First, lay a solid foundation of Chinese knowledge
1. Teachers should first understand students, see the world with students' eyes, think with students' thinking, pay attention to students' inner world, be close to students at all times, enter students' world, irrigate students' hearts with the splendid culture of China for 5,000 years, and subtly improve students' moral cultivation and aesthetic taste, so that they can gradually form a good personality and a sound personality, and let students learn to be human in the process of learning Chinese.
2. Cultivate students' Chinese practical ability by connecting with real life.
In teaching, teachers should skillfully make use of students' existing oral experience and related life experience, and closely connect with what they have learned, so that students can enjoy it and make it easier. In this way, students can accept knowledge more easily, increase cultural details and benefit for life.
Second, Chinese teaching should be orderly.
As the saying goes: Without rules, there would be no Fiona Fang. The same is true of teaching. At the beginning of each semester, according to the requirements of curriculum standards, a Chinese teaching work plan should be formulated, and then teaching should be carried out in a planned and step-by-step manner. In actual teaching, teaching methods should be implemented in each class according to the specific situation of the class, and individual guidance should be given to students' existing problems. Let students read more books, newspapers and extracurricular books after class, expand their knowledge and cultivate their enthusiasm for learning Chinese. Combined with the listening and speaking training in the text, strengthen the training of students' diaries and compositions, so as to cultivate students' listening, speaking, reading and writing abilities. There are no poor students in our class, only differences.
Third, use a variety of teaching forms to stimulate students' interest in learning.
People often say: "Interest is the best teacher." Because interest is a psychological tendency and the most realistic and active factor in learning motivation. According to the characteristics of pupils' psychological development, they are particularly interested in some games, stories and activities. Therefore, when designing teaching, teachers must stimulate students' interest in various forms and let them play middle school and learning activities. In the usual teaching, let students participate in learning in the classroom full of life interest. Giving priority to encouragement and truly letting children experience the happiness, self-confidence and sense of * * * will often get twice the result with half the effort. Fourth, cultivate good study habits. The so-called "nuances see education". And this nuance is the word "habit". Good habits play a very important role in improving students' learning effect. Of course, good habits cannot be achieved overnight, and certain measures must be taken to have an effect. For example, according to the situation of our own class, we make the following measures to promote the formation of students' good habits.
1, insist on writing "one sentence a day" in the upper left corner of the blackboard every day. "One sentence a day" is mainly some inspirational aphorisms, famous sentences, or your feelings and understanding in your daily study and life, which is used to alert your words and deeds and also as the accumulation and reserve of writing. For example, a few students didn't hand in their homework some time ago, and they have to make up the homework of the day before yesterday every day. Everyone summed up a sentence, "What can be done today." As long as a classmate doesn't hand in his homework, everyone will say this to him to remind him that there are fewer and fewer students who don't hand in their homework now.
2. Insist that everyone write down the time to finish homework and the review of homework in the homework register, and let parents sign it to show their supervision. The students in our class make unreasonable use of their time and have little homework, but they often finish it very late. In view of this situation, I asked them to record the completion time and review in the homework register. Only in this way can we play the role of racing against time. If I finish my homework in the future, I will find another time to talk to him and guide him to find out the reason.
3. Insist on reading an extracurricular reading every day. Mr. Lv Shuxiang once said: "Several students with higher Chinese proficiency should ask him about his experience and say in unison that they benefited from extracurricular activities." Therefore, in order to really improve students' Chinese level and cultural accomplishment, we must strengthen Chinese extracurricular reading. In the process of strengthening Chinese extracurricular reading, it is inseparable from the guidance of teachers. Without corresponding supervision and inspection measures, it will eventually become empty talk. Classroom is the main position of education, so we can make full use of it and try our best to improve students' reading interest. We can also use extra-curricular time, such as tutoring, to give students some questions and set some suspense, so that they can take the initiative to find books to read. You can also regularly hold story meetings, excellent works appreciation meetings and other activities in class to stimulate students' interest in reading.
Fourth, increase knowledge reserves and update educational concepts.
As a teacher, we should always put learning first, because we must strike while the iron is hot and work hard. Without rich knowledge and advanced teaching theory, how can we cultivate talents to adapt to social development? At the same time, the teacher's prestige in the eyes of students cannot be established, and students will not buy your teaching. Teachers should firmly establish four educational concepts: first, people-oriented, facing all students, so that every student can develop; Second, students are the masters of learning activities, and teachers should put down their dignity; Third, give full play to the role of teachers and students in teaching and correctly handle the relationship between dominance and subjectivity; The fourth is to establish a big language view.
On how to optimize the design of Chinese teaching in primary schools, the focus of each class is different. When designing, make clear the key points and difficulties of this text, which problems to solve, and then carry out targeted design, so as to improve the efficiency of the classroom.
