1. Simple rote learning method can't improve students' learning efficiency.

Many Chinese teachers will adopt the same teaching methods in the teaching process: memorizing and reciting, and this method has evolved into students' rote memorization of Chinese, which is also the way of Chinese teaching in the fifth grade of primary school. It is often the students' memory of the article that makes them unable to understand the article profoundly and correctly, and they are bored when learning Chinese. [ 1]

2. Teachers' teaching methods are too single, which leads to students losing interest in Chinese class.

In the process of teaching, some teachers will choose the way of pursuing teaching speed. For example, let a student with good reading ability do a model essay reading, then explain the uncommon words in the article, analyze the article in sections, guide the students to understand the author's writing artistic conception, and finally ask the students to recite the article. This fixed teaching method is the main reason why classroom teaching efficiency can not be improved. Teachers' teaching ideas and methods should be updated and improved. [2]

3. Lack of interaction and communication between teachers and students.

For traditional Chinese teaching, the teacher is often the main body of the classroom, and the whole class is mainly explained by the teacher. Students only passively accept knowledge, often ignoring students' actual learning situation and learning needs. Many students are confused by the teacher's explanation and can't accurately grasp the key points and points of the class. Some students have a feeling that they don't understand the true meaning of the teacher's explanation. The reason is that there is no good interaction and communication between teachers and students. Many students dare not ask what they don't understand, and teachers dare not say that they don't understand when they ask about their studies.

Second, the effective strategies to optimize and solve the current Chinese teaching problems in the fifth grade of primary schools

1. Try to guide students to fully remember Chinese knowledge.

Under the environment that exam-oriented education has an important impact on education and teaching, many teachers still let students memorize Chinese knowledge in Chinese teaching to cope with the exam. Especially for the study of Chinese courses, memorizing knowledge has become a helpless move for students. The slogan of reducing the burden of primary education is still superficial, and many parents still have the subjective consciousness that it is abnormal for students to have no homework after class. In the process of Chinese teaching, a lot of Chinese knowledge really needs students to memorize and recite, such as some excellent paragraphs and ancient poems. In order to cope with the exam, teachers and students can only recite and memorize by force. When asking students to memorize and recite Chinese knowledge, teachers should take effective measures to guide and help students to memorize and recite knowledge on the basis of understanding, so that students can memorize and recite Chinese knowledge on the basis of understanding and internalizing Chinese knowledge, the meaning of words and sentences in paragraphs and the connotation of ancient poems, which will surely achieve twice the result with half the effort, help students greatly improve their Chinese learning efficiency, help them establish their self-confidence in Chinese learning, and also enable them to understand and memorize Chinese knowledge more efficiently.

2. Effectively enhance the interest of Chinese classroom teaching.

In Chinese teaching, teachers should make full use of primary school students' strong curiosity about new things, make full use of and develop the contents of Chinese textbooks, create more interesting Chinese classes, and let students learn Chinese knowledge in fresh and interesting Chinese classes, so as to effectively mobilize students' enthusiasm and interest in Chinese classes and improve the learning efficiency and effect of Chinese teaching. For example, when teaching Wang Changling, a poet in the Tang Dynasty, the teacher first introduces the author to the students and carefully prepares the preface to arouse their interest in learning. Learning ancient poems can cultivate our sentiment, make our life romantic and colorful, and bring us real emotional experience in ancient wars. Today we will lead you to learn a frontier poem. First of all, we will stimulate students' desire to learn through such a preface before class. Next, multimedia technology can be used to show students the real situation of ancient wars. Students can feel the cruelty of war, think about the beauty of peace and cherish the hard-won happiness of present life in direct sensory stimulation, which has practical educational significance for students, enhances their interest in learning and deepens their emotional experience, so as to better understand the connotation of ancient poetry. When students understand and internalize the connotation of each sentence of ancient poetry, they can easily remember and recite the poem unconsciously, so as to really do it.

3. Make full use of multimedia information technology in Chinese teaching to effectively stimulate students' interest in learning Chinese.

Interest is the basis and premise for students to learn any subject well, and it is also the motivation for students to learn actively. Whether students are interested in a course has a decisive influence on the final learning effect. Therefore, effective measures should be taken in Chinese teaching to stimulate students' interest in learning Chinese, thus ensuring the effectiveness of Chinese teaching and learning efficiency to be effectively improved. To this end, teachers should first be fully familiar with and understand the psychological characteristics of primary school students. Students in primary schools are generally fond of playing and being active. We can make full use of this feature and let students play middle school and enjoy middle school in Chinese teaching. Multimedia can create a lively and interesting teaching situation for Chinese teaching, so that students can feel the fun of Chinese learning and appreciate the fun of Chinese learning, so they are full of expectations for every Chinese class. For example, when teaching the text "Pearl Bird", it is difficult for students to understand the profound connotation of the article and to stimulate students' interest in learning new texts only by teachers' oral explanation. If teachers use multimedia to start teaching in class, they will show students pictures and videos of pearl birds and all kinds of beautiful birds, so that students can observe all kinds of beautiful birds first, and then let them talk about their feelings and views on birds. Students have said that birds are really beautiful and lovely. We should cherish and protect the peaceful coexistence between birds and nature, protect the ecological environment, and then explain the text, so as to effectively mobilize students' desire to learn new texts and more easily accept and understand the profound connotation of the article.