What are the construction methods of primary school Chinese?

Classroom teaching structure is closely related to classroom teaching efficiency. Under the guidance of innovative educational ideas, teachers should learn advanced teaching models and change the traditional teaching structure. What are the methods of Chinese structure in primary schools? Today I will share some with you, hoping to help you!

1 What are the construction methods of primary school Chinese?

First, the reading-oriented classroom structure.

This classroom teaching structure is based on reading. Teachers are required to focus on guiding students to read, so that students can have fun in reading, thus achieving the purpose of Chinese teaching. For example, we teach the text "Enlightenment of Dripping Water Wears the Stone" (the first volume of the fifth grade textbook of Jiangsu Education Publishing House), and the author reveals the enlightenment of "Dropping Water Wears the Stone" by combining narration and discussion. When teaching, we can adopt a teaching structure based on reading. First, show the strange stone picture of "dripping water wears away the stone" to arouse students' reverie, stimulate interest and form reading expectation.

On this basis, guide students to read the text freely and softly with questions, and think while reading: What kind of strange stone is this? How is it formed? What do you mean by "dripping wears away the stone"? This is the first time to read, understand the main idea and clear your mind. Students establish their initial impression of the text through their overall feeling of the text. Next is the intensive reading sentence, which makes sense. On the basis of the initial reading, let students start with three key sentences in the text and experience the enlightenment of "dripping water wears away the stone" from both positive and negative aspects: "If we are single-minded, not half-hearted, we will definitely realize our beautiful ideals by perseverance and not giving up halfway." Then the teacher guides the students to grasp the key words and read them repeatedly with emotion, so that the enlightenment of dripping water wears away the stone can be integrated into the students' hearts and become their motto in life.

Second, the discussion-oriented classroom structure.

This kind of class is suitable for self-study, or it can be given at the last class of each class. Emphasis is placed on group discussion and cooperative inquiry. For example, when teaching the article "President Tao's Speech" (the first volume of the fifth grade textbook of Jiangsu Education Press), students can discuss and explore the fifth exercise after class. What four questions did President Tao talk to his classmates about? Why does he want everyone to ask these four questions every day? What are the meanings of these four questions to our students? Students can talk about their own views in close connection with reality and their own personal experiences. Students' discussion is to expand and deepen the content of the text. This discussion is helpful for students to understand the content of the speech and realize Tao Xingzhi's deep concern for the next generation. Students understand why they should ask "four questions every day" and consciously form a good habit of constantly encouraging and urging themselves.

Third, the problem-based classroom structure.

Learning begins with doubt and ends with thinking. The problem here is not only the teacher's questions in traditional classroom teaching, but also to guide students to ask questions and ask difficult questions. This kind of class encourages students to bring questions into the classroom, encourages students to ask questions in the classroom, takes students' questions as the center, and teachers are guided by doubts and teach around students' problems. In class, we can arrange the questions according to the priority and difficulty of the students. Students can help each other solve unimportant problems. For controversial issues, students can be guided to solve them through reading or group discussion since enlightenment on the basis of self-taught texts. Problem-based teaching should pay attention to the guiding role of teachers, fully cherish and respect students' problem consciousness, consciously cultivate students' ability to find, ask, analyze and solve problems, and urge students to think, analyze and master reading methods with problems.

Fourthly, the classroom structure based on oral communication.

This structure uses students to tell the content of the text to organize teaching, aiming at deepening students' understanding of the text and cultivating students' oral communication ability. For example, in teaching Prometheus Stealing Fire (the first volume of the textbook for the fourth grade of the Soviet Education Press), oral communication can be arranged as follows: (1) preview perception to pave the way for "speaking". The teacher first puts forward the preview requirements, and after the students preview, the teacher checks the preview situation again. (2) Use "speaking" instead of speaking to understand the text. According to the sequence of story development, the teacher divides the text into four sections in advance: "no fire", "stealing fire", "being punished" and "being saved" to guide students to communicate orally according to the story. In this way, the content of the text speaks for itself.

