What are the methods and measures of elementary school language teaching

Classroom teaching is a bilateral activity between teachers and students, effective language classroom teaching to focus on the development of each student as the fundamental, teachers should build a platform for this, do a good job of paving the way, the following I bring you elementary school language teaching methods and measures for your reference.

Primary School Language Teaching Methods and Measures I

(a) take all measures that can be implemented to stimulate students' interest in reading

1. to speak to induce method. This method refers to the teacher to tell students some stories to arouse students' curiosity, so that students have the desire to read. Teachers can choose some fairy tales, some famous books and so on, with vivid language to students, so that students have an interest in reading books.

2. Modeling method. Teachers should read with students, write after reading, and so on. Play a role in modeling, to use their own reading situation to infect the students, so that they love to read.

3. Appreciation of the method of stimulation. Teachers should encourage students who love to read, to praise them more, so that they always keep the heat of reading. Usually, we should also organize more "reading star" selection activities, and give some rewards to the outstanding students, so as to enhance their interest in reading.

(2) to create a good reading environment and atmosphere

Primary school students are easily influenced by the surrounding environment, if the world around the book, then they will naturally pick up the book to read. Therefore, we teachers want students to create a good reading environment and atmosphere. We can dress up the classroom as a small library, so that students are immersed in the world of books; can be hung in the classroom to inspire students to read more quotes, so that the classroom is full of cultural atmosphere; but also can be set aside a few lessons each week time dedicated to let the students to read and so on.

Through this series of measures, students will be able to y impressed by the environment and atmosphere, and can take the initiative to read.

(C) Cultivate students' correct reading habits, so that they can learn the correct reading steps

Correct reading habits are very necessary for the development of students' reading ability, and students will subconsciously follow their own habits after forming habits. Students' reading steps should be divided into the following three points.

1. First, let the students read the article aloud and find out the words they don't know and the words they don't understand. And write these words on the board and teach the students how to read and explain them first. Then let them read the article silently, put a serial number before each paragraph, divide the paragraphs into segments, and draw the center sentence of each paragraph. After they finish reading, analyze the central idea of each paragraph with them.

2. Before analyzing the article, the teacher should tell the students about the background of the time, so that the students can make a general understanding of the meaning of some of the image words in the article. Afterwards, create the corresponding scene. Let them further immerse themselves in the situation, and then let the students ask their own questions to see what they do not understand, put forward for discussion together.

3. According to the problems raised by the students, let the students in the form of small groups to discuss, but also with the teacher to discuss, so that the students' minds open up some, can not confine them to think. For after-school problems are the same, teachers can guide students to think, but also to tell them the answer is not.

(D) to teach students the correct reading skills, so that students can experience the joy of reading

We should follow the principle of combining inside and outside the classroom, and let the students learn to read the order of the general application of the class, the first time to read the first feeling of the article indicates that the significance of the second reading and in-depth analysis of the article, the feeling of the author's implicit emotions, the third reading of the article commenting on writing techniques, writing purposes and so on. The third reading comments on the writing of the article, writing techniques, writing purpose and so on. Through this way of reading, students can also read on their own.

Reading not only broadens students' horizons and promotes the development of students' abilities, but also helps students to better carry out their future learning and life. Reading is the key point of language teaching, elementary school language teachers should take appropriate measures according to the actual situation of their own teaching to improve the effectiveness of elementary school language reading teaching and help students read correctly.

Primary School Language Teaching Methods and Measures II

1. Teaching objectives should be clear

In the teaching process, teachers must be student-oriented, according to the students' learning methods, learning habits, learning ability, comprehension, etc. to formulate scientific, systematic, and comprehensive teaching objectives, and reasonably allocate the classroom teaching time. The first step is to make sure that you have a good idea of what you're doing, and that you have a good idea of what you're doing.

Teachers and students should first establish a harmonious and cordial relationship, teachers should do the same, fair treatment of each student, not to the good or bad results of the division of the student class, so that students maintain a healthy learning mentality. For a certain knowledge point, the teacher should also list as many examples as possible, supplemented by other related knowledge, so that students learn not only to learn by example, but also learn to solve problems by analogy.

