What measures have been taken to teach Chinese in primary schools?

Chinese teaching for primary school students has its own teaching principles, which is the law for Chinese teachers to teach Chinese. The following are the measures I have taken in Chinese teaching methods in primary schools. Welcome to read and share for reference, I hope it will help you.

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Chinese teaching methods in primary schools

First, the combination of reading and writing teaching methods

Reading and writing more is very important in Chinese teaching in primary schools. This is a step to remove reading obstacles and the most basic step to learn Chinese. When you read and write for the first time, you can learn by yourself or in groups. You can read first and then read, you can read first and then read, and you can also read while reading. But one thing is certain, that is, we must pay attention to cultivating students' learning ability. In today's literacy teaching, students should not be satisfied with saying the font structure, reading from the book, or making up a few words, but should give full play to the ideographic function of Chinese characters, give full play to students' thinking, imagination and description abilities, memorize each word in the most scientific way, write every word carefully, and insist on writing reading notes and feeling after reading.

After long-term training, students will be active in thinking and strong in expression. To read, we must first teach students to read texts and new words. Reading is not satisfied with students' understanding of the text, but enables them to read repeatedly and attentively, to read their own problems and to read their own experiences. When you encounter unfamiliar words in the reading process, you should always use dictionaries, dictionaries and other reference books. Only the richer the vocabulary, can students write beautiful articles with ease when expressing themselves.

Second, the role exchange teaching method

Role exchange teaching method refers to exchanging the roles of teachers and students in appropriate classes, so that students can teach themselves as teachers. The traditional injection teaching seriously imprisons students' thinking and hinders the cultivation of students' innovative spirit. The role exchange teaching method of teachers' "teaching" and students' "learning" is beneficial to improve students' learning enthusiasm and creative thinking. Let students teach students by themselves, so that students can better understand which part of knowledge is difficult for students to understand, and know more clearly what kind of teaching methods can make students better understand and accept.

Third, the interest teaching method

Interest is the best teacher. Only by stimulating students' interest can learning get twice the result with half the effort. Interest teaching can quickly stimulate and improve students' learning enthusiasm, and only by mobilizing students' learning enthusiasm can the efficiency and quality of teaching be improved. Telling students more stories about the language, materials and experience accumulated by Chinese and foreign writers in ancient and modern times can stimulate their interest. For students, it is mainly to stimulate curiosity and thirst for knowledge, exercise image thinking and abstract thinking, enhance observation ability, questioning ability, judgment ability and reasoning ability, guide students to discover knowledge and carry out creative Chinese learning activities.

Fourthly, situational teaching method.

Situational teaching can stimulate students' enthusiasm to actively participate in classroom teaching. In the teaching process, rich teaching situations should be created to stimulate students' learning motivation. Teachers create scenarios according to the content of the article, so that students can feel, remember and taste the language in an immersive way through performances, demonstrations and other activities, so that the setting of scenarios and language training can be organically combined and integrated, and the purpose of "entertaining, not enjoying" can be achieved.

Fifth, the choice of Chinese teaching methods in primary schools.

1, to meet the needs of Chinese subject characteristics and teaching purposes.

Chinese is an instrumental subject focusing on language education and speech training, aiming at cultivating students' listening, speaking, reading and writing abilities. The reason why Chinese is different is that it indirectly permeates moral education into the teaching process, arouses students' buzz with beautiful language, sincere feelings and fascinating stories, thus playing a subtle role in edifying and infecting people. In order to reflect the nature and characteristics of Chinese subject, the method of combining reading and writing and situational teaching method should be adopted appropriately in teaching. In addition, every class of Chinese teaching in primary schools should reflect general and specific teaching requirements, and appropriate teaching methods must be adopted. If it is divorced from the teaching requirements, the teaching method will lose the pertinence of service.

2. It should be suitable for students' physical and mental characteristics and quality development.

The physical development and psychological development process of primary school students are the factors we should consider when choosing teaching methods. If intermediate and senior students have a certain understanding ability and life experience, role exchange teaching method can be adopted to give full play to students' main role. In addition, the choice of teaching methods should be conducive to the development of students' literacy in all aspects. We should aim at acquiring knowledge, cultivating ability, developing intelligence and developing students, and optimize classroom teaching so that students can enjoy and learn.