How does information technology optimize Chinese teaching in primary schools? In the relaxed and free environment of creation, students' since the enlightenment ability and self-creation ability are strengthened. Cultivating students' practical ability in practical activities. Further improve students' proficiency in computer operation and realize the real combination of information technology and Chinese courses, rather than learning technology just for the purpose of applying technology. Keywords information technology; Chinese; With the rapid development of economy and science and technology, the reform of teaching technology is changing with each passing day. Multimedia technology is more and more widely used in campus. (remaining 2084 words)
How to teach Chinese well in primary schools? Teachers should be good friends of students, and the relationship between teachers and students is equal and democratic. Teachers should first put down their airs, communicate with students more, make friends with students, and care about them in life and study, thus arousing love for teachers.
It is the eternal goal of Chinese classroom teaching to talk about how to optimize classroom time, realize the effectiveness and efficiency of classroom teaching and improve the teaching quality as a whole. The essence of improving teaching efficiency is to get the maximum teaching effect in unit time. The simple sentence of effective classroom teaching is to ask questions for 40 minutes. This shows that we can't hope to increase students' study time to improve teaching efficiency and quality, but we should optimize the management of classroom teaching time, minimize the loss of classroom time and improve the actual time of classroom learning.
How to make Chinese teaching in primary schools more interesting? Chinese is a basic cultural course, the main content of which is to cultivate students' reading, writing, listening and speaking abilities. Some contents are abstract and difficult to understand, and it is difficult for students to understand and feel only by the teacher's mouth. At this time, multimedia teaching such as pictures, music and videos can be used to mobilize students' senses to the greatest extent and let students expand their rich imagination. Arouse students' enthusiasm. Especially some articles about scenery, the teacher talked about how beautiful the scenery is, and even read it again and again, the students still can't feel it or imagine it. At this time, if video teaching is adopted, students can see the teaching content at a glance, which is helpful to understand the text content, thus improving the enthusiasm of learning Chinese and indirectly improving the efficiency of Chinese classroom teaching.
How to optimize Chinese teaching strategies in primary schools 1 Writing teaching cases is a way for teachers to constantly reflect and improve their own teaching, which can make teachers more deeply aware of the key and difficult points in their work. This process is the process of teachers' self-education and growth.
2. The process of teachers writing teaching cases is the process of mutual transformation between external education theory and internal teaching theory, which can provide rich practical situations for new teachers and in-service teachers, help to integrate theory with practice in teaching and cultivate the ability to analyze and solve problems.
3. Teaching cases are a true and typical record of teachers' teaching behavior, a true embodiment of teachers' teaching ideas and concepts, a valuable resource for education and teaching research, and an important medium for communication between teachers.
On how to improve the efficiency of Chinese teaching in primary schools "interest is the mother of learning", and you can't learn Chinese well without interest. Because of interest, students will have positive emotions; In order to satisfy curiosity, students should see more, listen more, think more and ask more questions, and their thinking is also enabled. Teachers' careful design of teaching is to stimulate students' interest in learning, protect and stimulate students' interest, which is a successful experience. Teachers should be good at finding suitable teaching entrance through various means to induce students' thirst for knowledge.
How to optimize Chinese teaching in primary schools in connection with life In the modern primary education system, Chinese is the most important subject and the carrier and platform for learning other subjects [1]. It is an important direction for the innovative development of modern Chinese teaching in primary schools and a necessary guarantee for improving the quality of Chinese teaching in primary schools to construct the organic connection between Chinese teaching in primary schools and real life by using the concept of life-oriented teaching.
First, a brief analysis of life-oriented teaching philosophy
As a scientific teaching concept, life-oriented teaching concept originated in the United States, aiming at establishing the connection between subject teaching content and real life. By improving the pertinence and effectiveness of teaching content, we can stimulate students' autonomous learning efficiency, improve learning efficiency and enhance their knowledge application ability, so as to achieve scientific and efficient teaching objectives. In recent years, the concept of life-oriented teaching has been introduced into China's education field and widely used, including specific teaching modes such as situational teaching, which greatly improves the teaching effect.
Judging from the characteristics of the subject, the Chinese subject is practical and closely linked with real life. Under the guidance of the concept of life-oriented teaching, the focus of Chinese teaching in primary schools is to improve students' practical application ability of Chinese, so as to improve students' comprehensive humanistic quality and language expression ability and realize the overall improvement of individual comprehensive quality [2]. In essence, the concept of life-oriented teaching is closely related to the nature of Chinese subject in primary schools, and it is also an important guarantee to improve the effect of Chinese teaching in primary schools.
Second, the current situation of Chinese teaching in primary schools under the concept of life.
