On how to cultivate teacher-student interaction in primary school Chinese reading teaching

Under the background of "teaching-learning-evaluation" integration, Chinese reading teaching in primary schools urgently needs to explore a new interactive relationship between teachers and students. Teacher-student interaction is the core of teaching activities. For primary school students' Chinese reading teaching, it can stimulate students' interest in learning, enhance students' understanding and perception of the text, and improve students' Chinese ability and reading literacy. Therefore, understanding the interaction between teachers and students in primary school Chinese reading teaching and exploring effective teaching modes and methods can improve the teaching effect and promote the all-round development of primary school students' Chinese reading ability. Based on this, this paper discusses the effective strategies of teacher-student interaction in primary school Chinese reading teaching under the background of "teaching-learning-evaluation" integration from four aspects: teaching objectives, formal content, emotional communication and evaluation mechanism.

Chinese reading teaching for primary school students is the foundation of Chinese education, which is of great significance to cultivate students' language and cultural literacy, thinking ability and emotional attitude. Under the background of "teaching-learning-evaluation" integration, the interaction between teachers and students in Chinese reading teaching in primary schools is not only an important part of teaching activities, but also an important evaluation standard of teaching quality. Therefore, it is of great theoretical and practical significance to explore the interaction between teachers and students in Chinese reading teaching in primary schools and to study how to effectively promote the teaching effect.

First, a clear teaching objectives, enhance interactive targeted

In the teaching of Chinese reading in primary schools, teachers should make clear the teaching objectives according to the individual characteristics of students, and enhance interaction and pertinence. Teaching goal is the learning result that teachers pursue when designing courses and teaching activities, which is very important for guiding teachers' teaching and evaluating students' learning.

According to students' individual characteristics, clear teaching objectives can better meet students' needs. Every student has differences in Chinese reading ability, hobbies, learning methods and so on. Therefore, teachers should give full consideration to students' individual characteristics when setting teaching objectives. For example, some students may have strong feelings for literary works, but it is difficult to understand the narrative structure. Teachers can set appropriate teaching objectives according to the characteristics of these students to help them improve their reading comprehension.

Clear teaching objectives can make teaching more targeted and effective. By defining the teaching objectives, teachers can more clearly understand the learning effect that students need to achieve, and make corresponding teaching strategies and teaching activities according to the objectives. For example, if the teaching goal is to improve students' vocabulary accumulation ability, teachers can design related vocabulary expansion activities and vocabulary application tasks, so that students can better master vocabulary knowledge in practice.

Clarifying teaching objectives is helpful to promote effective interaction between teachers and students. While clarifying the teaching objectives, teachers can also fully communicate with students and let students participate in the formulation of teaching objectives. This can make students have a better understanding and acceptance of teaching objectives and enhance their initiative and enthusiasm in the classroom. At the same time, teachers can adjust teaching objectives in time according to students' feedback and performance to better meet students' learning needs.

Taking the teaching of the text "Little Match Girl" as an example, it is the key to enhance the pertinence and effectiveness of interaction to clarify the teaching objectives. Teachers should formulate specific teaching objectives suitable for students according to their cognitive level, language ability and age characteristics.

First of all, teachers can set a teaching goal to let students know about holiday customs. Through the New Year's Eve described in the text, students can understand the background of the times when matches were widely used. Teachers can guide students to observe the illustrations in the text and help them understand the meaning of the article, thus increasing the understanding of the text and the pleasure of reading.

Secondly, teachers can also set a teaching goal to let students know the inner world of the little girl. The text describes the little girl selling matches on a cold winter night, and also shows her inner world through fantasy. Teachers can guide students to think through questions and discussions, understand the inner feelings of the little girl, and increase students' cognition and understanding of the characters in the text.

In addition, teachers can also set a teaching goal so that students can master simple emotional description. By describing the poverty and loneliness of the little girl and her fantasy world, the text depicts an emotional picture. Teachers can guide students to feel the sadness and hope of the little girl through the description in the text, and cultivate students' sensitivity and understanding of emotional description.

By defining the teaching objectives, teachers can guide students to think and communicate in a targeted way, thus promoting students' in-depth understanding and experience of the text The Little Match Girl. At the same time, teachers can also set different auxiliary goals and activities according to different students' understanding and expression ability to help each student participate in the interaction. By defining the teaching objectives, teachers can better guide students to think and discuss, make the interaction between teachers and students more vivid and interesting, and further improve the teaching effect and students' learning effect.

Second, enrich the forms of interaction and adopt diversified methods.

It is of great theoretical significance to enrich the interactive forms of Chinese reading teaching in primary schools. By adopting various forms of interaction, we can stimulate students' interest in learning, increase their participation and sense of cooperation, and thus improve the learning effect.

