How to build an efficient classroom in elementary school language teaching

Language is a basic course, is an important foundation for the study of other subjects. Therefore, teachers should take into full consideration the students' personality traits, interests, cognitive level and comprehension ability, and formulate a reasonable teaching plan to stimulate the students' interest in language learning, mobilize the students to actively participate in the language learning classroom, and lay the foundation for the students' future development. To this end, teachers should be based on the understanding of the problems of elementary school language teaching, and actively take measures to improve the quality of elementary school language education.

Primary school language classroom quality measures I. Problems in elementary school language teaching

1. Favored to explain theoretical knowledge

In the traditional elementary school language teaching, teachers have been using the traditional narrative-based "indoctrination" teaching methods, the application of a single "A chalk, a blackboard" teaching method, often the teacher on the podium hard teaching, students are in a passive listening position. This teaching method violates the lively and active nature of primary school students, and it is difficult to stimulate students' interest in language learning. In addition, the teacher pays one-sided attention to the inculcation of theoretical knowledge and neglects the students' understanding of knowledge, which hinders the cultivation of students' thinking ability and makes the classroom atmosphere very dull. In the long run, students will gradually lose interest in learning language knowledge.

2. The classroom design is unreasonable

Teachers need to design a scientific and reasonable teaching program before explaining the relevant content, and adopt teaching content and methods that are conducive to stimulating students' interest, so as to ensure that the teaching objectives are realized. However, due to the limitations of the teachers' own knowledge, they are unable to design a teaching plan that meets the actual needs of the students and mobilizes the students to actively participate in the classroom. This