What are the other methods of language teaching in elementary school?

Language teaching methods (a) reading method (read aloud, silent reading, memorization) (b) teaching method (narrating, explaining, commenting, lecturing, retelling, reading, practicing and speaking calligraphy); (c) dialogue method (question and answer, conversation, discussion, debate) (d) practice method (observation, investigation, interviews, visits, experiments, study tours, examinations, games, interactions, travel, internships, apprenticeships, exercises, homework, etc.) (e) E-learning method (camera, slide projector, projector, tape recorder, radio, television, movie, video recorder, voice experiment real, computer, network, multimedia) (vi) Research method (problem - solving type; topic - inquiry type; experiment - argumentation type) (vii) Self-learning method (self - learning) -tutoring style) (Lu Zhongheng, Wei Shusheng) (viii) other methods of education and teaching to name a few: 1, sense of language teaching method (Hong Zhentao, Wang Shangwen) 2, the idea of teaching method 3, the emotional teaching method (Yu Yi) 4, the case teaching method (Genshein, Kravky) 5, the point of view teaching method (Cai Clarification) 6, the context of the teaching method (Li Jiling) 7, the guided reading method of teaching (Qian Menglong) 8, Objective teaching method (Bloom) 9, feedback teaching method (Liu Xianguo) 10, problem teaching method (Dewey, Mahmudov) 11, appreciation teaching method 12, activity teaching method (Dewey) 13, point-face teaching method 14, enjoyable teaching method (Shanghai First Division Primary School, etc.) 15, success teaching method (Shanghai Zhabei 8 Middle School) 16, overall teaching method (Cha Youliang) 17, cooperative teaching method (Slavin of the U.S.S.R.), (Ammonashvili of the former Soviet Union) 18, heuristic pedagogy (The Book of Learning, Plato's attempt to teach methodology) (Qiu Xuehua) 19, design pedagogy (Keberquist) 20, discovery pedagogy (Bruner) 21, innovative pedagogy (Osborne, Guilford, Tao Xingzhi) 22, differentiated pedagogical methods (Hua Guodong) 22. unit pedagogy 23. comparative pedagogy 24. programmatic pedagogy (Plessy), Skinner) 25. intuitive pedagogy 26. illustrative pedagogy (Wang Songquan) 27. implicit pedagogy (Lozanov) 28. competition pedagogy (Luo Shugen) 29. large language pedagogy (Zhang Xiaochun) 30. non-directive pedagogy (Rogers) 31. mastery learning pedagogy (Bloom) 32. Daltonian pedagogy (Berkhorst) 33. meaningful learning pedagogy (Ausubel) 34. Transfer teaching method (Ma Xinlan) 35. Try teaching method (Qiu Xuehua) 36. Learning-guided teaching method (Xu Changchen) I. Emphasis on accumulation and flexible application. Based on the classroom, "inside" and "outside", learning from the past and learning from the new. Reading training should be overall perception, clear test points, grasp the main points, expression, and innovation. Fourth, the composition training to strengthen the sense of style, through a certain amount of composition practice, write a standardized narrative and argumentative essay. Fifth, pay attention to life and regional culture. | Primary language reading teaching methods are varied, remember that a number of famous education experts have said: "Teaching the opposite, if your teaching methods are not adapted to the students, will result in the students' reading ability not only did not improve, but also impede the students' understanding of the content of the reading. Therefore, choosing appropriate reading teaching methods is the key to improving students' reading ability. As a language teacher, you need to be able to choose teaching methods that will enable students to capture the most information in the least amount of time possible under your guidance. Today's education emphasizes the exploratory and innovative nature of knowledge learning, teachers can no longer inherit the traditional plot analysis as the center of the teacher full of lectures, full of questions. Reading is a personalized behavior of students, should not replace the teacher's analysis of the students' reading practice, should pay attention to the role of the language of cultivation and infection, so that students in the active and positive thinking and emotional activities, deepen understanding and experience, perception and thinking, by the emotional cultivation, to get the thought enlightenment, enjoy the aesthetic pleasure. Therefore, teachers should cherish students' unique experience and understanding. The focus of reading teaching is to train students to have the ability to feel, understand, appreciate and evaluate, to have a richer accumulation, and to form a good sense. According to these educational concepts, teachers use what kind of reading teaching methods and what kind of learning effect students get is closely linked, because each kind of reading teaching methods should be determined by teachers according to the materials and the specific situation of students. First, "reading, thinking, discussing, guiding" combined method of reading teaching can not be limited to ready-made materials, so that the amount of students will be too little reading, reading is too narrow, the student's field of vision can not be put. But teachers can use the ready-made materials to teach students to read, so that students can use the classroom to learn the reading method to extend to outside the classroom. In general reading text teaching, should strive to students as the main body, the teacher as the lead, according to let students "read", "think", "discuss", and finally by the teacher "Points to guide" reading teaching methods for teaching. That is, let the students first read the text "read a", in this part of the students can find problems, to achieve an overall perception of the text to express a general meaning of what; and then let the students "think about" the