The main form of school education is classroom teaching, and students spend most of their time in the classroom. Therefore, it is the most basic and effective way for teachers to find the breakthrough point of moral education in combination with daily teaching content and to infiltrate moral education in schools without losing time. Chinese course has unique advantages in infiltrating moral education into students, because Chinese is the voice of life, the root of culture and the spiritual home of people. Every selected text in Chinese textbooks has rich humanistic connotation, which is the best blueprint for moral education for students and has a wide and far-reaching impact on students' emotions, attitudes and values. Based on my own experience in Chinese teaching in primary schools, this paper expounds how to subtly educate students in the process of Chinese teaching in primary schools. Cultivate students' patriotism. Chinese textbooks are rich in ideas, and the illustrations and audio-visual teaching facilities are intuitive and novel, which conforms to children's observation characteristics and has a strong appeal to children. Making full use of illustrations and multimedia teaching methods in teaching can make students feel intuitively and stimulate students' interest in learning, so as to cultivate students' sentiment. For example, in the first lesson of the third Chinese textbook "Learning Words and Sentences (1)", there are eight illustrations about the buildings in Beijing, the capital of the motherland. In teaching, students can first observe the illustrations and get to know these buildings, and then use multimedia to broadcast information about Tiananmen Square, the Forbidden City, the Temple of Heaven, the Summer Palace and other buildings, and give appropriate explanations, so as to arouse students' yearning for the capital Beijing and inspire students' thoughts and feelings of loving the capital. In primary school Chinese textbooks, many texts involve patriotic themes. For example, I love my motherland, Beijing, watching the snow, Beijing is very bright and so on. These chapters are excellent materials for patriotism education for students. Therefore, when I teach these texts, I should not only let students master the basic knowledge of this lesson, but also educate students in patriotism at the right time. When I teach the article "Beijing is bright", I will play an introduction to the night scene of Beijing in combination with the content of the article. After class, many students have the idea of longing for Beijing and loving the motherland. Second, combined with the understanding and practice of key words in the text, cultivate students' good ideological and moral character. In Chinese textbooks, keywords, sentences or paragraphs that reveal the ideological content of the text are the best "enlightenment point" for students' moral education and the door to "Tao". To find the "enlightenment point", it is very important to grasp the personality of the textbook. On the basis of in-depth excavation of the internal ideological education factors of each text, we should not only grasp the whole text, but also grasp the part of the text, that is, the personality of each keyword, sentence and paragraph. The commonness lies in individuality, and the grasp of individuality is accurate and profound, and the main points of moral education are easier to implement. For example, Lesson 21 of Book 4 of People's Education Edition "The ship has landed, and Xiaojie is still clutching it tightly." I'll let the students act out the action of holding bread paper to understand the meaning of "holding", and then ask further questions. Why does Jacko hold the bread paper tightly? What will happen to the lake if she throws bread paper into it? Through induction and inspiration, let students fully realize that "everyone is responsible for protecting the environment", and then take students to block the river and pick up garbage in extracurricular activities, so that students can enhance their awareness of environmental protection in practice. For another example, in teaching Lesson 8 of Volume 5, I understood the key reason for the success of the experiment-the little girl said without thinking, "If there is danger, others should go out first." After discussion and communication in groups, the students replied, "From the first word, I realized that the little girl thought of others first, and then herself." "So, what education did you get from it?" The students thought for a moment, and one student said, "It suddenly occurred to me that in daily life, we should not always be self-centered, but should think more about others." Then, I asked the students to talk about whether they were "thinking of others" in real life, and the students raised their hands to speak. Some of them are ashamed, because they are always self-centered in their lives and never think about others, and say that they will learn from the little girl in the future. Finally, I arranged for students to write a short composition with the theme "Give love and make me happy". A student wrote that when he was walking on the road, he saw an old man in rags kneeling on the ground begging, and quickly donated the money for buying moon cakes to him. At the end of the article, I wrote: "Yes, give others happiness." She has put the good idea of "having someone else in her heart" into action. In teaching, combining students' learning with practice organically not only cultivates students' listening, speaking, reading and writing abilities, but also enables them to receive correct ideological education. Third, use stories to enlighten students' noble virtues. There are many vivid and interesting stories in primary school Chinese textbooks, such as Honest Children, What is Happiness, Ugly Duckling and so on. Using the meaning of these stories can edify students, thus inspiring them to gradually develop good ideology and morality and cultivate noble sentiments. In the article Honest Children, Lenin was told that he was a guest at menstruation's house and accidentally broke the vase on the table. At first, he dared not admit his mistake and cheated his aunt. Later, when he came home, he took the initiative to write a letter to admit his mistake. After learning this story, the students know that they have made a mistake and should be brave enough to admit it. And correct mistakes. Filial piety is a traditional virtue of our country. Now, there are many only children. Under the doting of their parents, they not only don't know how to be filial to their parents, but treat them as "servants". As teachers, we can use relevant topics in the text to educate students. In the article "Three Sons" in Book Five, Lesson Four, only one son ran up and took a bucket to help his mother carry water.