will not improve if you treat the sore foot with "cure the sore foot."

In the course of many years of teaching, I have deeply realized that one of the main reasons for the low efficiency and low level of current composition teaching is that the "reading" level has not been passed well. Ye Lao said: "Reading and writing are consistent. If you read properly and your reading level improves, your writing level will also improve." Writing skills and abilities should come from reading. But how to teach our students to read, I think we should pay attention to methods:

First, teach students to comprehend by themselves. The meaning of a reading can be the original intention of the author's composition, or it can be the reader's discovery of the various meanings contained in the article through his or her active thinking activities. In other words, the meaning of a reading is not equal to the author's original intention of writing. The meaning of a reading should be There are readers and authors who create together.

I think this kind of reading is open reading, and the meaning of the article obtained in this way is a positive meaning. Some people praise the "single-purpose" of the sunflower, while others despise its "no opinion"; some admire the "wholehearted dedication" of the spring silkworm, while others ridicule its "self-inflicted cocoon".

The famous saying "There are a thousand Hamlets for a thousand readers" proves that "reading and interpretation" is not a passive acceptance of the meaning given by the author, but a process of active participation and active investment.

Isn’t this the case when students read? The process of Chinese learning should not be a process in which teachers impose the author and their own intentions on students, but should be a process in which students experience it themselves under the guidance of teachers and learn through what they see in front of them. The text you read extracts your own life accumulation and mobilizes your own personal experience to reproduce the scenes written by the author and reflect the author's life feelings. As for how much and how deep the experience can be, teachers do not have to force it to be in place, even if they have this subjective desire. , objectively impossible.

Do primary school students get the same experience from reading Liu Zongyuan's "Jiang Xue" as middle school students and college students? To understand an article, one should allow different opinions and innovations to seek differences. The key is to understand what one can experience. The "emotion" and the "reason" that can be understood.

For example, for the sentence "Mao, Mao, Mao, always so crystal clear, always so lively" in "Baotu Spring", some students read the "magic" of nature, and some students read The "greatness" of nature, some students read the "persistence" of spring water, and some students read the tenacious vitality of spring water. I fully affirmed and actively encouraged these, because this is what students want. Self-observation is a kind of self-reading that reflects the subjective consciousness.

The second is to teach students to express their emotions while reading. After students "understand emotions while reading and experience emotions personally", teachers should also require students to recite and ponder, enter the author's artistic conception, convey the interest of the text, express their own interests, and interpret the purpose of the article through emotive reading.

If students can reach this level, their recitation has reached another realm - beautiful reading. The so-called "beautiful reading" means conveying the author's emotions while reading. Put yourself in someone else's shoes, respond to others' excitement where they are passionate, and respond to others' euphemisms where they are euphemistic... If you read it correctly, you not only understand what the author is saying, but also connect with the author's soul, which has great benefits in terms of interest and usefulness. Harvest (Ye Shengtao's language).

After you realize the emotion, you also need to convey the emotion. This is the third level of "understanding the emotion while reading". In teaching, teachers can stimulate students' multiple senses by creating situations, language rendering, music background, physical reproduction and other means, so that emotions can be moved in the body and expressed in the sound.

For example, when studying the ancient poem "Xugongdian, Suxin City", I brought the students into the beautiful late spring pastoral through music, language, and pictures. "Have you seen the golden cauliflower field? Have you smelled the fragrance of the cauliflower? Have you heard the children's laughter?" Three questions.

As the beautiful music mobilizes the students' multiple senses to evoke the perceptions in their memory, the scene of "vegetables are yellow, butterflies are flying, and children are playing with butterflies" appears vividly in the students' minds. At that time, I asked the students not to use words but to express the scene that you seem to see and the "emotion" that you can feel through reading aloud, that is, "reading to convey emotion".

The third is to teach students to comprehend knowledge while reading. Once read in class, the text comes alive: the vivid language form allows students to directly and fully perceive it, and the rich language phenomena allow students to intuitively and freely contact them. Then, under the teacher’s timely guidance and guidance, those Acquiring some knowledge about language and grammar, and mastering some common rules of language use will be a matter of course.

It should be pointed out that the "knowledge" here includes the language materials, language expression forms, and language usage habits that should be accumulated, as well as knowledge of chapter structure and writing knowledge. This kind of knowledge should not be used in the form of To tell students a very rational "face", it is necessary to make full use of students' multiple senses and existing experiences, and to enrich students' perceptual knowledge through various forms of perception, thus conducive to the concrete realization of abstract knowledge. change.

3. The importance of writing is authenticity, and students need to be given the space to write freely

Why do students write? Mr. Ye said: "That is because there is recorded knowledge in life. It is necessary to express your feelings, practice it all the time, record your knowledge and express your feelings every time, so that it becomes a habit and can be used throughout your life. "From this point of view, writing is a need from the inside out, and it is a kind of need. Domestic demand is a real feeling.