(3) Retell the story. After students have a complete understanding of the text, teachers put forward higher requirements, but students should be encouraged to use the language of the text as much as possible, practice speaking at the same table first, and then repeat it in class and tell it to parents as homework after class. (4) Continue the story to lay the foundation for writing. According to the requirements of the fifth exercise after class, imagine that people are ecstatic after getting the fire. Guide students to contact people's hard life before they get the fire, and then imagine people's ecstasy by describing their mood, language and how to celebrate after they get the fire. Let students edit and speak freely according to their own feelings. Students will naturally be interested and their imagination will be further expanded.

Fifth, the writing-centered classroom structure.

In Chinese teaching, students should not only learn to accumulate writing materials from reading, but also guide them to learn writing knowledge and skills, such as beginning, ending, care and transition. More importantly, teachers should grasp the combination of reading and writing, and seize the opportunity to organize students to practice writing. For example, in the class of "The Cicada Peels" (the first volume of the fifth grade textbook of Jiangsu Education Press), let the students read the third to sixth paragraphs of the text carefully, and guide the students to pay attention to how the author describes the whole process of the Cicada Peels.

The author wrote the process of the golden cicada's shelling very carefully and strangely. Before shelling, the cicada climbed up the tree, found a crack in the bark, and stood still ready to shell. When molting, all parts of the insect cicada's body come out one by one, and the order is back → head → feet → tail, and the whole movement is naturally coordinated. The biggest change after shelling is the wings and color. This expression is convenient for students to migrate and use. Students can observe a small animal carefully in their spare time, focusing on its movements, imitating the writing of this lesson and writing an observation diary. This kind of training can arouse the enthusiasm of students' thinking, cultivate their observation habits and imagination, promote students to master the writing methods and skills they have learned, and gradually realize the leap from imitation to creation.

2 What are the construction methods of primary school Chinese?

First, the goal of optimizing the structure of Chinese classroom teaching in primary schools

The goal is the baton of teaching. Only when the goal is optimized can the teaching be optimized. Therefore, we should first make clear the objectives and requirements of optimizing Chinese classroom teaching structure in the new period. First, the teaching process should constantly stimulate students' thirst for knowledge, so that different types of students can have a strong interest in learning, which is the "keynote" of the structure. Secondly, the teaching concept will become an all-round, multi-faceted, three-dimensional and comprehensive new talent training concept.

In teaching, students must be guided to develop, analyze and summarize in their attempts, which is the "support" of the structure. Thirdly, in order to promote the early development of students' talents, classroom teaching should be brought into the track of talent development, and the laws of determination, diligence, development and creation should be followed to form a teaching level and a teaching slope, which is the "skeleton" of the structure. Fourth, students have equal rights to freely discuss, express their opinions and debate in and out of class. In classroom teaching, we should pay attention to timely feedback and form multi-directional communication between teachers and students, which is a structural "network". Fifth, we should guide students to master scientific learning methods and develop good study habits, which is the "hub" of the structure.

Second, classroom teaching should create situations to stimulate interest.

The application of modern information technology in Chinese classroom teaching can make the teaching process present a beautiful scene, lively and lively, which can not only provide students with cognitive materials, but also inspire students to analyze, synthesize and summarize the appearances in learning difficulties, so as to develop their thinking in depth, inject new vitality into the classroom and stimulate students' interest. For example, when teaching "Little Match Girl", the teacher made courseware according to the plot of "living on the street, lighting matches several times to have fantasies and freezing to death in the street", and showed it to students in class to stimulate their interest in learning and create a good atmosphere for active learning, so that teachers and students seemed to be there.

In this way, students' interest in learning is greatly stimulated by using sounds and graphics to create classroom situations instead of boring dictation. Another example is: when teaching "Remember Jinhua Shuanglong Cave", teachers use multimedia information technology to design teaching and organize teaching with divergent thinking, so that students can learn what they feel deeply first according to the teaching courseware, which breaks the traditional teaching method of explaining in the order of text paragraphs and achieves novel and original design. Through audio-visual education, we can feel the characteristics of multimedia teaching, stimulate learning enthusiasm, advocate democratic and free learning methods, cultivate students' autonomous learning ability to find and solve problems, and improve classroom efficiency.