Teachers should also pay attention to the cultivation of students' comprehensive learning ability. The students' learning ability has a lifelong significance to the students, and their ability to think, express, summarize and so on are quite important to their future study and work. Therefore, teachers should continue to stimulate the potential of students and improve the efficiency of the classroom.

2. Methods of Rendering Classroom Atmosphere

2.1 Take students as the main body and give them a chance to learn freely. The most feared thing in language class is that the teacher alone takes up all the classroom time, and students can only listen carefully. If this goes on for a long time, students' learning efficiency will become lower and lower. Therefore, teachers should let students become the main body in the classroom. For students in the middle and upper grades of elementary school, they need more time for free learning.

Take the text "Flying to the Moon" as an example, in the teaching of this lesson, the teacher should leave more time for students. There are too many mysterious things on the moon, and elementary school students are also full of curiosity about the moon, teachers can take advantage of this to give students a chance to imagine freely, so that students can speak freely in the classroom. In the process of speaking, the teacher can take the lead and then let the whole class participate.

Teachers should encourage students to make bold guesses and imagine things on the moon, and let them speak their imaginations out loud in class. With this method, the whole classroom can be made to seem free and lively, and it can also develop students' imagination and expression[2].

2.2 Role experience to ignite students' passion. Role play is very attractive to students in the middle and upper grades of elementary school. Elementary school students have a stronger desire to perform, and the students' emotion for the text can be cultivated through the role performance, which can make the students grasp the rhythm of the language in the performance, so that the students will gradually have feelings for the text in the performance.

"The Cowherd and the Weaving Maiden" is a mythological love story that has been sung through the ages, and it is difficult for students to feel the beauty of such a story just by the teacher's explanation. Therefore, teachers can let students perform the story of the Cowherd and the Weaving Maiden in the classroom, and of course, students can also use their imagination to enrich the content of the story. For example, when the Cowherd and the Weaving Maiden meet on the Magpie Bridge after years of separation, teachers can let students simulate the relevant dialogues according to the context.

The author believes that with such a method, students can definitely feel the fun of language class, so that they will be more passionate in the future language class.

3. Interesting Teaching

In order to stimulate children's enthusiasm for learning, elementary school teachers must cultivate their interest in learning and desire for knowledge according to children's physiological and psychological characteristics. Therefore, in elementary school language teaching must pay attention to the fun. The kind of traditional teaching to impart knowledge-based teaching, can not cultivate the ability, naturally, no artistry can be said. Teaching is a kind of art, and art is most concerned about the proportion.

Also, the classroom questions must be carefully designed, not only in the preparation of the actual starting point from the students, objective prediction, but also in the teaching process according to the students' feedback, timely adjustment of teaching, which requires a wealth of teaching experience and a high degree of teaching art.

In terms of homework design, it is about consolidating, digesting, and applying what you have learned, and transforming that knowledge into skills and techniques. Organizing students' homework is of great significance to the development of intelligence, cultivation of creative talents and good study habits. However, at present, on the issue of how to arrange students' homework, there are two drawbacks that are more prevalent, one is the number of heavy burden on the students; the second is the pure knowledge of the mechanical homework, not conducive to the cultivation of competence.

We should design students' homework from the combination of knowledge and ability, in general, homework design should not only reflect the flexibility, but also reflect the unity. Language teaching is a comprehensive training of basic skills, homework design should also be reflected accordingly comprehensive. The first thing I'd like to say is that I'm not sure if I'm going to be able to do this, but I'm sure I'll be able to do it in the future.

4. Artistic and innovative teaching

What is lacking in today's children? It is vivid practice, rich experience, bold questions, unrestrained display, lack of liberation and innovation. Education, first of all, is a human learning, student-oriented, student development-oriented. Only by putting students into the center of learning the status of the main body, in order to awaken their subjective consciousness and creative potential, students can play their talents to innovation, to reflect their greatest value and role.

The current elementary school language teaching, in general, in terms of concepts, models, methods, there are still a lot of problems affecting the development of students' innovative spirit and creative ability. In other words, the teacher is still in the main position, students are still being led by the teacher's position. Although our language teaching art also presents a variety of forms, but still lack of self-learning, self-understanding, self-acquisition of the students themselves.

