Problems in teaching methods of elementary school language

Looking at the current language teaching, the reason why some of the lessons language flavor is not strong, lost the body of the language, the deeper reason is that these language teaching is biased towards the imitation of the teaching form, and the light of the text of the fine study. Teachers themselves are not enough understanding of the material, not deep enough, can not accurately grasp, how can the students to guide and lead it? Text learning has become a kind of shallow reading, fast-food reading, can not go deep into the text to experience the meaning, feel the charm of the language, there is no language flavor, can not feel the real humanities, and can not realize the effectiveness of language learning.

Bias, also includes the lack of attention to the "two basics", especially the lack of attention to the teaching of basic knowledge, resulting in the teaching of these basic teaching methods, such as the slightest explanation, lecture, and the acceptance of learning and independent, cooperative, inquiry in opposition. The revised draft of the new curriculum clearly states that "students' thinking should not be completely replaced by teachers' analysis". It shows that partial analysis is still necessary. Timely analysis and explanation can help students understand and master language knowledge and implement the "double foundation". The premise of consolidating the foundation of the students can be better to understand, appreciate, speculate, experience.

Second, false.

Language training is not implemented, not in place. Teachers do not model reading, not the board, diluted the role of the teacher's guidance. Void, also manifested in the classroom not key words and sentences, not to correct the students' wrong language, not to identify the meaning of words, not to identify the shape of the word. The recognition is not recognized, the writing is not written, the accumulation is not accumulated. Too much discussion away from the text, too little free recitation of catchy books. Detached from the text of the teaching, rambling, random play, collective discussion to replace the students' individual speech practice activities, but also said in the name of development and extension. More lessons, the text is not clear, it is stuffed into some extracurricular things. Due to the use of courseware can not do the right time, moderate and effective, although a time to bring up the students' interest in learning, but the real face of the text, the students instead of losing interest.

Thirdly, the noise.

Some classrooms seem to be lively on the surface, but the surface of the lively wonderful to cover up the education behind the emptiness of the lack of power. In the classroom, the crowd clamor, the same voice, no alternative voice, no unique perception, no pluralistic conclusion, no sparks due to the impact of thinking. The noise, on the contrary, the classroom is closed, the windows of the students' minds are closed, in such a classroom, students are missing me, missing personality, and even the smile is barely squeezed out, this situation is disturbing.

Fourth, miscellaneous.

Some of the class teachers are not in place, the focus is not prominent, the content of the arrangement is complicated, and the classroom materials and miscellaneous. Even some of them are not much to do with the text itself, the teacher also stuffed into the classroom, delayed the teaching time, and did not receive a good teaching effect.

Fifth, broken.

The text is a whole, some of the current class arbitrarily slaughter, branching, making the text fragmented. In teaching, to students with interest in reading a certain paragraph, is not interested in not read? Finally, not to return to the whole; some lessons out of context, out of the article as a whole, so that students understand a sentence in the text in isolation. Are students interested in one sentence and nothing else, and if they are not interested, they do not learn?