Rich and colorful teaching practice activities are the source of students' learning and the broadest space for forming students' abilities. Looking at foreign education, they all attach great importance to the achievement of students' inquiry and practical abilities. To cultivate students' abilities in these aspects, the key is that teachers should focus on cultivating students' ability to judge and solve problems reasonably; cultivate students' ability to proactively and creatively participate in problem-solving and inquiry activities, so that students understand their own posture and Life and learning style. Next, I will briefly talk about how to cultivate students' language practice ability in the three aspects of classroom teaching, homework design and extracurricular activities.

In classroom teaching, our teachers should pay special attention to guiding students to learn to ask questions. "Asking questions is often more important than solving them." Teachers not only provide teaching materials or materials for students to understand and remember, but also present questions that need to be learned and explored, and guide students to ask more "why" and "how" "Like this" encourages students to think from different angles and aspects, and to seek answers from various forms and levels. It is necessary to make students not only "love to ask" but also "know how to ask" and develop a strong ability to question and resolve doubts. At the same time, teachers should not let students answer questions according to their own "traps", but should guide students to dare to question the text content, extracurricular readings, social life, and the different opinions of teachers and classmates, and dare to challenge teachers and authority.

In the classroom teaching that guides students to question, investigate, and explore, I once had such a practical teaching. The fourth paragraph of "The Dead Sea Never Dies" is the key paragraph of the whole text, explaining the essential characteristic of the Dead Sea - its high saltiness. The author explains it from three aspects: 1. Use absolute numbers to explain that the Dead Sea has a high mineral content. 2. Use relative proportion figures to describe seawater, indicating that the ratio of seawater content to the total volume of seawater is large. 3. The comparison shows that the density of sea water is greater than the density of the human body. This explains the strange phenomenon that people cannot sink in the Dead Sea. This contains some physical knowledge, so I introduced the experiment into the classroom. I did not directly explain the characteristics of this paragraph from the article, but experimented with the students and intuitively felt it. I take a beaker, put water in it, and take an egg as a person who swims in the water but can't swim. The egg was put into the water and sank. I asked everyone: "Who can find a way to make the egg float?" A student ran up excitedly. He put a certain amount of salt into the beaker, and the egg floated. I took the opportunity to say to everyone: "This student Using the knowledge he learned, he solved my problem. Do you have any other problems that we need to help you solve?" A classmate asked first: "Teacher, does a certain amount of salt play a decisive role in the floating of the egg? Another classmate also quickly asked: "How can I make the egg sink again?" I did not answer, but handed the question to other students. A classmate volunteered to come forward and poured in some water, and the eggs sank again. The problem was easily solved. I asked the students: "What if it were replaced by an iron ball?" The students all laughed at this obvious reasoning. I asked the students to summarize, what is the buoyancy of the water in this beaker relative to what? One student said, relative to the egg man. The classmates laughed again. I asked the students to read the fourth paragraph again and ask them to summarize what the author said when explaining the reason for the high buoyancy of the Dead Sea. Soon, students come up with answers. I think that in practice, it is much better for students to comprehensively use knowledge to explore and get answers than for teachers to do it for them.

Cultivating students' practical ability is the purpose of modern education. Liberating students from the mountains of homework and giving them time and space for thinking is one of the important conditions for meeting students' practical ability. The content of traditional homework is basically to repeat the knowledge learned in class. Students can complete the homework satisfactorily as long as they activate the memory function without using their brains. Such homework is not helpful in cultivating students' abilities. The homework must be combined with the teaching materials. Design training based on students' recent development level, so that students can pick peaches in one jump and have a pleasant experience of "I can do it". To ignite the spark of students' wisdom and develop students' potential, we must focus on cultivating students' ability to use knowledge flexibly, so that students can learn to synthesize, learn to migrate, and learn to explore. For example, after teaching "Lu Tixia Boxing to Town Guanxi", I assigned Here is an assignment: Please tell a story excerpted from "The Romance of the Three Kingdoms". You are required to name the people involved in the story, and describe the relevant plot accurately and concisely. Use at least one idiom, saying, maxim, or famous aphorism in the narrative. . After class, the students actively prepared. Some looked for classics, some asked others to tell them, some looked up information on the Internet, and some simply bought a DVD of "The Romance of the Three Kingdoms" to watch. A few days later, the students handed in their homework. There is also Yang Xiu who is "clever but mistaken by his cleverness", Zhuge Liang who is "ingenious and clever", and Lu Su who "takes the overall situation into account"... The plot of the story is summarized accurately and concisely, and most of the students' idioms, sayings and famous sayings are used. Very appropriate. This kind of comprehensive question requires students to read outside class, collect information, and then analyze and synthesize it. In this kind of training, students' Chinese language practice ability has been improved.