Therefore, teachers must give the main position to the students, we must focus on cultivating students' sense of innovation, improve their own creative ability in the art of teaching, and develop students' thinking ability. Teachers are called artists because the teacher's labor itself is the creation, and more creative than the artist's creation; therefore, innovation not only gives life to the art of teaching, it is also the source of all art.

5. Care and respect for students

The new standards require students to their own interests, experience and understanding, active knowledge and transformation of knowledge, knowledge to give personalized meaning, the classroom is no longer a temple of knowledge, but the development of life paradise. As a part of the classroom teaching indispensable?D?D Evaluation of language classroom learning of elementary school students should also reflect this concept.

Therefore, teachers should be good at entering the inner world of the students, feel the joys and sorrows of their lives, and keenly capture the existence of their body even if it is insignificant highlights, and timely appreciation, the sunshine of love to every student, especially the heart of the students.

I once met such a boy: parents are divorced, live in the grandmother's house. Because of the lack of family warmth and parental care, he was introverted and depressed. Every day he huddled in a corner of the seat, the timid eyes seem to be afraid to see the spring sunshine, let a person look at the heartache! When the class is over, as soon as I walk into the classroom, I will always squeeze in some time, gently drive away his desk, accompany him to do homework together, and read the text with him.

After a long time, the other students also understand my good intentions, as long as there is a free time everyone gathered around to talk to him. Looking at his shy and excited look, I always like to go over, gently stroking his little head. Gradually, he dared to get close to his classmates. When he first took the initiative to stand up in class to answer a question I asked, really, I couldn't believe my eyes, and after he answered the question calmly and methodically, I still gazed at him excitedly and nodded my head approvingly, and didn't come back to my senses for a long time.

He seemed excited too, and looked at me with his eyes from time to time. At that moment, I felt so close, so close to this child's heart. This small success brought him a great transformation, he became a dare to speak and love to smile sunshine boy.

6. Teachers should establish a correct view of language teaching

What kind of environment will produce what kind of results, then what kind of teachers may be able to cultivate what kind of students. Teachers' qualities and concepts, abilities will likewise determine the quality and concepts of students. As a teacher to keep abreast of the times, lifelong learning, continuous learning and exchange with the outside world, cooperation, in order to achieve a more perfect, more suitable, more effective consciousness.

Teaching to pay attention to change the previous language teaching only focuses on the transfer of knowledge, skills training, teaching for the sake of teaching, rarely stand in the height of the students' lives to examine the teaching activities, resulting in the language teaching has become a burden on the students' lives. Therefore, the penetration of students' lives in language teaching, take the road of living language teaching, so that language teaching returns to life.

Every text in the textbook comes from life, the extension of classroom teaching and the extension of life is the same, we should take the classroom as a starting point for the implementation of life-oriented teaching, strengthen the communication between classroom teaching and life, so that the teaching is close to life, and contact with reality.

This can help students better understand the content of the text, and truly inspired; to give life and vitality to the text, better reveal its new potential meaning; to guide students to better understand life, learn to live, transform life, do life strong, do life master. As a teacher should get out of the limitations of the test, from the perspective of the development of students to rethink, in the course of the objectives and content, teaching concepts and learning styles, evaluation purposes and methods of systematic conceptual renewal, in order to adapt to and meet the needs of social progress and the development of the students themselves.

Primary School Language Teaching Methods and Measures III

I. Closely follow the characteristics of the text, based on the text as a whole, to seize the key words and phrases

Jia Zhimin, the famous teacher of the special class, once said that the book is not read through not to open the lecture, and the book is not read familiar not to open the lecture. In the teaching of the first apricot blossom this text, the dialog description is one of the text features.

According to this feature, the author has designed a comprehensive training program based on students' reading the whole text, reading through the text, and reading it well: the dialogues between the grandfather of Zhu Kezhen and the little boy are shown, but the punctuation is not available. The first thing you need to do is to add punctuation to these dialogues; after adding the punctuation, guide the students to imagine the character's expression, movement, demeanor, and experience the character's mood when he speaks, feel the character's motivation to speak in this way.