Students' interest in learning can be stimulated through various forms of interaction. Traditional Chinese reading teaching is often teacher-centered, and students only passively accept knowledge. By introducing various interactive forms such as group discussion, role-playing and games, students can actively participate in teaching and improve their learning enthusiasm and interest. The promotion of learning interest helps students to think and explore more actively, so as to better understand and digest what they have learned.

Rich forms of interaction can increase students' participation and sense of cooperation. In the traditional teaching mode, students are often passive recipients of one-way information, lacking active participation and interaction. By adopting various forms of interaction, students can be encouraged to actively participate in classroom activities and communicate and cooperate with teachers and classmates. For example, Chinese reading teaching can organize students to discuss in groups, so that they can discuss and solve problems together. This interactive form can promote cooperation and mutual assistance among students and cultivate their sense of cooperation and team spirit.

Diversified forms of interaction help to improve the learning effect. Every student's learning style and needs are different. By adopting various forms of interaction, we can meet the learning needs of different students and promote their all-round development. Some students may be better at oral expression and can interact through speeches, discussions, etc. Other students may be better at understanding images, and they can interact with each other through pictures and charts. Through diversified forms of interaction, students' learning potential can be better stimulated, and learning effects and grades can be improved.

Taking the teaching of the text "The Sound of Nature" as an example, teachers can use various teaching forms, such as listening activities, observing pictures and describing feelings, to help students better understand the sound of nature and deepen their understanding of the natural environment.

Teachers can guide students to listen to the sounds of nature through listening activities. You can play recordings of different sounds in the natural environment, such as birdsong, wind, underwater sound, etc., so that students can listen carefully, feel and express. Teachers can guide students to distinguish the sources of various sounds by asking questions, and let students describe the characteristics of the sounds they hear in concise language.

Teachers can inspire students' association and association with natural environment sounds by observing pictures. You can prepare some pictures or videos related to sounds in the natural environment, such as forests, rivers, waves, etc., so that students can observe and express their sound associations during the observation process. Teachers can initiate discussions, guide students to describe the possible sounds in the pictures, and share their observations and associations with students.

In addition, teachers can also guide students to express their understanding of natural sounds by describing their feelings. Teachers can ask students how they feel when they hear sounds in different environments, such as whether they feel quiet when they hear birds and whether they feel wide when they hear waves. Students can use adjectives, nouns and other language forms to describe their feelings and impressions of the sounds they hear, thus further improving their language expression ability and emotional communication ability.

By using various teaching forms, teachers can enrich the interaction between teachers and students, stimulate students' interest in learning, help them better understand the sounds of nature and deepen their understanding of the natural environment. At the same time, diversified teaching methods are also conducive to cultivating students' observation ability, cognitive ability and expression ability, and improving students' comprehensive literacy in Chinese reading. Therefore, in the teaching of Chinese reading in primary schools, teachers should actively use various teaching forms, enrich interactive forms and adopt diversified methods to improve the teaching effect and students' learning effect.

Third, pay attention to emotional communication and establish a benign interactive relationship.

In primary school Chinese reading teaching, teachers should pay attention to emotional communication and establish a positive interactive relationship. Positive emotional communication is helpful to the communication and interaction between teachers and students, which can increase students' trust in teachers and improve their learning motivation and enthusiasm.

Teachers' attention to emotional communication can create a good classroom atmosphere. Emotional communication is a process of physical and mental interaction. Teachers can create a warm and harmonious learning environment by paying attention to students' emotional needs and expressions. Teachers can pay more attention to students' emotional experience, care about their emotional needs and provide them with support and encouragement. This kind of positive emotional communication can encourage students to be more involved in classroom learning and enhance their learning motivation and enthusiasm.

Teachers pay attention to emotional communication, which helps to establish a trust relationship between teachers and students. In the emotional communication with students, teachers can show concern and understanding for students, respect their emotional experience and give them positive feedback and support. Through active emotional communication, teachers can win the trust and respect of students and establish a good relationship between teachers and students. This trust relationship can make students more willing to interact with teachers and actively participate in classroom learning, thus improving the learning effect and learning results.

Teachers pay attention to emotional communication to meet students' emotional needs. Emotion is one of the important internal needs of human beings. Paying attention to and satisfying students' emotional needs can enhance their self-confidence and self-esteem, and improve their learning motivation and enthusiasm. Teachers can talk with students sincerely, listen to their voices, pay attention to their emotional expression, meet their emotional needs and cultivate their emotional wisdom and development.

Taking the teaching of the text Pangu Tiankai as an example, teachers can guide students to pay attention to the mystery of nature and stimulate their feelings of beauty and mystery of nature, thus deepening their understanding and experience of the text.