3, to consider the level of teachers and professional knowledge.

The choice of teaching methods depends on the teacher's education and teaching level. Generally speaking, teachers often like to use teaching methods that are easy for students to accept. The more teachers know about teaching methods, the more they can find out the most suitable methods for specific teaching situations. The choice of teaching methods also depends on the teacher's personality, which allows him to focus on some methods. For example, Li Jilin's situational teaching method and Ding Youkuan's reading and writing teaching method.

Chinese teaching measures in primary schools

First, create a situation for students to enjoy learning.

Only when students are interested can they have a strong thirst for knowledge and take the initiative to learn. In Chinese classroom teaching, I strive to make students lively and interested in learning, thus improving students' Chinese literacy. For example, in the teaching of "ornithology art", I carefully made pictures of various birds before class. When introducing the new lesson, I told the students by story introduction that the teacher invited a group of lovely bird friends to their side today, and then showed them pictures and posted them on the blackboard. The students were immediately attracted and their interest in learning was stimulated. On this basis, the theme is revealed. This kind of teaching will make it easier for students to enter China and expand their imagination. Compared with simple narration, it can stimulate students' spirituality and open the door for students to learn.

Second, mobilize students to fully display themselves

Teachers skillfully set questions in class, guide students to actively participate in classroom teaching, inspire students' thinking, and students acquire knowledge through their own activities. For example, in the teaching of "the art of ornithology", after revealing the topic, I let the students ask questions around the topic first, and then let the students teach themselves the text with questions, draw the answers to the questions as a straight line, and mark the places they don't understand with question marks. Self-study requires students to think and do while reading. Training students' hands, words and brains in this way can encourage them to give full play to their wisdom and ability, master knowledge and form skills in autonomous learning.

Third, let students learn through interaction.

In Chinese teaching, teachers should make the best use of the situation, let students fully think about problems, express different opinions according to existing experience and knowledge accumulation, debate different issues and enliven the classroom atmosphere. For example, when teaching the article "The Art of Bird Learning", I asked the students, "What did you understand after learning this story?" Most students replied that only by studying patiently, modestly and seriously can they learn the true skills.

But a student gave a different answer. He said that some birds didn't learn to nest because the Phoenix teaching method was not good. His answer stirred up a thousand waves, and the students discussed it enthusiastically and listed some good teaching methods. Finally, I made a comprehensive summary on the basis of students' discussion, so that they could have a more correct understanding of the meaning of the text. In this way, students' enthusiasm for independent thinking is protected and their personality is fully displayed in the classroom.

Fourth, carry out various forms of reading aloud to make classroom teaching "live"

At present, there are many problems in Chinese reading teaching, mainly as follows: the analysis is empty and complicated; Make a good whole (text) fragmented; There are too many unnecessary questions, which makes the time spent on questions and answers limited. There are many useless blackboard books, and the teacher wrote a big board on the blackboard. The students are busy taking notes, and the teacher doesn't listen at all, so there is less time to concentrate on reading. Therefore, students are gradually unfamiliar with the written language, unable to master and use it flexibly to express their feelings. As time goes on, students have many difficulties in reading and writing. In order to overcome this problem, reading teaching should be strengthened.

Chinese teaching strategies in primary schools

First, there is an open concept.

Under the new situation, teachers are no longer just imparting knowledge, nor are they supervisors and controllers of students, but promoters and helpers of students' development, developers and collaborators of curriculum resources, and designers of information resources. Teachers no longer bring knowledge to students, Kan Kan-style conversation and leading role, but bring students knowledge, so that students can acquire knowledge through autonomy, cooperation and inquiry, and feel the joy of success, thus realizing the * * * development of teachers and students. With the deepening of "people-oriented" thought, the past practice of pursuing students' orderly development will be out of date, and students' individual differences will be regarded as a teaching resource. It will become the mainstream of teaching to implement different education for different students and realize different development, so as to realize the all-round development of all students. Therefore, teachers must change their ideas and provide different services for students' learning, so that teachers, teaching materials and classroom teaching can adapt to students' learning and development.