With the prompt as a coordinate, the students into which, actively restore the experience of the characters at that time thought, thought, feeling, in order to emotionally read aloud as the main goal of the training, slowly touching the character of the inner qualities of the characters, the spirit of the characters become visible, listen to, say accurate, read well, write live, and even such as the "text of why the first apricot blossom" such a big, but not the title of the text, the first apricot blossom. Even such a big and empty problem as "why the text is titled the first apricot blossom" was solved at the end of the teaching due to the deep understanding of the character's dialog.

Students read the process of understanding, is the process of perception experience, is the process of formation of a sense of language, is the process of language accumulation, it can be said that "the article is not tired of reading a hundred times, read y in the self-knowledge".

Second, based on the characteristics of the article genre, evoke students' life experience, stimulate the imagination, association

Let the book knowledge presents a vivid state of life, is the implementation of the new curriculum reform after the classroom teaching of the new features. Students are the masters of language learning, teachers should be based on the characteristics of the text genre, through various ways to arouse students' life experience, so that the book knowledge and real life, the world of students' experience and the process of knowledge formation, so as to activate the book knowledge, stimulate the students' imagination, association, the development of students' thinking.

Evoking students' life experience and stimulating imagination and association not only develops students' thinking, but mainly improves the efficiency of the language classroom.

Teaching the second semester of the fourth grade of the Su-Teaching Edition, "Jiangnan Spring" of this ancient poem, I let the children first read the title, see that the title is divided into two parts? "Jiangnan" and "spring"; and then let each child read the poem by himself, a question: from where do you see is written in the spring? Communication is not necessarily in accordance with the order of the verses, but each find a place, we will draw a picture of the scene, say why they draw this way, and comment on whose picture matches the verses the most.

Each painting, say, comment, the child is actually consciously borrowing the author's "a pair of eyes" to appreciate the beauty of the spring, empathy becomes inevitable. The second question: where do you see that the scenery of Jiangnan is written? Students can find related words, phrases, sentences, he traveled through time and space in the eyes of the ancients to see the characteristics of Jiangnan. And can read these scenes, students will be able to appreciate the original Jiangnan is these characteristics of the scene.

And then combined with their own life experience can be developed to say, he may be able to recall their own in the Jiangnan, the original is the characteristics of these. Thus, the study of poetry is not just a mechanical interpretation of words, phrases, sentences and poems, but students take the initiative to go into the heart of the poet, with the eyes of the poet to see, with the ears of the poet to hear, with the heart of the poet to feel.

The students seem to be sketching for a while, and a while in the spring tour. The Language Curriculum Standard says: Let the students independently recite their own feelings and read out what they intend to read with a detectable expression, is an affordable and convenient way to interpret.

Third, seize the "eye of the text", using a variety of forms of organization of students read aloud, experience, perception

"Language Curriculum Standards" pointed out that: reading is a personalized behavior of the students, should guide the students to study the text, in the active and positive thinking and emotional activities, to deepen the understanding and experience, perception and thinking, by emotional cultivation, to get the idea. They should be inspired by emotions, gain enlightenment, and enjoy the aesthetic pleasure. The first step is to make sure that you have a good understanding of what you are doing and how you are doing it.

The teacher's analysis should not be used to replace the students' reading practice, but also to prevent the use of collective discussion instead of individual reading, or away from the text of the excessive play. Therefore, the author believes that the experience and understanding of language learning should be genuine, advocating personalized experience, the realization of this goal can only rely on the "subconscious will be the text". That is, through repeated reading, into the text, understand the text, into the author's mind, touch the pulse of emotion.

Reading is the prerequisite and basis for understanding and experience. Do not read through the text, read smoothly, read well, you can not recognize the relationship between things through the language, between characters, people and things; to understand the meaning of a passage, it must be from the whole to the local, from the local to the whole, over and over again, reading and digesting, again and again to analyze and summarize, and then have a unique, insightful perception.

