How to create a classroom atmosphere of Chinese in primary schools

Good classroom atmosphere can improve students' classroom efficiency and promote the improvement of teaching effect. The following is what I have compiled for you about how to create a classroom atmosphere of Chinese in primary schools, hoping to help you. Welcome to read the reference study!

How to create a classroom atmosphere of Chinese in primary schools

First, teachers need artistry and affinity in teaching.

The artistry of teachers' teaching lies in using teaching skills in the teaching process to obtain good teaching results, that is, adopting scientific teaching methods to implement teaching. There are many factors that affect whether a class can be carried out efficiently, but teachers are the main factor. Therefore, teachers should emancipate their minds, change the traditional backward educational concept that teachers speak and students listen, and create a positive, harmonious and relaxed classroom atmosphere for students, so that students can gain more knowledge in a relaxed and happy atmosphere.

In addition, teachers need to have good affinity to narrow the distance between teachers and students. First of all, teachers should smile at every student. Smiling can effectively eliminate students' fear and sense of distance from teachers, and then promote the relaxed and active classroom atmosphere; Secondly, teachers should learn to listen. Give every student full respect and care. Through active interaction, facing students equally, gaining their trust and establishing a good teacher-student relationship are conducive to promoting the creation of a good classroom atmosphere.

Second, the creation of teaching situations to stimulate the classroom atmosphere

The main characteristics of primary school students are active and curious. Because traditional teaching methods lead to dull classroom atmosphere and students passively accept knowledge, the effect of Chinese teaching is not ideal. In order to adapt to the current development trend of education, teachers should fully grasp the psychological characteristics of primary school students, create teaching situations, activate classroom atmosphere and stimulate students' interest in learning. For example, in the teaching of Chinese Pinyin, animal pronunciation and small games can be used to teach the teaching content, so that students can participate in learning, establish a strong interest in learning and create a good classroom atmosphere.

Third, multimedia-assisted teaching to mobilize the classroom atmosphere

With the development of science and technology, the application of multimedia in teaching has become an important element and link. In the process of applying multimedia, it brings more direct, intuitive, vivid and fresh feelings to students in the form of pictures, sounds and animations, which is very attractive. Therefore, the application of multimedia-assisted teaching in Chinese teaching in primary schools can create a good classroom atmosphere. For example, when studying the Great Wall in Wan Li, in order to intuitively let students get the splendor of the Great Wall in Wan Li, teachers can play slides with background music, infect students with sounds, shapes and displays, improve their learning attention, fully mobilize their learning enthusiasm and interest, and enjoy learning Chinese. At the same time, it can effectively promote the improvement of teaching effect and quality.

Fourth, improve students' dominant position in classroom teaching.

In classroom teaching, students are the main body of teaching, so if we want to follow this principle and create a good classroom atmosphere, we must fully mobilize students' subjective initiative and let them really integrate into the classroom. Therefore, teachers need to make it clear that the purpose of classroom teaching is not only to let students acquire and master knowledge, but also to cultivate students' ability to understand the development process of knowledge and lay a solid foundation for future study. Actively guide students in the classroom, achieve "enlightenment and development", give full play to students' main role in the classroom, and cooperate with teachers to establish a good classroom atmosphere.

5. Clever creation of suspense in teaching.

The traditional indoctrination teaching mode has been unable to adapt to the current development direction of education. The silence of classroom atmosphere and the lack of vitality of students' learning state caused by traditional teaching methods have greatly affected the improvement of teaching quality. In the absence of interaction, students are easily distracted and unwilling to participate in learning, so the classroom atmosphere is always dominated by teachers. In order to avoid this situation in Chinese teaching in the future, teachers should be both interesting and challenging, and they can teach by setting suspense. In this environment, students' enthusiasm for autonomous learning can be mobilized, so that they are willing to participate in classroom learning and actively explore problems. During this period, the classroom atmosphere can also be transformed from a simple teacher-led form into a classroom atmosphere jointly created by teachers and students, and can drive activities.

During the period of creating suspense, based on the teaching questions and objectives, students are encouraged to actively think about the questions and find the answers through interactive discussion. And by answering questions, it also cultivates students' ability to speak boldly, fully establishes innovative thinking and brings more inspiration to students. Therefore, it helps to create a good classroom atmosphere.

Sixth, the evaluation methods are diversified.