Teachers are the creators of problem situations in the teaching process. A good problem situation can stimulate students' strong problem consciousness and inquiry motivation and stimulate students' positive thinking.

Second, study the text.

The most important teaching resource of the new curriculum is Chinese textbooks. Teachers themselves should thoroughly understand the text, understand the writing intention, teaching objectives and teaching priorities, otherwise it will be difficult to rely on the text, thus improving students' Chinese literacy. To improve classroom teaching, teachers should first learn and understand the text, clarify the teaching objectives, determine the teaching focus, tap the training elements, and choose teaching methods that are in line with the teaching materials and students' reality. If the text is rarely read aloud in class and the content of the textbook is not very clear, such classroom teaching is naturally impossible to succeed. Because the' instrumentality' and' humanity' of Chinese are embodied and implemented in language; Once the language leaves the written language,' tools' are just empty talk, and' humanities' are just nonsense, which can only be a worthless castle.

I have been teaching Chinese for many years, but every time I teach a new text, I always do this: read the text first, number each natural paragraph, draw difficult words, look them up in the dictionary for explanation, and understand them in context. If you understand it in the context, mark it aside. In order to understand words by looking them up in the dictionary, I first look them up in the dictionary and write the meaning beside them. In order to get rid of reading obstacles, I always read the text aloud or silently several times, find some sentences that are difficult to grasp or understand, mark them in time, write them into the lesson plan when preparing lessons, and give guidance in class.

In addition, I always mark the structural analysis of the article in the textbook and write the meaning of each paragraph well. The meaning of the key words is written on one side for reference in class. I didn't start writing the lesson plan until I mastered the content of the text, the key points and difficulties of teaching. In class, I can teach without looking at the lesson plan.

It is difficult for me to have a general standard to measure how an article should be written. For students with different teachers' personalities and levels, teachers may spend a lot of time and energy to improve their knowledge and skills. This is very important.

Third, create a situation to stimulate interest

In the teaching process, teachers should provide students with the opportunity to explore independently, so that they can be in the situation of exploring problems and actively explore new knowledge. Otherwise, it's meaningless to say anything. As a teacher, you should first put cultivating students' interest in Chinese in the first place when teaching Chinese. It is more important to cultivate students' interest in Chinese than to impart knowledge to them. However, how to cultivate students' interest in Chinese is a very difficult problem. According to years of teaching experience, I think teachers are good at creating situations in class, and using the created situations to ask questions can often concentrate students' attention. Being good at using this method can really stimulate students' interest.

Fourth, develop intelligence.

Junior students are particularly interested in new things. If students are interested, they will give full play to their great initiative, think more about some problems and develop their intelligence in the process. Therefore, I often use drawing and writing, imitating performances and asking questions in junior high school classroom teaching.

When I teach a story, I first put music to a poem and then show a slide show. By guiding students to see a poetic picture, I can inspire students to expand their imagination and experience the beauty of ancient poetry in the artistic conception. Then, according to the characteristics that students like painting, and on the basis of students' general understanding of poetry, I will paint with music and let them introduce their own paintings. In this way, students will unconsciously enter the artistic conception of poetry, enjoy beauty, understand poetry and cultivate their studies.

Chinese teaching methods in primary schools

First, strengthen the interactive dialogue between teachers and students to arouse students' enthusiasm.

As a Chinese teacher, we should know when to use witty teaching methods to inspire students' thinking, expand students' imagination and let students really fly. At the same time, we should also know when to turn ourselves into students' friends and explore with them in the interactive dialogue. For example, when teaching foxes and crows, if the teaching is carried out according to the general procedures, the students' emotions can only be general and not particularly high. If a student proposes to read the article in different roles, the teacher should immediately change the teaching idea and let the students play the fox and crow respectively. In the colorful reading of the students, all the students are integrated into the text situation, lamenting the stupidity of the crow and the cunning of the fox.