First of all, teachers can guide students to pay attention to the mysteries of nature. The text describes the immortal story of Pangu, depicting rich and diverse natural landscapes and life phenomena. Teachers can stimulate students' curiosity and interest in various wonderful phenomena in nature through group discussion before class, observation of objects and multimedia display. By guiding students to observe, discover and think, teachers can help students understand the diversity and unpredictability of nature, and link these observations with the content of the text to deepen students' understanding of the text.

Secondly, teachers can help students understand and feel the profound connotation behind the text with the help of emotional bridges. Emotional bridge includes scene reappearance, image interpretation and role-playing. For example, teachers can organize students to reproduce the situation, let them simulate the process of Pangu's creation through actions, language and other means, and let students experience the scene in the text personally and deepen their understanding of its connotation. At the same time, teachers can show relevant pictures or videos through image interpretation, so that students can feel the beauty and mystery of nature through vision, and further stimulate students' emotional singing and thinking.

By paying attention to emotional communication, teachers can help students truly understand and feel the charm of Pangu Tiankai. At the same time, it is also very important to establish a benign interaction between teachers and students. Teachers should actively listen to students' ideas and opinions, encourage them to express their feelings and thinking, and establish an open, respectful and inclusive learning atmosphere. Through emotional interaction and communication with students, teachers can better understand students' thinking and emotional changes, and further improve the pertinence and effectiveness of teaching.

Fourth, scientific evaluation mechanism to promote the interactive effect.

In primary school Chinese reading teaching, scientific evaluation mechanism is an important means to promote interactive effect. Teachers need to formulate scientific evaluation criteria to comprehensively measure students' academic performance from the perspectives of their performance in class, homework and exams.

Teachers can formulate scientific evaluation criteria to help students better understand their own learning situation. Through clear evaluation criteria, students can clearly know the requirements and expectations of teachers and know where they need to improve. For example, in Chinese reading teaching, teachers can formulate evaluation criteria, including requirements for article understanding, vocabulary use, reading speed and so on. Students can understand their performance in all aspects through evaluation criteria, further adjust their learning strategies and improve their learning effect.

Scientific evaluation mechanism is helpful to stimulate students' learning motivation and enthusiasm. When students know that their efforts and progress will be scientifically evaluated and recognized, they will participate more actively in classroom learning and strive to improve their academic performance. According to the evaluation criteria, teachers can combine students' achievements with rewards and praises, give timely feedback and encouragement, and stimulate students' learning motivation and enthusiasm.

Scientific evaluation mechanism can also provide effective teaching feedback and guidance for teachers. Through the comprehensive evaluation of students' academic performance, teachers can understand the advantages and disadvantages of students in different aspects, adjust teaching strategies and contents in time, and provide targeted guidance and counseling. For example, if students perform well in reading comprehension, but lack vocabulary application, teachers can provide targeted counseling for students' problems to help them improve their vocabulary application ability.

Taking the teaching of the text "Nanotechnology is around us" as an example, teachers can scientifically evaluate students' academic performance and improve their awareness of learning participation and cooperation through classroom questions and answers, after-school homework and group discussion.

Teachers can ask a series of questions, encourage students to actively participate in the answer, and evaluate according to the students' answers. This evaluation method can promote students' thinking and expression ability, and cultivate their learning enthusiasm and self-confidence. At the same time, teachers can understand students' understanding and mastery of the text through evaluation, and then adjust the teaching content and methods to help students better digest and absorb what they have learned.

When assigning homework, teachers can design some questions and tasks related to the text and ask students to answer and complete them. By correcting students' homework, teachers can evaluate students' learning situation and understand their understanding and application ability of the text. At the same time, teachers can help students correct their mistakes and improve their learning level through homework feedback and answering their questions.

In addition, teachers can also evaluate students' academic performance through group discussion. In group discussion, teachers can let students freely exchange and share their understanding and views on the text, and encourage them to cooperate and learn from each other. By observing and listening to students' discussions, teachers can evaluate students' cooperative ability and expressive ability, and understand their profound understanding and thinking about the text.

Through scientific evaluation mechanism, teachers can know students' academic achievements and existing problems in time, and then adjust teaching contents and methods to improve teaching quality and effect. At the same time, through the evaluation process, students can be more clear about their learning goals and shortcomings, thus improving the learning effect. Therefore, when teaching the text "Nanotechnology is Around Us", teachers should make full use of the scientific evaluation mechanism to improve students' awareness of learning participation and cooperation and promote the interactive effect.

Conclusion:

To sum up, in primary school Chinese reading teaching, teacher-student interaction is the key to improve teaching quality and cultivate students' Chinese ability. Effective methods such as defining teaching objectives, enriching interactive forms, paying attention to emotional communication and establishing scientific evaluation mechanism can promote the all-round development of primary school students' reading ability and reading literacy. Therefore, primary school teachers should constantly explore and practice to provide students with a better teaching experience and growth environment for Chinese reading.

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