A new round of curriculum reform has been implemented for a long time. Looking back at our classroom, the phenomenon of wearing new shoes and taking the old road still exists, and the superficial excitement can be seen everywhere, replaced by flashy and vain classrooms. As a primary school Chinese teacher, how to improve the timeliness of Chinese classroom teaching?

The first is the change of teachers' role. It has changed the role of teachers in issuing authoritative conclusions or answers in Chinese teaching in the past. Teachers can "squat down" to have equal dialogues, exchanges and discussions with students, and strive to make students feel intimate in Chinese learning. The second is the change of teaching methods. It has changed the traditional teaching mode that teachers focus on teaching, respected students' dominant position in Chinese learning, and vigorously advocated and formed a new way of Chinese learning that students are independent, cooperative and exploratory. The third is the change of teaching mode. In particular, we should abandon the teaching mode of syllogism with paragraph theme, central idea and writing characteristics; The fourth is the change of teaching concept. Most Chinese teachers can make clear the requirements of the new curriculum: the main task of Chinese classroom teaching is not to let students remember how much Chinese knowledge, but to further cultivate students' interest in learning Chinese and form good habits of learning Chinese; The fifth is the change of students' learning style. The use of new textbooks has brought obvious changes to students' learning style: students have become the protagonists of learning, and the learning style of students in the past, such as imitating learning, memorizing and mechanically accepting ready-made conclusions, has quietly changed.

In short, the new textbooks compiled according to the new curriculum standards seem to have more clear requirements for Chinese teachers: the main task of classroom Chinese teaching is not to let students remember how much Chinese knowledge, but to further cultivate students' interest in learning Chinese and form good habits of learning Chinese; The process of Chinese teaching is essentially a process in which teachers and students learn and improve together. Teachers should keep learning, update their knowledge and keep pace with the times in order to be competent for the teaching task of new textbooks. Change the traditional teaching mode which is mainly taught by teachers, especially abandon the syllogism teaching mode which is mainly based on paragraph gist, central idea and writing characteristics, restore students' absolute dominant position in Chinese learning, and vigorously advocate and form a new way of Chinese learning in which students are independent, cooperative and exploratory; Change the role of teachers in issuing authoritative conclusions or answers in Chinese teaching in the past, "squat down", have equal dialogue, exchange and discussion with students, and strive to make students feel intimate in Chinese learning; We should strive to reform the evaluation system. Examination results should not be the only basis for evaluating students' Chinese ability, but should pay attention to the follow-up inspection and evaluation of each student's learning process. Even for exams, there should be various ways. We should gradually reduce standardized test questions and increase subjective test questions.

We firmly believe that the spring of Chinese education will surely come with the new ideas and refreshing new textbooks that conform to the times and the wonderful interpretation of the new textbooks by high-quality Chinese teachers who constantly explore new teaching methods.