At this time, perhaps the teacher thinks that the ideal teaching effect has been achieved and the basic teaching goal has been achieved, but a student's voice once again ignited the teacher's inspiration: "Teacher, I don't think crow is a good mother. It has found meat, but it has not been given to its children immediately, but put it in its mouth, so it must not be a good mother. " There is no doubt that the teacher is surprised at the students' voices. I didn't expect my classmates to think so far, so I can follow them and organize a debate among my classmates about whether crows are good mothers or not. At this time, students' enthusiasm is high and their thinking is like a runaway horse.

Some say crows don't "respect the old and love the young"; Some people say that the crow may be tired and want to have a rest first. Some people say that the crow's child may be asleep; Some examples give examples of their mothers loving themselves; Some people think that crows want to show off; Others say there is nothing wrong with the fox. If they don't eat meat, they may starve to death. At this time, some students put forward the opposite opinion, thinking that no matter how hungry the fox is, it can't cheat others of the fruits of their labor. This behavior is wrong. Through this lesson, we find that students' imagination is infinite and their way of thinking is quite creative, which depends on how teachers guide and expand.

Second, the establishment of a harmonious relationship between teachers and students

Sometimes students learn a course because of the teacher, which is the reason of "emotion". Harmonious teacher-student relationship is extremely important in the teaching process. Without emotional level, people's spiritual world can't be cast. Teaching is not only the relationship between teaching and learning, but also the process of ideological and emotional exchange between teachers and students. What the teacher says and does always affects the students. Therefore, teachers should be strict with their words and deeds in class, set an example for students. Teachers should convey emotional information of kindness, encouragement, trust and respect to students through their words and deeds and expressions, so that students are not afraid of making mistakes and dare to question.

1, teaching students in accordance with their aptitude. According to the actual situation of students and the differences of non-intellectual factors, we should encourage them in a targeted way and give guidance at different levels, especially for students with learning difficulties, and give more praise.

2. Care and encouragement. Caring for students will stimulate students' learning motivation; Encourage students to inspire their confidence in learning. Therefore, teachers should constantly praise and motivate students, especially those with unsatisfactory grades, affirm what they have done well, discover their bright spots in time and increase their confidence.

Third, the use of teaching methods

The so-called Chinese teaching method is to change the roles of students and teachers in the classroom and let students act as teachers to teach other students. Of course, this teaching method is still difficult compared with other teaching methods. Therefore, when choosing a theme, we should try our best to choose one that is less difficult and less theoretical, which can be a small scene in the text or an exercise after class. The advantages of Chinese test teaching method in primary schools are as follows.

1. Let students change from "taught" to "taught" through role transformation. This improved learning method can not only deepen students' understanding of knowledge, but also improve students' autonomous learning ability and stimulate their enthusiasm for exploring knowledge.

2. Trying teaching method can improve the ideological exchange and emotional exchange between teachers and students. Because this teaching mode requires teachers to give students proper guidance, it virtually promotes the connection between teachers and students, and in the process of trial teaching, teachers also enjoy the identity of "students", so that the equal relationship is closer to students and it is easier to get the trust and recognition of students.

3. The application of trial teaching method is helpful to improve students' psychological quality and comprehensive practical ability. In the process of trial teaching, students should learn how to arrange materials and prepare lessons, and also learn how to organize teaching in their own way. By training students' various skills, we can improve their comprehensive practical ability. On the other hand, through teaching practice, let them enter the role of teachers earlier, overcome their timidity and enhance their adaptability, so as to realize the pain and joy of teachers.

Fourth, set up a variety of teaching methods according to the text.

1, the introduction of text background teaching, so that students can better understand what the teacher said on the premise of understanding the text background. Such a text is suitable for teaching stories of great men and scientists. The story of a great man should explain to students the great man's main deeds, his contribution to our country and his role in our history. The story of a scientist should explain the contribution of this scientist in the field of science and what progress these scientific contributions have brought to mankind. In this way, students can not only learn more, but also understand the text and what the teacher said more deeply.

2. Use modern technology for slide teaching. The words in slide show teaching are suitable for beautiful scenery, and beautiful words are words, such as ancient poems. Using slide teaching, the text is matched with beautiful pictures or animations, so that students can better understand the poetry and feelings in the painting. Not only can students better understand the text, but also bring them beautiful enjoyment, cultivate their aesthetic taste, cultivate their sentiment and establish a correct outlook on life and aesthetics.

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