Third, teaching practice, do a good job in Chinese classroom teaching design

Teaching practice shows that Chinese classroom teaching design should do the following: first, it should highlight Chinese, especially the new Chinese curriculum emphasizes the implementation of new ideas and requirements, and guide students to change their independent, cooperative, inquiry and acceptance learning methods with the change of teachers' teaching behavior, so as to develop students' Chinese literacy; Second, we should highlight the characteristics of the classroom, so that we can gain or gain more from one lesson, and update or update one lesson, so that students can master Chinese knowledge in the classroom, develop their Chinese ability in the classroom, use Chinese methods in the classroom, and subtly affect their feelings, attitudes and values in the classroom. The third is a complete teaching design, which should include five contents: ① teaching material analysis. Generally, it includes the source, content and editor's intention of Chinese teaching topics.

② Design concept. Highlight the new concepts, new knowledge, new technologies and new methods used in Chinese teaching in this course. ③ Design ideas. It mainly refers to the Chinese teaching intention and macro teaching process structure of this course. ④ Teaching process. It refers to the three-dimensional structure of Chinese teaching classroom activities such as innovative Chinese teaching methods, distinctive Chinese content plates, thematic Chinese problem series, directional action goals and concise design instructions. This part should generally be written in detail. ⑤ Reflection after class. Effect feedback, gain and loss attribution analysis, improvement measures and understanding of teaching in Chinese teaching design. As long as we design the teaching plan of the new Chinese course according to the above rules, we will certainly let students learn something.

Four, in-depth study of teaching materials, do a good job in classroom teaching.

Deeply study the connotation of teaching materials and do a good job in classroom teaching. First of all, we should fully tap the emotional factors of the text, create an emotional atmosphere and stimulate the interest in learning Chinese. It can create a relaxed, democratic, equal, vivid and interactive "explicit learning environment", give students enough time and space, pay attention to the inner psychological habituation environment that students like to learn, are willing to learn and believe that they can learn well, and truly become students' learning partners, encouragers and appreciators. Second, we should deepen our understanding of the text and cultivate our perceptual ability.

In teaching, we should guide students to explore the author's emotional experience in the process of learning Chinese, deepen their understanding of the text, capture the author's feelings and significance in the works, and produce emotional voices with the author. ① Teachers should fully understand the author's emotions and his passion for cooperation when delving into textbooks. ② In the teaching process, teachers should infect and stimulate students' emotions with full teaching passion, so that the emotions of students, teachers and authors can be integrated. (3) Further study how to make the audio-visual media interact and integrate with Chinese teaching better, so as to achieve the purpose of rational use of audio-visual media and optimization of Chinese classroom teaching. Third, we should cultivate good psychological quality and sound personality. Personality makes people become real people, and shaping students' sound personality is the core goal of education.

What are the construction methods of primary school Chinese?

First, build a people-oriented classroom and optimize classroom teaching activities.

The new curriculum standard requires that in teaching, teachers should put students in the main position of learning, guide students to carry out independent inquiry learning, and pay attention to developing students' Chinese thinking and learning ability. Therefore, in teaching, teachers should change the indoctrination teaching method in traditional teaching, build a people-oriented teaching classroom, give full play to students' learning initiative, and let them explore the content of the text, understand the author's writing intention and deepen their understanding of the content of the text under the guidance of curiosity. In teaching, teachers should design teaching according to students' age, characteristics and interests, stimulate students' initiative to participate in classroom teaching activities, let students learn to learn and master effective learning methods under the guidance of teachers, and promote the development of Chinese thinking through exploration and thinking. When creating interesting teaching hours, teachers should optimize teaching activities according to the content of teaching materials, use interesting teaching links to improve students' thirst for knowledge, make students have the awareness of active learning, deepen their experience by carefully reading the text content, and effectively solve the problems encountered in learning. When designing teaching activities, teachers should do the following work:

1. Considering the effectiveness of teaching activities, teachers should pay attention to the realization of activities when creating teaching activities, that is, what knowledge students can acquire, what abilities they have and whether they can achieve teaching goals through inquiry learning. Therefore, in teaching design, teachers need to deeply understand students' Chinese ability and knowledge, and carry out teaching design according to students' reality, so that classroom teaching can stimulate students' curiosity and let them actively explore knowledge.