author of the content of the purpose of writing these things; and then "Discuss", not only to find the answers to the above questions, but also "discuss" which questions or which sentences, paragraphs, characters, links you are interested in, and what are the reasons for your interest? Finally, the teacher for the problems in the classroom to point out, guide, so that students can not only solve the problems in the text, and have a clear reading ideas, mastering this reading method, students will feel much easier to understand the reading of the text. Previously, the kind of teacher full of lectures, full of questions injected into the teaching method requires 5 hours to solve the problem, now only 1 hour students can easily manage. This students will naturally feel the lack of reading, so their reading content will be expanded from the classroom to outside the classroom, they need to read from extracurricular books to obtain reading knowledge, to draw a wealth of reading nutrients. For more than 10 years, we have organized students to set up "book corners", so that students can expand their reading scope from the classroom to the extracurricular, and from textbooks to book corners, school reading rooms, libraries, bookstores and even on-line reading, etc. I especially encourage students to read more through various means. I especially encourage students to read, watch and think more through various ways. For example, after learning the fairy tale Seven Diamonds, students took the initiative to find many fairy tales to read. The Big Bad Wolf, Andersen's Fairy Tales, Grimm's Fairy Tales and many other fairy tales and story collections have been circulated among students. Years of teaching practice shows that this teaching method not only expands the students' reading, but also greatly broaden the students' horizons, more welcome is to make the students' reading ability to get a substantial improvement. Second, "read, write" combined method of reading to write is the further improvement of students' reading ability and sublimation. Here said write, not that write write words, write write the text, but from the view of the large language teaching to consider. From the lower grades of reading teaching in writing sentences, to the middle grades of writing fragments, and then to the upper grades of the characters, animals, activities, events, etc. to write specific, this is not a day's work, the need for language teachers to patiently and consistently teach students to read methods, to cultivate them to develop the habit of diligently hands-on, diligently practicing writing, and gradually cultivate their interest in writing. Interest is the best teacher, with interest, students will actively participate in learning. Therefore, the stimulation of interest is the key to classroom teaching. This requires teachers to study the textbook carefully, take the textbook as a breakthrough, find the gathering point, capture the opportunity, according to the characteristics of the students, change the angle flexibly, create rich teaching scenarios and introduce students into the scenarios, so as to make the students interested in learning, develop a desire for knowledge, and attract the students to take the initiative to explore the extension. For example, in teaching the fifth book of the Humanistic Version of the language, "Gray Sparrow" class, first let the students preview the text, find out the favorite sentences or passages, and explain the reasons for liking. Many students found the sentences describing the appearance and activities of the gray finches, "Two breasts were pink, and one breast was deep red. They were very endearing as they hopped back and forth between the branches of the trees, singing softly." When I asked them to explain what they liked about them, they scrambled away. Some students said, "Not only did the author use good words, but he also made detailed observations." Some students said, "The author's observations were focused on the color of the breasts." Another student went on to say, "I think the author likes the gray finch too much, and he writes about it as if it were a person." The most interesting thing is the speech of Wang Yiran, who said, "Teacher, I think the words 'euphonious' in euphonious singing and 'provoke' in provoking people's favor are used very appropriately and vividly. Euphemism not only writes about the sound of the gray finch singing, but also leads us to visualize the movements of the gray finch when it sings. Not only does it stretch its neck and lift its head, but it may also be twisting its wings and head in a very coordinated way in order to make a euphonious sound. The word 'messing with' is after writing about the appearance and singing you want to dislike it are not possible ...... "Then, for example, before teaching the lesson of "Beautiful Little Xing'anling", the teacher first arranged the students to observe the scenery in their hometown, so that the students made it clear that the author According to the order of the four seasons describes the beautiful scenery of Xiaoxing'anling, expresses the author's love and praise of Xiaoxing'anling. This allows students to use the method learned in the text, in a certain order to write a hometown scenery. Written by the hometown of the river, hometown of the willow tree, hometown of the orchard, etc., they not only write the characteristics of the scenery, and the order of writing is also very clear, expressing their sincere feelings. This persistent teaching, so that the students to do reading and writing, lessons have practiced. Over time, the teacher does not set up their own material, capture information, the students' reading ability and writing ability will rise steadily. Second, accumulate words. Third, focus on the development of reading ability. Fourth, improve the development of students' writing ability.