First, Soviet teaching: "thick, smart and exquisite" teaching style.

1. Si Xia, the first batch of primary school Chinese teachers in Jiangsu province. He advocated the educational thought of "childlike innocence and maternal love" and initiated the teaching method of "spreading literacy by writing", and wrote Selected Works of Si Xia and My Teaching Career.

2. Li Jilin, a teacher of the Second Affiliated Primary School of Nantong Normal University, Jiangsu Province, founded the theoretical system and operating system of situational education, and published six monographs, including Training Language and Developing Intelligence, Theory and Practice of Situational Teaching, and Selected Cases of Situational Teaching in Li Jilin.

3. Yu Yongzheng, a special teacher in Jiangsu Province, takes how to enlighten students' wisdom, tap their potential and stimulate their creativity as the main research topic, and has formed the teaching characteristics of "student-oriented, reading-oriented, innovation-oriented", "emphasizing perception, accumulation, migration, interest and habit". In composition teaching in primary schools, he practiced' verbal communication expression training', which had a great influence throughout the country. Representative works include Yu Yongzheng's Examples and Experiences in Classroom Teaching, Teaching the Sea, and Yu Yongzheng's Collected Works. Famous saying: "Seriously writing a three-year lesson plan may not necessarily make you an excellent teacher;" Seriously writing teaching notes for three years will definitely make you a thoughtful teacher, and may even write an education expert. "Representative classes include Grass and Mei Lanfang's Learning Art" and so on.

4. Sun Shuangjin, a special teacher in Jiangsu Province. He is currently the principal of beijing east road Primary School. He advocated the emotional teaching of Chinese and published The Art of Chinese Teaching in Sun Shuangjin, Sun Shuangjin's Teaching Thought and Classic Classroom, Sun Shuangjin and EQ Education, etc. The ideal state he is determined to pursue is to introduce Chinese teaching in primary schools into the palace of art, which not only teaches students knowledge and develops their abilities, but also edifies their emotions, washes their spirits and enjoys art. He wants to reach the realm of EQ classroom teaching: students are flushed and their eyes are shining; Students raise their hands straight and keep their mouths open; Students are full of interest and enthusiasm; What students have thought and imagined for thousands of years; Students all like the spring breeze and are infatuated with it; Students are immersed in beautiful pictures, the realm of poetry and the embrace of love. Sun Shuangjin's Chinese class has a great influence in the small language circle-"My Comrade Qiu Shaoyun" touched the hearts of countless people with magnificent feelings; Boating in Guazhou caught the eye of poetry and made Mr. Zhang Tianruo feel that "the teaching of ancient poetry can be fascinating"; Peanut introduced the debate theory into the classroom; "Sweeping Passers-by in Feng Tianyou" has attracted many praises because of its independent, cooperative and exploratory teaching methods: "This lesson vividly interprets the concept of the new curriculum standard"; Lin Chong, on the other hand, won the reputation of "everyone's demeanor, no trace of the road" for his multi-interpretation and generative teaching; Approaching Li Bai is considered as a vivid representation of Sun Shuangjin's language view and language art. Interpretation of emotional language: The so-called "emotional language" is simply emotional language and intelligent language. That is to say, in the process of implementing Chinese teaching, teachers should fully tap the emotional and intellectual factors of Chinese courses, mobilize their emotional and intellectual talents, create a positive emotional and intellectual atmosphere, pursue the symbiosis of students' emotions and intelligence, and pursue the harmonious development of Chinese. Obviously, EQ Chinese is a teaching that focuses on developing students' emotional potential and intellectual potential. It is important to arouse students' sleeping emotions, ignite the sparks of students' wisdom, make students' emotions richer and more sincere, and make students' wisdom more flexible and rich. The general model of "EQ Chinese" classroom teaching explored and summarized by Sun Shuangjin is: (1) Do as the Romans do-start EQ; (2) Emotional intelligence that produces feelings; (3) communication-developing emotional intelligence; (4) Expression-show emotional intelligence. The main strategies for implementing "emotional language" in reading teaching are: (1) creating situations-making teaching full of pictures or scenes; (2) Dance with tools and humanities in intimate language; (3) Open questions-let students lead a tense intellectual life through imagination and thinking; (4) Finding problems-causing conflicts between students' emotion and reason in teaching; (5) Leading dialogue-realizing the overall independent construction of language and spirit in multi-dimensional interaction.

5. Jasmine Zhang, a special Chinese teacher in primary schools in Jiangsu Province, believes that Chinese education should be "pragmatic (people-oriented, text-oriented), realistic (true, simple and practical), advocating simplicity and moderation". My personal monograph is My Views on Primary School Chinese and Future Mother Tongue Education.

6. The original "chunk teaching" Xue Fagen advocated "teaching to develop students' verbal intelligence". Chinese class "easy to teach and solid to learn" has formed a "simple, heavy and wise" teaching style, such as the classic class "Love is like jasmine" and the paper "Chinese education calls for wisdom".

7. Yang Jinlin, who took the lead in the "open Chinese education experiment", initiated the theory of "teaching for the isomorphism and symbiosis of language and spirit" and "the theory of cooperative education of knowledge and action".

8. Zhou Yimin advocated the idea of "poetic language" with "the relationship between language and children" as the core purpose. Monographs include "Vic Zhou speaks Chinese" and "Walking into the poetic jungle".

9. Guan Jiangang's My Composition Teaching Revolution and My Composition Teaching Proposition. Claim: 1 "fate" is richer than "generation"; ② "literary mind" is more important than "writing"; 3 "Comment" is more important than "guidance"; 4 "Changing more" is more important than "writing more"; 5 "Truth" is more important than "fiction"; 6 "Discovery" is more important than "observation".

10. Bo Sheng Jun, the principal of Changshu Experimental Primary School, adheres to the teaching philosophy of "Let students learn a language that will be useful for life" and has written Bo Sheng Jun and Developmental Teaching.

Second, Beijing school teaching: "passion, atmosphere, massiness and boldness"

1. Dou Guimei, female, is currently the vice principal of the primary school attached to Tsinghua. In the process of curriculum construction and practice development, the theory and practice of primary school Chinese theme curriculum have had a great influence throughout the country. Dou Guimei and Thematic Teaching, Being a Teacher with Professional Dignity, Reading Dou Guimei's Classroom, Seven Things Excellent Chinese Teachers Must Know, Reading Dou Guimei, Roses and Education, Listening to Teacher Dou Guimei and Returning to the Origin of Education have been published. As a member of the delegation of the Ministry of Education to renew ideas, he made a special report on "Laying the foundation of life-three transcendences of Chinese teaching reform" in the Great Hall of the People.