In Chinese teaching in primary schools, teachers' appreciation of students can promote the establishment of students' learning interest and improve the learning effect when students feel the joy of success. The diversification of evaluation methods can not only improve the teaching quality, but also promote the establishment of a good classroom atmosphere. During this period, the diversification of evaluation methods includes evaluation criteria, evaluation language and so on. In the teaching process, teachers should teach students to carry out self-education and self-evaluation in the learning process, return the rights of self-evaluation and mutual evaluation to students, and let students know their sense of subjectivity; Moreover, primary school students have a strong competitive psychology, and teachers should give appropriate incentives in words. Through appreciation, students' interest in learning and creativity can be improved, which is beneficial to enliven the classroom atmosphere.

How to create a classroom atmosphere of Chinese in primary schools

First, allocate class time reasonably and give full play to the leading role of teachers.

For primary school students, teachers' leading role accounts for most of the teaching effect because of their limited autonomous learning ability. Before class, Chinese teachers need to fully prepare teaching courseware and teaching plans, and know how to arrange their next class. This paper holds that creating a relaxed classroom atmosphere should start with introducing classroom content. Before taking part in the formal content, students should try their best to appreciate the charm of language, the particularity of the content of this lesson and the exquisite language culture, so that students can concentrate and listen to the teacher explain the text knowledge. For example, when teachers use the method of "setting suspense" to teach content, they can arouse students' curiosity at the beginning of the class and arouse their reasoning and interest in the content to be talked about next.

When students have the autonomy and initiative in learning, they can quickly enter a positive learning state, and the learning atmosphere in the whole classroom is no longer lifeless, and the learning effect and efficiency can be fully demonstrated. Secondly, since teachers are the main figures in creating the atmosphere of Chinese classroom in primary schools, they must expand and cultivate their own knowledge system and emotional expression.

If a teacher is too serious in class, students will be severely criticized if they answer wrong. The classroom atmosphere can only be described as tension and depression. This paper holds that for primary school students, teachers need to give them more praise and encouragement, and a simple praise or praise from teachers can have unexpected effects on them. Students will study harder to respond to teachers' expectations and cooperate with teachers more actively in class. Such a virtuous circle will greatly enliven the classroom atmosphere, increase students' motivation and enthusiasm, and ensure a certain teaching quality.

Second, the use of modern teaching facilities, the use of illustrated forms to enhance students' understanding of what they have learned.

Just as music lessons need all kinds of music equipment and physical education class needs all kinds of sports equipment, with the continuous development of science and technology, the teaching of Chinese courses also needs the support of certain multimedia teaching facilities. At present, middle schools and high schools in most cities in China have been basically equipped with multimedia teaching equipment. However, some areas have not arranged a good learning environment for primary schools, and basically follow the traditional blackboard writing teaching.

This paper holds that primary education, as a basic education for all children, needs to try its best to change the traditional monotonous teaching methods, adopt modern teaching facilities, stimulate students' interest in learning by using illustrated forms, and enhance their understanding of what they have learned. Pupils are very curious. They always keep exploring the unknown in adolescence, and new things can stimulate their interest in learning.

Multimedia teaching can not only expand the knowledge in books and bring students a deeper understanding, but also play an incomparable role in creating a good classroom teaching atmosphere in Chinese teaching. For example, in the article "Father and Son in the Earthquake", it is difficult for students who have never experienced or seen the tragic situation when the earthquake occurred to understand the deep affection of the father and son in the article, and it is even more difficult to understand the selfless dedication of the son who chose to "let other students go out first".

Therefore, we can collect some movie clips and materials about the earthquake in advance, and show some videos to students before class, so that students can intuitively feel the scene at that time. You can also collect some earthquake-proof measures and then teach them to students after class, so that they can gain practical and useful knowledge outside books. Modern facilities and multimedia teaching methods make the content of the text easier to understand and master, create a relaxed classroom atmosphere and increase students' interest in learning Chinese.

Third, design situational games to increase the number of interactions between teachers and students.

The traditional Chinese teaching in our country is based on the unilateral teaching method of "teachers attend classes and students attend classes", and the same syllabus and teaching content have been adopted for decades. Even if there are some "classroom questioning" methods of teacher-student interaction, it has not played much role in creating a relaxed classroom atmosphere. Therefore, for primary school students who are in a relatively playful period, integrating classroom teaching content and designing some situational games is the best way for students to devote themselves to classroom teaching. Students' learning content should no longer be limited to textbooks, and teachers' teaching focus should no longer be limited to simply explaining knowledge. Nowadays Chinese education pays more attention to the application of Chinese practical skills.

