How to build an efficient elementary school language classroom

Language is a basic course, is an important foundation for other subjects. Therefore, teachers should take into full consideration of the students' personality characteristics, interests, cognitive level and comprehension ability, targeted to develop a reasonable teaching program, stimulate students' interest in language learning, mobilize students to actively participate in the language learning classroom, laying the foundation for the future development of students. To this end, teachers should be based on the understanding of the problems of elementary school language teaching, and actively take measures to improve the quality of elementary school language education.

Primary school language classroom quality measures I. Problems in elementary school language teaching

1. Favored to explain theoretical knowledge

In the traditional elementary school language teaching, teachers have been using the traditional narrative-based "indoctrination" teaching methods, the application of a single "A chalk, a blackboard" teaching method, often teachers on the podium hard teaching, students are in a passive listening position. This teaching method violates the lively and active nature of primary school students, and it is difficult to stimulate students' interest in language learning. In addition, the teacher pays one-sided attention to the inculcation of theoretical knowledge and neglects the students' understanding of knowledge, which hinders the cultivation of students' thinking ability and makes the classroom atmosphere very dull. In the long run, students will gradually lose interest in learning language knowledge.

2. The classroom design is unreasonable

Teachers need to design a scientific and reasonable teaching program before explaining the relevant content, and adopt teaching content and methods that are conducive to stimulating students' interest, so as to ensure that the teaching objectives are realized. However, due to the limitations of the teachers' own knowledge, they are unable to design a teaching plan that meets the actual needs of the students and mobilizes the students to actively participate in the classroom. This