The "Chinese Curriculum Standards" points out: "Chinese is a highly practical course and should focus on cultivating students' Chinese practical ability. It is not appropriate to deliberately pursue the system and completeness of Chinese knowledge.

"Therefore, our Chinese classes can no longer just focus on a few knowledge points with a "less slow, less expensive" teaching style, and the teacher's explanation can no longer replace students' own practice. We must boldly liberate students and encourage them to learn on their own. Practice, let them get exercise in practice, thereby gradually improving their Chinese literacy. Tao Xingzhi, a famous educator in my country, once said: “Life is education, and society is school. "In teaching practice, it is not difficult to find that an important reason why students' Chinese language proficiency is generally low is that they do not read enough and lack the necessary understanding of real life. Students' knowledge is completely restricted in a few thin textbooks and teaching aids. , life experience is completely limited between family and school. In response to this shortcoming, the "Chinese Curriculum Standards" particularly emphasizes that students must achieve a certain amount of extracurricular reading, and emphasizes the need to fully develop and utilize extracurricular learning resources. The purpose is to expose students to them. More Chinese materials, and through extensive exposure to these materials, extensive Chinese practice activities, ultimately mastering and applying language rules, forming a good sense of language, accumulating a wealth of language materials, and improving Chinese literacy.

There is a goal. In order to cultivate students' language skills, a teacher specially created a communicative situation. He took the students out of the classroom and first asked each student to pay attention to a leaf in autumn, and then asked the students to pick different leaves respectively. The teacher guided the students Observe the leaf in your hand carefully, and then think: At what time, place, and what reason moved you to pick up this leaf? Smell it again, listen to its voice with your heart... Finally, let everyone put their own. A piece of leaf is introduced to everyone with a literary sentence! The teacher created such practical activities to better train students' language expression.

There was a class in our school because the overall language level was low. , the Chinese teacher was so anxious that he scratched his head. At the suggestion of others, their class set up a "book garden". The students brought various classics, fables, fairy tales, celebrity stories, etc., and he used extracurricular activities every week. time, let students choose their favorite reading materials to read freely, and set aside one or two classes each week to let students talk about their feelings after reading, tell favorite stories, comment on characters they like or hate, and in less than Within half a year, the teachers were pleasantly surprised to find that the students' overall language proficiency had improved to a higher level. The students who spoke incoherently became more organized in their expressions, the students who often spoke in erratic sentences became fluent, and the students who spoke incoherently became more expressive when expressing themselves. There is also a center. In various Chinese activities organized by the school, students actively signed up to participate, and some students even began to stand out in the activities. The students tasted the sweetness of reading and became more and more interested in reading extracurricular readings. .

There is also a class that carries out the "Every Weekly Event" activity. The teacher requires students to write a news report every week. The content can be about what happened around them, or it can be from the Internet or TV. Or read in newspapers and magazines, requiring students to pay attention to life, talk about life with heart, and truly understand life. During the activity, students carefully wrote every news piece, and everyone competed to be an "excellent correspondent." Unknowingly, this class of students The language skills of students are getting stronger and stronger.

Cultivation of students’ Chinese practical ability can also take other forms, such as Chinese proficiency competitions, story gatherings, recitations, discussions, textbook plays, and handwriting. Newspapers, compiling workbooks, etc. For example, publishing class handwritten newspapers. This kind of practical activity can fully reflect and mobilize students' enthusiasm for cooperative learning. In each issue of the tabloid, students will compare each other, learn from each other's strengths, and publish the best ones to maximize students' potential. The whole class learns and appreciates it together. This not only reflects students' cooperative spirit and cultivates practical ability, but also enhances the spirit of mutual help and friendship among classmates and the cohesion of the class.