Therefore, some games that can strengthen students' language application ability should be designed appropriately. For example, reading the article "The Destruction of Yuanmingyuan" can give students homework, preview the text in advance, and then find classmates to read the text emotionally in class to create a relaxed classroom atmosphere.

In addition, you can also achieve your goal by performing some fragments in the text, where students ask questions and teachers answer them, and students scramble to answer them. These games can not only increase the number of teacher-student interactions, cultivate a good teacher-student relationship, but also create a relaxed language learning atmosphere, give students full opportunities to express themselves, which is more conducive to classroom teaching.

Four, no longer take the exam as a single way of investigation, and establish a scientific teaching assessment system.

Now, because the traditional assessment system is too simple, primary school students pay more and more attention to the level of scores in the process of learning Chinese, while ignoring the practical application of language ability. Therefore, it is possible to achieve unexpected results by establishing a scientific assessment system, gradually eliminating the examination as a single assessment method, and adding some assessment items in the practical application of language so that students can have more opportunities to participate in Chinese learning and activities.

The results of the questionnaire survey show that most parents think that only paying attention to the "examination" assessment method will cause certain deviation to the growth of students, and they prefer the assessment method combining theory with practice. They think that this method can mobilize students' enthusiasm and competitiveness, thus improving students' learning efficiency and making their performance more positive and confident. Moreover, some language training assessment items in the classroom are also conducive to enhancing the competitive atmosphere of the class, so that students can combine the initiative of learning with the classroom content and really get happiness in learning.

How to create a classroom atmosphere of Chinese in primary schools

First, actively create an active Chinese classroom atmosphere

In Chinese teaching in primary schools, teachers should strive to change students' learning methods and actively mobilize students' interest in learning.

We know that in Chinese classroom teaching in primary schools, using multimedia-assisted teaching can present images, sounds, games and animations to students intuitively and vividly, which can effectively improve the efficiency of Chinese classroom teaching. For example, in the teaching of the article "Kingfisher", in order to let students understand the characteristics of the shape, color, movement and living habits of Kingfisher more intuitively and vividly, the teacher made these slides, which not only stimulated students' interest in learning, but also greatly improved the efficiency of Chinese classroom teaching.

Teachers' beautiful language is the most direct and effective way to create a Chinese classroom teaching atmosphere. Therefore, in Chinese teaching, teachers should attract students by telling stories, anecdotes and allusions, and really introduce students into Chinese teaching situations.

Second, actively create a democratic and harmonious Chinese classroom atmosphere

In Chinese classroom teaching in primary schools, whether the relationship between teachers and students is harmonious or not determines whether the atmosphere of Chinese classroom teaching is harmonious or not. Harmonious teacher-student relationship is not maintained by iron discipline, but depends on the change of teacher's role and the establishment of democratic and equal teacher-student relationship.

Therefore, in primary school Chinese classroom teaching, teachers should actively establish a democratic and equal teacher-student relationship, and change the authoritative relationship into a cooperative or partner teacher-student relationship. In Chinese teaching in primary schools, teachers should not only respect students' personality, but also respect students' rights, strive to create a democratic atmosphere, realize democratic exchanges and dialogues, and build an equal, negotiated and harmonious relationship between teachers and students. In primary school Chinese classroom teaching, teachers should teach students in accordance with their aptitude, inspire students with their own charm, inspire students with profound knowledge, attract students with perfect teaching art, reshape teachers' good image in a harmonious teaching atmosphere, and finally realize the goal of primary school Chinese teaching reform.

Third, actively create a Chinese classroom atmosphere that highlights the leading role of teachers.

1, establish a good teacher-student relationship. With the psychological relationship between teachers and students, both teachers and students can carry out teaching activities in a relaxed and happy classroom atmosphere, teachers' explanations are lively and interesting, and students' interest in learning can be doubled. On the other hand, if the relationship between teachers and students is not harmonious, teachers' teaching will not be handy, students' learning will inevitably produce a psychological obstacle, and the classroom atmosphere will become indifferent and depressed.

Therefore, establishing a good relationship between teachers and students is a solid foundation for creating a harmonious classroom atmosphere. At ordinary times, teachers should often go deep into students, make friends with students, and establish a good relationship between teachers and students. In classroom teaching, teachers should be good at narrowing the distance between teachers and students with friendly attitude, warm language and kind eyes, and care and help students with sincerity, giving them enough respect and trust. In this way, the creation of classroom atmosphere has a reliable guarantee.