For example, in teaching lead-in, teachers should not only pay attention to the creation of teaching atmosphere, but also consider whether the lead-in can stimulate students' desire to continue to explore deeply, so that they can actively learn and master new knowledge efficiently under the guidance of the lead-in link. For example, when organizing students to discuss and study in groups, teachers should pay attention to whether students' cooperative inquiry learning can achieve practical results and guide students to explore deeply, so as to grasp the essence of knowledge. In order to make teaching activities fruitful, teachers need to deeply understand the requirements of new curriculum standards and get rid of the influence of formalism, so that classroom teaching activities can really develop students' Chinese thinking and improve their comprehensive Chinese ability.

2. Pay attention to the development of all students. In the process of quality education, Chinese teaching is for all students. When creating teaching activities, teachers should not only pay attention to the students who study well, but also aim at all students to stimulate their interest in learning, so that they can actively participate in teaching activities and achieve efficient teaching results. In classroom teaching, teachers should put students in the main position of learning, pay attention to each student's growth and progress, use body movements and language to encourage and praise, make students interested in learning Chinese knowledge with the encouragement of teachers, actively explore and think, and make classroom teaching complete teaching tasks smoothly and efficiently in an active atmosphere.

3. Creating a complete teaching activity In classroom teaching, teachers often pay attention to the teaching of key contents and ignore the practical links, so that students can't strengthen their knowledge through related Chinese topics. Therefore, when creating teaching activities, teachers should not only pay attention to the lead-in link and teaching link, but also pay attention to the teaching practice link, so that students can deepen their understanding of knowledge through complete teaching activities and promote the improvement of Chinese comprehensive quality.

Second, strengthen teacher-student interaction and attach importance to students' reading and writing training.

In primary school Chinese teaching, in order to improve students' comprehensive Chinese quality, teachers should not only let students master the basic knowledge required by the syllabus, but also pay attention to cultivating students' reading comprehension and writing ability. In reading teaching, teachers should guide students to read aloud with emotion, and experience the profound meaning of the text and the author's emotion through reading, so as to deepen the understanding of the article. When reading, teachers should guide students in terms of intonation, tone and speaking speed, so that students can deepen their understanding of the text in reading.

In Chinese teaching, teachers should train students in writing, so that students can write their own opinions on important contents, fill in the blank of the text, and also let students rewrite or continue to write the ending. In diversified writing training, students can not only master the content of the text deeply, but also learn to write and write innovative compositions. Through the combination of reading and writing, Chinese classroom can get rid of the boring teaching methods in traditional teaching and provide students with a broader learning space. In reading and writing training, teachers should guide and inspire students, so that students can acquire more Chinese skills in the limited exploration time, greatly improve the efficiency of classroom teaching and successfully complete the teaching objectives.

Third, pay attention to classroom practice and consolidate the learning effect.

After teaching, teachers should pay attention to the stage of classroom practice. The main purpose of the exercise is to consolidate students' learning achievements, so that they can speed up the internalization of knowledge through application and improve their ability to use knowledge. When doing classroom exercises, teachers should arrange exercise topics in different levels according to students' learning ability and Chinese knowledge level. For students with good academic performance, arrange some expandable topics, so that they can dig deep into teaching materials on the basis of mastering the content of the text and develop their innovative thinking ability in Chinese; For students with moderate academic performance, arrange some topics closely related to the content of the textbook. By solving these topics, let them deeply understand the content of the text and promote the development of their Chinese thinking; For students with poor learning ability, teachers should pay more attention to them and give them more exercises on basic knowledge topics, so that they can make continuous progress in their studies and have a strong interest in learning.