For example, in the teaching of the "earthquake in the father and son" in the article "he dug 8 hours, 12 hours, 24 hours, 36 hours, no one came to stop him. He was dusty, his eyes were bloodshot, his clothes were torn, and there was blood everywhere." When this sentence, in order to let the students experience the father digging for a long time, the hardship of digging, never give up the faith, and the deep love for his son and other emotions.

The author through time and time again to lead the reading, guide the reading, organize the students to read individually with feeling, the students' perception, experience and constantly pushed to the text, and timely design of an exercise to supplement the sentence: he dug for 8 hours, 12 hours, 24 hours, 36 hours, in these 36 hours, he could not care ( ), he could not care ( ), he could not care ( ), he could not care ( ), he could not care ( ), and he could not care ( ) even ( ).

There is only one thought in his mind ( ). The phrase he repeated in his mind was ( ). This design guides students to feel, both on the basis of understanding of the text, but also on the re-creation of the text and deep processing; both the language of the books internalized into the deepest words of the student's mind, but also fully respect the students' individual experience.

Such a speech practice activities to promote students language, thinking and spiritual synchronous development, to achieve the "training" and "understanding" of the realm of the wings.

Fourth, the positioning of the requirements of the year, in the dialogue and interaction in the generation of emotions, the idiom of idioms

"Language Curriculum Standards" pointed out that: reading teaching is a process of dialogue between students, teachers, textbook editors, the text. This dialog is to generate ideas in the interaction, generate emotions, generate language. This dialog is based on the full reading aloud, experience, sense of dialog.

The reality of teaching, may be due to the examination of the teaching effect of the way, we often underestimate the level of students, to the elementary school in the middle grades will still be the text "chewed up", "one by one to feed the students". The author believes that, to the second half of the fourth grade, should choose some of the big enough to unify the whole issue, the students more hands off.

In the second semester of the fourth grade in the teaching of the Su Zu Zu version of the "spring day" of the poem, students are asked to read the poem read through, the author puts forward a straight to the author's motivation to write the poem of the big question: read the poem, you feel the poet's mood at the time how? The students were able to find the word "joy" in just four lines of the poem.

"Joy" is the soul of the poem, so under the cover of "joy", the students began to "joy in the poem" to find the poet can make the poet "joy".

Modern psychological research shows that any learning is a process of self-construction by the learner. In this process, leaving the interaction between the learning subject and the text. Meaningful reception of learning is self-construction, meaningful discovery of learning is also self-construction.

V. Suitable for children's characteristics, moderate expansion, adhere to the practice of writing

We all know that "language, language, language and writing ability is fundamental." In the final analysis, the role of the foundation of the language in elementary school is to master the use of the motherland's language and writing in the completion. Mr. Cui Ruan pointed out that: language class time is limited, to use the limited time on the knife edge, used in literacy, writing, reading, writing, writing, oral communication, the language class on both lively, so that each student's various senses, especially the mind is really moving, but also solid and effective, to each 40 minutes to the efficiency and quality.

Nowadays, the language classroom teaching, students in the classroom training is too little, the classroom pen time is too little. We have to overcome the classroom "gentleman's mouth without hands" of the persistent disease, after each piece of literature, to set aside 8 to 10 minutes for students to practice written language.

Teachers should be from the perspective of testing the three-dimensional objectives of the comprehensive achievement of the situation and students' thoughts, feelings, language generation, according to the content of the text, the design of contextual language written exercises, so that students can write a group of sentence groups or a phrase. Such exercises should be creative, open and comprehensive, and can stimulate students to produce contextual and personalized language.

Primary School Language Teaching Methods and Measures IV

I. Accurate use of teaching language in the classroom

The purpose of language teaching is to impart scientific and cultural knowledge to the students, to improve the overall quality of the students, and to expand the students' literary literacy. Teachers need to master the accuracy of the use of language, because primary school students are in the stage of imitation learning, not to bring them the wrong perception, affecting their future learning. In addition to this, teachers should be able to use the emotional color of language y and precisely to enhance students' understanding.

Such as in the teaching of "falling peanuts", the teacher must pay attention to explain to students that "falling peanuts" is an alias of peanuts, do not understand the word "fall" as a verb, do not be without checking and verifying the meaning of the word "planting peanuts", and do not understand the meaning of "planting peanuts" as a verb. Do not interpret the word "fall" as a verb, or interpret it literally as "plant peanuts" without checking and verifying, resulting in erroneous theories. In addition, it is important to pay attention to the correct use of phrases.