2. Keep the best teaching mentality. First, we must be fully prepared before class. Teachers should conscientiously do all the preparatory work before class, have teaching plans in mind and memorize teaching links, so that the teaching process is clear, the structure is rigorous, the methods are reasonable, the content is accurate, and it conforms to students' cognitive laws. With adequate preparation before class, teachers can gain confidence in classroom teaching and maintain the best teaching mentality. Second, we should devote ourselves to teaching. When teachers enter the classroom, they must quickly enter the role, devote themselves to classroom teaching activities and use teaching art to stimulate students' enthusiasm and initiative in learning. Only when teachers devote themselves to teaching can students concentrate on their studies and a good classroom atmosphere can be formed quickly.

Fourth, actively create a Chinese classroom atmosphere that highlights students' dominant position.

We know that students are both the object of teaching and the subject of learning. Therefore, to create a good Chinese classroom atmosphere, the key lies in whether teachers can well mobilize students' subjective initiative in learning and make students truly become the masters of learning and the main body of teaching.

1, encouraging students to explore new knowledge. In teaching, teachers should create teaching situations in time, guide students to start work, move their eyes, use their brains and speak freely, and reap the harvest of explorers and the joy of discoverers in the process of exploring new knowledge. I think, in order to achieve this teaching goal, we should start from two aspects:

(1) Use the charm of knowledge to stimulate students' interest in inquiry. Chinese textbooks themselves contain some interesting contents and factors that induce students to think, which need teachers to explore creatively to arouse students' curiosity and desire to explore.

(2) Stimulate students' thirst for knowledge with careful design. Teachers should not only create teaching situations before class, reveal teaching contradictions and stimulate students' interest in inquiry, but also carefully design problem situations in the whole classroom teaching process, so that students are always in the contradiction between finding and solving problems, and always keep the tension and positive state of exploring new knowledge.

2. Adjust students' best mentality. As we know, any learning process is accompanied by complex psychological activities. Under different psychological states, students' learning performance and effect will be completely different. When students are in the best mental state, the classroom teaching atmosphere will be warm and pleasant. Therefore, primary school Chinese teachers should pay attention to the following two points:

(1) In Chinese classroom teaching in primary schools, teachers should pay attention to giving different students a chance to succeed, so that students at different levels can experience the joy of success and the satisfaction of harvest, thus forming the best mentality of being willing to learn.

(2) Let teachers participate in the whole teaching activity with a smile. Smile is the best way to communicate feelings between teachers and students, and it can conquer every student's heart. When students are not attentive in class and their thoughts fluctuate, the teacher's smile will make students realize their mistakes immediately and let them see what they can achieve.

How to create a classroom atmosphere of Chinese in primary schools

First of all, teachers' teaching attitude helps to create a good classroom atmosphere.

Teaching attitude is the external expression of teachers' emotions when giving lectures, such as teaching emotions, expressions, postures and expressions. It is an important auxiliary means for teachers to carry out classroom teaching. In class, students will "observe the teacher's ability" through the teacher's oral explanation and "observe his color" through the teacher's teaching attitude. Teachers' teaching attitude invisibly forms a teaching atmosphere, and students invisibly feel a classroom atmosphere. Therefore, teachers' teaching attitude directly affects the classroom atmosphere.

Teachers' teaching attitude has a preconceived influence. The moment the teacher enters the classroom, the teacher's teaching attitude will directly affect the students' mood in class, and this preconceived way will often produce unexpected results. Therefore, teachers should face students with a friendly and natural teaching attitude and adjust your mentality and mental outlook in time. Specifically, we should do: First, smile at the students. The second is to encourage students. Third, give students more positive eyes and encouraging eyes. Praise children for being "excellent" and "you are great" and so on. Teachers can also reward students with small red flowers, exercise books and other items, which will make the classroom atmosphere positive and let students study in a relaxed and happy atmosphere. Only in this way can students make continuous progress and have a strong interest in learning.

Second, create suspense, triggering the classroom atmosphere

Teachers must change this traditional educational concept, establish an active classroom atmosphere, and let students become the masters of learning. Teachers can set some interesting, challenging and suspenseful situations to arouse students' enthusiasm for participation and make the classroom atmosphere active. Students have cognitive contradictions under suspense, have the desire to explore problems, and consciously think, analyze and solve problems. Teachers let students speak boldly, organize discussion and study, and the classroom atmosphere is active, which stimulates students' thinking and sparks generate's inspiration.

Third, build a new teacher-student relationship and create a democratic and harmonious Chinese classroom atmosphere.

