How to build an efficient Chinese classroom teaching model in primary schools

Chinese is a basic course and an important foundation of other disciplines. Therefore, teachers should fully consider students' personality characteristics, hobbies, cognitive level and understanding ability, formulate a reasonable teaching plan, stimulate students' interest in learning Chinese, mobilize students to actively participate in Chinese learning classes, and lay a foundation for their future development. Therefore, teachers should take active measures to improve the quality of Chinese education in primary schools on the basis of understanding the existing problems in Chinese teaching in primary schools.

Measures for high-quality Chinese classes in primary schools 1. Problems existing in Chinese teaching in primary schools

1. Emphasis on theoretical knowledge.

In the traditional Chinese teaching in primary schools, teachers have always adopted the traditional "indoctrination" teaching method and applied a single "one piece of chalk, one piece of blackboard" teaching method. Teachers often work hard on the podium, while students are in a passive listening position. This kind of teaching method violates the lively nature of primary school students and is difficult to stimulate students' interest in learning Chinese. In addition, teachers pay one-sided attention to the instillation of theoretical knowledge while ignoring students' understanding of knowledge, which hinders the cultivation of students' thinking ability and makes the classroom atmosphere very boring. In the long run, students will gradually lose interest in learning Chinese knowledge.

2. The classroom design is unreasonable

Teachers need to design a scientific and reasonable teaching plan and adopt teaching contents and methods that are conducive to stimulating students' interest before explaining relevant contents, so as to ensure the realization of teaching objectives. However, due to the limitation of teachers' own knowledge level, teachers can't design teaching plans that meet the actual needs of students and can't mobilize students to actively participate in the classroom. this