What are the construction methods of primary school Chinese?

1, Basic Chinese Classroom Teaching in Primary Schools

The so-called basic classroom teaching is our Chinese class in the general sense. It is the core and foundation of the expansion and extension of all Chinese courses and the key for students to learn Chinese courses well. At the same time, this basic classroom teaching also provides the necessary premise for the expansion and innovation of students' Chinese learning and lays the foundation and foreshadowing for creating a good classroom teaching atmosphere. With the advancement of the new curriculum reform, we should make full use of this advantage to improve our classroom teaching, be brave in innovation, enrich teaching content, flexibly use various teaching methods to assist teaching, change the traditional single teaching mode in the past, and improve the effectiveness and quality of classroom teaching while stimulating students' interest in learning as much as possible. In addition, primary school Chinese basic classroom teaching must attach importance to the consolidation of students' "double basics", and the words and sentences in Chinese class are inseparable. Teachers must use them flexibly, demonstrate appropriately, let students enjoy learning, and vigorously cultivate students' awareness and ability of independent learning and teamwork. While mastering the basic knowledge, students can effectively improve their comprehensive application ability of listening, speaking, reading and writing.

2. Classroom teaching of Chinese reading and writing in primary schools.

For primary school students, it is particularly important to have good reading habits and basic writing skills. In students' Chinese classroom learning, teachers should set up Chinese reading and writing courses specifically aimed at cultivating students' ability, so that students can form good Chinese reading and writing habits, which is of great benefit to improving the comprehensive quality of Chinese learning. In today's situation, the reading of chapters in basic textbooks is far from meeting the needs of students. Teachers must choose some extracurricular reading materials to instill in students, and even let students collect some interesting books and reading materials themselves, and arrange some time for students to read and ask questions in time.

In addition, the school library is also a good way to read. Teachers should consciously organize students to read collectively, so that students can finish reading tasks regularly and quantitatively. As for the writing class, students can be trained to practice handwritten newspapers, or collectively appreciate the works of outstanding students, or organize some essay competitions, or let students develop the good habit of keeping a diary. These methods can effectively help students improve their reading and writing skills.

3. Appreciation of Chinese classroom teaching in primary schools

For primary school Chinese courses, it is far from enough to master the art of writing, but also to have certain appreciation and analysis ability. Behind words are often profound thoughts. Only by digging deep into the inner thoughts and feelings can we truly understand the author's thoughts and feelings. In the training process of Chinese appreciation class, teachers must firmly grasp the author's ideological core, guide students to discover, explore and experience, cultivate students' aesthetic consciousness and appreciation ability, let students see the world with a developing eye, improve their self-cultivation in the aesthetic process, experience the literary treasures of ancient and modern China and foreign countries, and promote the continuous improvement of ideological realm, so as to realize the real purpose of Chinese appreciation class teaching. The learning process of this course is more about students' self-perception, and the teacher plays the role of diverting students from other places, so that students can feel the great pleasure of Chinese learning.

4. Primary school Chinese practice classroom teaching.

The requirement of quality education emphasizes the coordination and unity of students' theoretical knowledge and practical ability. The same is true of Chinese classroom teaching in primary schools, and it is extremely important to attach importance to the practical significance of students' Chinese learning. This kind of classroom can help students get rid of the shackles of the classroom and seek the content they are interested in in in a wider world. It not only emancipates the mind, but also cultivates the ability, killing two birds with one stone. In the teaching process of this practical course, teachers can arrange for students to perform a film together, or hold a debate contest on a daily topic, or conduct some research and discussion on the theme of Chinese learning, or hold a speech contest on social hot topics, and so on. This kind of classroom highlights students' dominant position, adapts to the requirements of the new curriculum reform and improves students' comprehensive quality. It should be introduced into Chinese classroom teaching in primary schools.