The purpose of life education is to help primary school students cultivate life consciousness, improve the quality of life, and lay the foundation for primary school students to have a happy and beautiful life. In Chinese teaching, Chinese teachers have the responsibility and obligation to fully tap the life education factors in primary school Chinese textbooks, educate students about life and enhance their awareness of life. So, how to infiltrate life education? 1. Infiltrating life education in reading teaching Chinese teaching should be effectively integrated with life education to guide students to experience life, cultivate students' awareness of life and realize the "life" of Chinese teaching. Reading teaching needs dialogue, which is the process of text generation and life experience. Reading teaching is a dialogue process among students, teachers and texts. Understanding the text "is a dialogic relationship established when we interpret the text". Without dialogue on the text, there is no in-depth understanding. Therefore, in reading teaching, teachers should encourage students to inspire themselves and express themselves, and cultivate students' life consciousness in dialogue. Teachers should seize students' curiosity about nature and guide them to feel all kinds of life miracles in countless or accustomed or rare life dynamics; Seize every event, let students taste the ups and downs of life, and truly reflect the value and significance of life. Teachers should respect students' lives, their emotions, wishes and experiences from life, so that students can truly become masters of life, sincerely show their hearts and embrace life enthusiastically. In order to better realize the infiltration of "life" education, teachers should dig deep into the text and skillfully use the life resources in the teaching materials. Take Li Bai's Sitting Alone in Jingting Mountain as an example. If we only stay in understanding the literal meaning of ancient poems, then the bitterness contained in Li Bai has tasted the bitterness of the world. When Li Bai is frustrated and miserable, he will not give up on himself. He seeks the lofty sentiments of life satisfaction between mountains and rivers, which is difficult for students to understand and feel, and will also miss an opportunity of life education. The author thinks that teachers can guide students to appreciate Li Bai's loneliness by understanding the key words such as "loneliness" and "independence", and connect Li Bai's works in different periods, so that students can realize that everyone will encounter setbacks in different degrees in their lives and should have the courage to face difficulties; At the same time, Li Bai is also used to dispel the negative feelings of depression and tell students that when we are faced with a heavy blow, natural scenery can help us regain the courage to "fight" and restore a calm life mentality. Only in this way can we complete the integration of life education and Chinese teaching, and help students cultivate the spirit of cherishing life and perseverance from an early age by learning the spirit of the ancients. 2. Infiltrate life education into writing teaching. "Writing training, in the final analysis, is the training of expression and communication between life" (Yu Yu). Writing largely stems from people's perception of life. "A bug was stopped by a small stick, struggling to climb up and failing repeatedly ... I quietly watched the bug struggle and saw its persistence in life, and I fell into deep thinking ... I was just stumped by a math problem for a while, didn't I just stop? The worm finally climbed over the branch and moved on. I am happy for his victory, and I believe that I have the ability and courage to push down the obstacles in my study. Bug, let's cheer together! ..... The path of the bug is so rugged, its petite figure is so small in front of nature that I can't see it gradually, but I can feel its strength and infinite energy. ..... A classmate wrote in his composition: A little boy went up the mountain to mow the grass, but unfortunately he was bitten by a poisonous snake on his left index finger. The pain is unbearable and my fingers are red and swollen. If measures are not taken in time, his life will be in danger. There is no one around to ask for help, and I don't know what herbs can be cured. He doesn't want to die! So he stared at the sickle in his right hand, closed his eyes, relented, gritted his teeth and chopped off the finger bitten by the snake ... He finally survived. This story tells us that life is precious. As long as we cherish our own life, we will be desperate to protect it. It can be seen that the infiltration of composition teaching into life education is obvious. 3. Infiltrating independent inquiry into the classroom teaching of life education is mainly reflected in the middle link of teaching. In teaching, the understanding of words and the analysis of key paragraphs can often penetrate into the topic of life education. For example, when the design team discussed and analyzed the article "It's raining for Xiaojie", "I'm from China, and we love our motherland" appeared twice. Through timely guidance, teachers inspire students to pursue the meaning and value of Xiao Yu's life, and give them education so that students can receive patriotic education. Xiao Yulai can become a hero in students' hearts because of his will, belief, strength and spiritual pillar that has withstood various tests. This kind of classroom teaching not only deepens the theme, but also plays a role in cultivating students' personality. At the same time, it also effectively achieved the completion of emotional goals. 4. Infiltrate a complete Chinese class of life education in the after-class summary, and there should be an after-class summary. After-class summary is an organic integration of knowledge points and difficulties to be solved in a class. A certain quality and mental outlook involved in the theme of the article is the embodiment of the value of the protagonist of the article. Teachers can seize the opportunity of students' meditation, educate them about their emotional goals and shock their hearts. For example, when teaching the article Courage of Flowers, after sorting out the context of the article, the blackboard writing shows: "Courage of Flowers → Disappointment → Surprise → Surprise → Surprise." From this, I summed up the central sentence of the article: "My heart is pounding", which made me understand what the meaning of life is, and it is courage. The students rose from the flowers in the cold wind and rain, stood proudly and gained the feeling of life. Flowers are like this, shouldn't people be like this? One of the philosophies came into being: the most important thing in life is to face all the ups and downs bravely, no matter how weak or what setbacks, as long as you have courage, there is hope. In a word, it is a subject worth exploring to infiltrate life education in Chinese teaching, guide students to think, respect and fear life, and help students find ways to realize the value of life. The above are my views on how to integrate life education and Chinese teaching from the aspects of Chinese reading teaching, writing teaching, students' independent inquiry and after-class summary. In Chinese teaching, if Chinese teachers can pay attention to the infiltration of life consciousness, the souls of countless children will be awakened, their life consciousness will be enhanced, and students will understand that man and nature should respect and care for each other.