1. There is a deviation between the teaching content and real life.
In the practice of Chinese teaching in primary schools, teachers should adhere to the basic concept of quality education and take cultivating and improving students' comprehensive Chinese quality as the main teaching goal. However, under the current exam-oriented education model, the development of teaching runs counter to the teaching objectives. In Chinese teaching practice, teachers focus on the improvement of students' test scores, and all teaching activities are designed and carried out around this goal. The teaching content is not closely related to real life. In addition, taking students' overall achievement as the evaluation standard of teaching quality is a drawback of the current evaluation system of Chinese teaching in primary schools, which directly affects students' ability to use Chinese knowledge in life.
2. Life-oriented teaching is a mere formality
Although a new round of curriculum reform has been going on for some time, the reform of life-oriented teaching mode does not seem to have a decisive impact on Chinese teaching in primary schools. Most Chinese teachers in primary schools still adopt the traditional teaching mode, and there is no substantial change. There are many reasons for this. First of all, the new round of curriculum reform takes a short time, and it will take some time for teachers and students to accept life-oriented teaching forms and educational concepts [3]. Secondly, the traditional concept of Chinese education in primary schools has been deeply rooted, and it takes a relatively long process to eliminate this bad influence conceptually. Based on the above reasons, the life-oriented reform has not been substantially implemented in the reform of Chinese teaching in primary schools. Even if it is implemented, it is mostly superficial and has not really played a role in improving the quality of Chinese teaching.
Third, the life concept of primary school Chinese innovation path
1. Innovative application of situational teaching mode
Under the guidance of life concept, it is necessary to innovate and use the teaching method of creating situations in primary school Chinese teaching. First of all, we should pay attention to role substitution and improve students' participation in class. In the traditional Chinese teaching in primary schools, teachers always take improving students' test scores as the main goal of teaching, and pay insufficient attention to improving students' comprehensive Chinese quality. Moreover, in teaching practice, teachers do not pay enough attention to primary school students, ignoring their inner changes. For primary school students who are at a critical stage of growth, this is not a teaching model worth advocating [4]. For example, when teaching "Smith", teachers can use situational teaching method to let students play different roles, thus deepening their understanding of knowledge. In the process of creating situational teaching method, teachers should give students effective emotional guidance, and then give targeted guidance to improve the actual effect of Chinese teaching in primary schools.
2. Dig deep into the content of primary school Chinese textbooks.
In Chinese teaching in primary schools, there are many in-depth and enlightening stories, which are effective carriers for implementing life-oriented teaching. Because the story itself is vivid and enlightening, many story plots can be interpreted in the teaching process, which plays a very important role in creating a good life situation in Chinese classroom. Therefore, teachers should make full use of this feature. In Chinese teaching in primary schools, teachers can choose some suitable stories before teaching, and then organically combine the content of Chinese teaching with the story plot, and properly process and sort out the stories. In the teaching process, students can act out stories in the form of role-playing. Because the story itself is rich and interesting, primary school students will actively participate in it. In this way, in the process of performing and watching stories, primary school students will subtly master the corresponding Chinese knowledge. Compared with the traditional teaching form, it not only effectively improves the teaching quality, but more importantly, it creates a good teaching situation for the Chinese teaching classroom and mobilizes students' enthusiasm through performance.
3. Strengthen the emotional guidance in primary school Chinese classroom.
In the practice of Chinese teaching in primary schools, teachers obviously don't pay enough attention to primary school students, ignoring students' emotional changes, which is not a teaching model worth advocating for primary school students at a critical stage of growth [5]. Under the guidance of life view, the Chinese teaching reform in primary schools has changed the traditional teacher-centered teaching view into a new student-centered teaching view, paying more attention to the changes of students' individual feelings during the teaching process. Chinese contains a lot of basic knowledge, and problems will inevitably arise in the learning process of primary school students. If students have poor understanding ability or lack of foundation, the learning effect will be greatly reduced. If teachers pay attention to students' emotions, they can find students' emotional fluctuations, so as to find out the problems existing in the learning process of primary school students in time, and then give targeted guidance, which can also help students establish correct learning concepts and develop good study habits.
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To sum up, under the guidance of modern life-oriented teaching concept, improving the organic connection between primary school Chinese teaching content and real life is an important direction for the development of modern primary school Chinese education. Based on this, Chinese teachers in primary schools should innovate teaching ideas, change teaching modes, constantly enrich teaching methods and contents, and realize the goal of living Chinese teaching in primary schools through situational teaching and other modes.
How to optimize the evaluation system of Chinese teaching in primary schools? In the classroom situation, students are psychologically compatible, and students are absorbed and interested in learning. What is important is the teacher-student relationship based on mutual trust ... Compared with the teacher's attitude and teacher-student relationship, the importance of equipment and venue is secondary, and teaching and learning will be immersed in a relaxed and happy classroom atmosphere. The teacher explained all the materials in the school vividly. "The teacher-student relationship is good.