In short, Chinese teaching must focus on cultivating students' practical ability, "cultivating language sense through a large number of rich and colorful Chinese practices, gradually comprehending, acquiring, and gradually mastering the rules of using Chinese."

The core content of English teaching is to cultivate students’ comprehensive language application ability. After listening to the lecture, I carefully summarized and reflected on my thoughts and practices on cultivating students' comprehensive language use ability in daily teaching, which made me further realize the importance and necessity of cultivating students' comprehensive language use ability.

Now I would like to share with you some thoughts and practices on how to cultivate students’ comprehensive language application ability in English teaching.

The new curriculum standards point out that strengthening language practice in activities is an effective way and need to improve students' comprehensive language ability. In primary school English teaching, we should grasp this essence, follow the rules of language acquisition, and be freed from boring explanations of language knowledge and rote memorization. Through lively teaching design and good language environment, students' oral practice is strengthened and students' comprehensive language application ability is cultivated in practice.

1. Teachers must be aware of cultivating students’ comprehensive language application abilities and create more opportunities for students to be exposed to English. It is necessary to provide students with more understandable language input through audio-visual, listening and reading, etc., such as demonstrations of audio-visual materials and a large number of reading materials that are close to students' daily life and study, the times, and students' English level. Give full play to the two characteristics of language exchange and overall feedback, and use the form of pair activities and group activities to guide students to imitate, conversational performances, sing English songs, speak English rhymes and poems, dictation, rewriting, description and other activities.

2. Create a real language environment for students so that students dare to speak. Create an atmosphere for language activities, create an open, harmonious, and positive atmosphere for language activities, and strive to produce an infiltration effect, that is, allowing students to happily integrate into the English learning environment and enhance it through unconscious absorption and practice Language sense, and continuously improve the basic abilities of English listening, speaking, reading and writing.

3. Practice in situations. Students like fun things, and overly serious and mechanical exercises cannot arouse their enthusiasm for learning. Therefore, we try our best to abandon direct and mechanical exercises and provide more opportunities for students to practice and apply in meaningful, lively and interesting situations. New items learned. Teachers design or select some communicative situations containing grammatical points to allow students to perceive, understand and learn grammatical knowledge in language materials that are close to real life. We can also use storytelling, games, TPR (Total Body Response) and other methods to help them consolidate the grammar they have learned. Presenting language knowledge in the form of games can activate the classroom atmosphere, stimulate students' enthusiasm for learning, and enable difficult-to-memorize language items to be mastered in relaxed and lively activities.

4. The classroom should be extended to extracurricular learning and life. Language is used for communication, and the purpose of language learning is for better communication. Most of the communicative activities occur outside the classroom, so extending the activities to extracurricular learning and life can greatly expand the scope of students' language use and greatly increase the frequency of use.

5. Reduce mechanical memory, imitation, recitation and other activities to provide time guarantee for language practice activities.

Language learning is a complex cognitive activity and cannot rely too much on mechanical memory, imitation, and recitation;

The actual use of language in real situations (to communicate or complete tasks) is the key to promoting language learning. The key to the development of language use ability is to adopt effective teaching methods and create opportunities for students to use language. If we want our teaching to be vivid and interesting, we must have effective teaching methods. Effective teaching methods enable us to achieve teaching goals and complete teaching. The premise of the task. In English teaching, we can use many methods to cultivate students' interest in learning. Primary school students are very interested in English when they begin to be exposed to it. To prevent their interest from decreasing, teachers need to adopt effective methods in classroom teaching. For example, we can use interesting forms such as songs, games, and performances to attract students to participate in classroom teaching. Like songs, students love to sing English songs, and we can also dance to activate the classroom atmosphere. This also creates the ability of students to speak, sing, and act, and also cultivates students' comprehensive language use ability.