Such as "for this student's view, some students strongly disagree, and I think it is right" this sentence, there are two opposite ideas? Whether it is to the front of the student's opinion that is right, or to the back of the student disagrees very much with the opinion that is right? This is a kind of ambiguous sentence, but elementary school students can not learn this piece of knowledge of grammar, if the teacher expresses ambiguity, students will be very difficult to understand.

In elementary school language teaching, teachers must use language accurately, and speak out in a way that helps students understand things, rather than confusing them or causing them to learn incorrectly. In addition, the teacher's teaching process should also seize the key, highlighting the essence, so that students in the limited classroom time to obtain unlimited knowledge, to really achieve the simple to drive the complexity of the realm of less than more.

Second, the use of multimedia in the classroom

Primary school language textbooks contain a lot of content, it can be said that there are astronomical geography, from the ancient and modern to the Chinese and foreign everything. Therefore, there are many contents in the textbooks which are still unfamiliar and difficult to understand for the young students. This time we need to use multimedia technology to lead students to learn these wonderful knowledge.

Multimedia teaching breaks the limitations of space and time, and can vividly transmit and reproduce the principles of knowledge and object prototypes, the abstract knowledge into practical knowledge, so as to accelerate the speed of learning and memorization. At the same time, the appropriate use of multimedia in the classroom can also fully mobilize the initiative and enthusiasm of students to learn, so that students can more accurately grasp the key points of learning, difficult points.

This greatly improves the learning effect. Elementary school students are young, in the learning aspect of the main image-based thinking, to understand things have a certain degree of difficulty, the use of multimedia can overcome this limitation, it can be an abstract text language into intuitive animation, the knowledge of the concrete, so as to help students better understand the text.

Such as teaching "tadpoles looking for their mothers", there are several verb arrangement is difficult for students to understand, there is such a paragraph: "tadpoles see the carp mother to welcome up to see, see the turtle mother to chase up, see the frog swim past", this sentence in the "welcome up, chase up, Swimming past" is difficult for students to understand, students do not know the expression of these words, nor do they know how to use, this time I used multimedia to help students understand, the tadpoles looking for their mothers throughout the process of making a flash animation, focusing on the expression of these three verbs, so that students understand the welcome to the relative form of swimming past, chase after is from behind the target!

After they have watched this animation, the expressions of these three verbs stay in their minds, thus laying a good foundation for the precision of the students' language expressions.

Third, to provide opportunities for participation, stimulate interest in learning

In the context of the new curriculum reform, the students are the main body of the classroom, the teacher to tap the potential of the students, to play a good role in their main body. To make students become the real master of the classroom, produce a strong interest in learning, teachers should let students participate in interactive teaching, to provide them with an independent place of activity, so that each student can spread out again after learning knowledge, to achieve the purpose of learning to use.

Also take the "tadpole looking for mother" a lesson as an example, the teaching of the class I divided into a number of learning groups, so that members of the group were playing the role of the text to perform. In this way, students can share their understanding with other students. This link has the meaning of competition and can stimulate students' interest in learning, which is conducive to students to better grasp the knowledge.

It should be noted that the new curriculum reform advocates inquiry-based learning, so that students become the master of the classroom learning, but does not mean that the teacher is not important. When students in cooperative learning encountered by the group discussion still can not solve the problem, the teacher should be timely to participate in the discussion, give positive advice.

Fourth, the discovery outside the classroom

The purpose of learning language teaching in elementary school is to allow students to learn to express themselves and learn to love life, so that students from now on know the power of words. Therefore, students can not be bound in the classroom, we must let students develop the habit of learning language in life, so as to achieve twice the result with half the effort.

Such as I once gave students an extracurricular homework assignment, requiring students to go to school or after school on the way to carefully observe the road signs, store plaques, remember what stores along the way, if there is not recognize the word to ask parents, if you find which plaque is written in the wrong words, the teacher will be rewarded. The purpose of leaving this homework is mainly twofold.