Mr. Ye pointed out: "Writing is by no means something out of thin air. You must have meaning before you start writing, and you can only start writing when you have need." Mr. Ye once discussed the seriousness and non-seriousness of composition like this: "Whatever you have, just start writing. Whatever you write means being serious. ... On the other hand, if you force yourself to write something when you have nothing, you are not serious. "How can students achieve the state of "serious composition" recognized by Mr. Ye? I think it can be done from the following five aspects. Get started.

First, students must be given the freedom to choose writing content. The content of writing comes from life. Everyone's life is different, so the life written by everyone is also varied. Therefore, teachers should give students absolute freedom to write about everyone's life. Don't blindly use the eyes of a "judge" to examine whether the content of a student's composition is meaningful and whether it is worthy of being used as a writing subject.

When a student writes a "running account" of a day, that is also his day's life. As long as life exists, there is the right to "talk". Just imagine, a child who is just seven or eight years old is told that this cannot be written and that cannot be used. This will eliminate much of his emotional need to "express feelings and record knowledge." If things continue like this, will he still think that "writing is a necessity of life"?

Second, students must be given the freedom to choose to express their emotions. Writing that starts from the need to express one's emotions is more profound than writing that only starts from the need to describe life, and the meaning of writing is also understood more thoroughly. Therefore, it is not appropriate for teachers to give students proposition compositions, let alone give students a central focus for their compositions.

What kind of emotions and moods a student needs to express can only be based on his personal needs. Even if you have to write a proposition, you should still follow what Ye Lao said: "What is the question? The scope of thinking. The scope must be based on what the students have, or if the students do not have everything, it should also be based on what they can search. .”

Third, students must be given the freedom to choose their writing time. The arrangement of two regular composition classes per week is not scientific enough based on the original meaning of composition. Mr. Ye said: "When we learn to write, we should also form a habit just like speaking. Whenever you need to write, just pick up the pen and write. Missing the opportunity to write is your own restraint.

Missed once, missed twice, and the restraint finally succeeded; then, you feel that a pen is as heavy as a thousand pounds, and you feel that there is nothing to write, and you can no longer write. "What a thorough psychological analysis of writing. ! We should let students develop the good writing habit of "whenever they need to write, just pick up the pen and write". Only in this way will students feel real and benefit endlessly.

At the same time, we must also give students ample time to write and prepare. Don’t always “assign a composition today and hand it in immediately tomorrow.”

4. Give students enough time to prepare. Students’ freedom to choose expression methods

Since writing is the need to express emotions and pour out what you have learned, you can write whatever you want, you can write at any time, then everything should be natural: the natural reproduction of life, the expression of emotion Natural expression should be like spring water "flowing out endlessly, and it is very clear."

Therefore, writing (non-literary creation) seems to have no rules at all. It is more like "hibiscus emerges from clear water, and is carved naturally." This should be especially true for primary school students' compositions. Mr. Ye has emphasized many times that "writing is a skill... we cannot just talk about knowledge. It is unrealistic to think that talking more about knowledge will help improve writing ability."

Around writing Technical composition training will make students fall into the stereotype of new stereotypes, forcing students to follow the rules and write compositions with "only skeleton but no flesh and blood".

5. Cultivate students’ good writing habits.

The first is "write all the time". "Whenever you need to write, just pick up a pen and write." Teachers should guide students to develop the good habit of writing records immediately after every gain. If conditions do not allow you to write immediately, you should develop a good habit of recording immediately. Teachers can suggest that students always keep a notebook with them to record some fresh things and spiritual touches in a simple way at any time.

The second is "daily diary". Mr. Ye suggested: "Writing a diary every day is good for self-cultivation and good for writing." When many accomplished people talk about their successful experiences, they attribute a lot to the "diary writing every day" they have developed. habits. Write down the important things of the day, and record the valuable things that you didn’t have time to write down during the day.

Don’t underestimate this small diary. It not only cultivates emotions, exercises writing skills, and accumulates materials, but also develops the outstanding qualities necessary for life such as “thinking, examining, and persevering.” .

The third is "do it often". In order to develop the habit of writing, you must do more. At the same time, in order to meet the needs of life, you must also do more. Writing is a kind of ability, and "all abilities must be continuously honed before they become more and more powerful." In Ye Lao's Chinese education theory, the idea of ??"practice" is a very prominent category, which provides guidance for composition teaching. The meaning is even greater.

The amount of 8 composition exercises in one semester cannot produce students who are "composer-ready". “Read more and write more” is the successful experience summarized by many people. The brain is the same as the limbs. It becomes more efficient when used more and becomes useless when not used. Writing is certainly no exception.

With the process of "writing from time to time" and "daily diary", I believe that "doing it often" will be a matter of course.