In Chinese teaching, whether the relationship between teachers and students is harmonious determines whether the classroom atmosphere of Chinese teaching is harmonious. Harmonious teacher-student relationship is not "hammered" by iron discipline and waving pointer, but depends on the change of educational ideas and concepts, the change of teachers' role and the establishment of democratic and equal teacher-student relationship. Therefore, in Chinese teaching, teachers should get rid of the "dignity of teaching as a teacher" and change the one-way demand that students respect teachers into a two-way co-ordination of mutual respect between teachers and students, so as to establish a democratic and equal teacher-student relationship. Change the autocracy or authority in traditional teaching and become cooperation or partnership.

In Chinese teaching, we should respect students' personality and rights, strive to create a democratic atmosphere, realize democratic dialogue and exchange, and present a good teacher-student relationship atmosphere of consultation and cool breeze in Xu Lai. In Chinese teaching, teachers should establish students' view, teach students in accordance with their aptitude, inspire students with noble personality charm, inspire students with profound knowledge, infect students with full passion, attract students with exquisite teaching art, and reshape teachers' lofty image in students' hearts in a harmonious atmosphere. Only by improving the disharmonious relationship between teachers and students in Chinese teaching can we open the valve of students' emotions, form a good psychological atmosphere, mobilize students' enthusiasm in learning activities, create a student-centered classroom teaching atmosphere, and realize the goal of Chinese teaching reform.

Fourth, free choice of homework forms a classroom atmosphere.

I clearly realize that no matter what form of homework, too much homework and copying will only make students overwhelmed, dampen their enthusiasm for learning, produce disgust and weariness, eventually destroy the classroom ecology and artificially worsen the teaching environment. Students at different levels are tired of a lot of homework required by the unified requirements: students with good grades are tired of doing it because they think it is unnecessary to do it simply, students with poor grades are too difficult to do it, but teachers are unhappy because students have not completed the tasks as required, and there is no good classroom atmosphere. Teachers should change compulsory assignments into consultative recommended assignments according to the characteristics of students at different levels, and specify some topics with different weights or difficulties for students to choose freely according to the given content.

Only in this way can students give full play to their greatest potential and fully mobilize their enthusiasm, consciousness and initiative without feeling burdened. For students with good grades, teachers can ask them to do less trivial homework and recommend them to do some exercises outside the textbook to broaden and deepen their knowledge structure; For students with low and middle level, before recommending homework, teachers need to select some demonstration questions to explain and do some necessary guidance.

From a practical point of view, students are required to do soft homework such as watching, listening, speaking, reading and memorizing because it is difficult to check, and students are "bullied" because they are "soft". The most ideal way is to guide them to listen, speak and read consciously and with great interest; Students can be encouraged to actively exchange and communicate by freely combining, freely adapting what they have learned and performing on stage. Let the students retell the text, let them use the language points in the textbook flexibly and cultivate their sense of language. So as to stimulate students' interest in learning, change "I want to learn" into "I want to learn" and create a good classroom learning atmosphere.

Fifth, the democratic evaluation method of classroom atmosphere

1, so that students can be evaluated on the basis of full preparation.

Teaching is for learning, learning is for learning and learning is for learning. The preparation process of students is actually a learning-learning-learning process.

2. Give students the right to evaluate and let them make their own decisions.

For example, when assessing students' "listening and speaking" ability, we can change from the teacher as the examiner, and the students accept the assessment and examination, to the students themselves as the judges to evaluate themselves and their classmates, and the teacher only acts as the guide and audience; In the "dictation and dictation" exam or "writing ability" exam, students can grade each other, and the teacher only checks a few books purposefully after the students evaluate them to understand the situation; In daily exams, teachers can even take the form of "invigilation-free". Teachers' full trust is bound to be rewarded by students. This democratic evaluation method will enhance the trust between teachers and students, so that students can fully display themselves in a relaxed environment and play their due level.

3. Evaluation criteria should be diversified and hierarchical.

Traditional evaluation criteria are formulated by teachers, with teachers' understanding as the main body. In fact, the world is diverse and students' language level is uneven. The only standard not only limits students' creativity, but also violates the dialectical method. To a certain extent, students are allowed to evaluate their own or their peers' learning according to their own understanding and mastery, which reflects the diversification and hierarchy of evaluation standards and is conducive to students' self-education and self-evaluation in the learning process. This diversified and hierarchical evaluation standard provides a good democratic atmosphere for students' personality development. They will correct their behavior in a harmonious and relaxed learning environment, so as to finally achieve the teaching goal of learning.