Suhomlinski believes that without the desire to learn, all our plans and explorations will come to nothing. Without curiosity, there would be no school. Therefore, he suggested that all teachers should cherish children's curiosity, thirst for knowledge and creativity. Let learning bring thoughts, feelings, creativity, beauty, and bright colors of games to become something that children are deeply interested in and attractive. Enhance children's confidence and motivate them to succeed. In the teaching process, we should adhere to the principle of inspiration, ask questions and raise questions, strongly stimulate students' learning emotions, activate their thinking, cheer up their spirits, and have a desire to actively explore new knowledge. For example, when teaching texts such as Sima Guang and crow drinking water, teachers can carefully design such enlightening questions: What should you do if you meet Sima Guang? Can you help the crow think of something else? As a result, young students are full of arguments and heated debates. It is in this heated discussion that students' creative thinking has been tempered. Teachers with different opinions should be encouraged, and those who are reasonable should be praised.
In text teaching, teachers should completely change the past method of pouring water into the end, so that students can open their eyes and find good words, good rhetoric, good sentences and good descriptions. Every discovery is your own gain. Especially for students with poor Chinese foundation, we should pay more attention to them, respect their personality, motivate them to make progress, try our best to capture their "bright spots", give them encouragement and praise, cheer them up, build up confidence, and let students realize the respect and care of teachers from the details. In this way, students feel comfortable, students dare to speak boldly, express their opinions and speak freely in class, teachers and students have a harmonious resonance in teaching, which enhances the emotional exchange between them and fully mobilizes their interest in learning.
Teaching should not only stimulate students' interest in knowledge, but also encourage their creative spirit. In class, let students express their opinions and show the process of thinking activities. The presentation and evaluation of thinking process can break the traditional closed teaching method and teach students the ability to think, explore and solve problems. Ask students more: "What do you think?" "How did you come up with it?" Or ask, "Where is your train of thought stuck?" In order to fully display the thinking process, so as to constantly remove obstacles, overcome the mindset, straighten out ideas, mobilize the enthusiasm of students' creative thinking and improve their creative ability. Actively encourage students to find their own way, be good at discovering the bright spots of students' thinking, and make students' minds often sparkle with creative sparks.
Second, the application of the method of seeking difference aims at innovation.
The method of "seeking difference" is a method of putting forward new ideas by using a unique way of thinking, which is not limited to general principles and methods, and does not satisfy the known conclusions when analyzing and solving problems. In teaching, the application of "seeking differences" can stimulate students' imagination and creativity. Therefore, teaching should not seek too much common ground, but try to guide students to examine the conception, theme, structure and language of the article from a divergent angle, so that students can play their own imagination, feel the body odor and have their own unique opinions. At the same time, it emphasizes the diversified thinking training in the classroom, which is an important thinking form of innovative thinking, and encourages students to put forward different opinions on the same issue and express their own views. For example, when teaching Sima Guang, a teacher asked such a question: "Can you think of a better method besides this one?" This question aroused the curiosity of the students, and everyone actively talked about their unique opinions, pushing the atmosphere of the class to a climax. In addition, we should correctly guide students to think in the opposite direction. Because of the long-term "mindset", some primary school students tend to "follow the crowd", so they dare not put forward their own unique new ideas. Therefore, teachers should pay attention to guiding students to dare to "think in the opposite direction", let their thinking develop in the opposite direction, explore in depth from the opposite direction of the problem, establish new thinking and create new images, and not only start from the front when thinking about the problem. For example, some idioms emphasize a certain truth, but their meanings are relatively fixed, but they are not useless. "Fake tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger, tiger.
Third, let students spread their imagination.
Encourage students to fantasize boldly, inspire students with fantasy goals, and then inspire students to reorganize, transfer and comprehensively use what they have learned, and build a bridge to fantasy goals. Dewey, an American educator, said, "Every great achievement of science is based on bold fantasy". Boldly imagining the future of things is the starting point of innovation. In a sense, many things in the history of science have been explained by past lives, who is afraid of being unexpected and not afraid of not being able to do it. In the classroom teaching of Chinese in primary schools, students should be guided to fantasize about the future of things, and guided by this fantasy goal, students should be encouraged to reorganize, migrate and comprehensively use the knowledge they have mastered, so as to find various ways to turn the fantasy goal into reality, thus enhancing students' innovative ability. For example, when teaching the text "Guilin Landscape", there is a sentence at the end: "On the blue waves, people are traveling in a world of pictures." This sentence is a summary of the full text, which summarizes the scene of boating on the Lijiang River and has rich connotations. At this time, teachers can grasp the words and guide students to imagine: what is the landscape of Guilin? What's it like to row a boat on the Lijiang River? On this basis, guide the students to describe the tour scene creatively. Sometimes, teachers should be good at using "blank spots" to arouse students' "thinking" and cultivate their reasonable imagination. For example, the third paragraph of the Great Wall says "it is related to the working people who built the Great Wall in ancient times", but how did the working people in ancient times build it? There is no narrative in the text. Teachers can seize this "blank" and let students imagine how the ancient working people built the Great Wall. The students imagined from the aspects of environment, manpower and material resources, and deeply realized the diligence, wisdom and hardship of the ancient working people in building the Great Wall.
There are many ways to expand your imagination, and you can also grasp it to the end and guide your thinking. The end of some words is not yet finished, and the lingering sound is intriguing. Teachers can grasp the end and follow the path to develop a reasonable imagination. Or grasp the "imagination" component in the text to guide speculation. Some texts are scientific papers, which contain many factors and opportunities to cultivate creative thinking. Teachers can guide students to read the text carefully and carry out scientific and reasonable reasoning according to genre characteristics. Good texts in primary school Chinese textbooks to strengthen language and writing training contain reasons and opportunities to cultivate innovative ability. Teachers should fully tap these factors, grasp the training opportunity, guide the main body to participate, cultivate students' innovative thinking and creative thinking, and then cultivate students' innovative ability.
Fourth, actively carry out Chinese activity class teaching.
The new curriculum plan promulgated by the State Education Commission clearly stipulates that "the curriculum includes two parts: discipline and activity" and "activity is an important part of the curriculum". In the implementation of all-round development education, students and subjects complement each other. " Therefore, in order to provide conditions for students to develop their personalities and cultivate their specialties with greater freedom, we should pay full attention to the teaching of Chinese activity classes as an important way to stimulate students' interests, hobbies and specialties, realize the healthy development of their personalities and promote their development. Observing nature through Chinese activity classes, doing it by yourself in small experiments and small productions, thinking in the current society, giving full play to initiative, being brave in thinking and being bold in innovation are conducive to cultivating students' creativity and promoting the development of quality education. For example, the launch of the "Five Ones" series of activities, namely: a piece of good news every day; A good story every week; A small amount of production every month; One small idea per semester; A small invention every year, and through various means, to stimulate students' interest in activities, so that they all actively participate in it, so that students' practical ability, oral expression ability and psychological ability are improved. In the activity class, it will also be closely related to what is learned in the textbook, making it an effective tool to assist teaching. For example, when learning such types of texts as Wolf and Lamb and Beautiful Rooster, students can perform in the form of a textbook drama in the activity class. According to the content of the text and one's own imagination, give free play, give affirmation and encouragement to the students who participate, and praise and reward the students who are unique and creative. Through this activity, students' thinking is fully mobilized, so that they can actively participate in it, get various exercises, improve their ability and lay a solid foundation for their future study and life.
Innovative education has become the main theme of today's education. As an important basic subject, Chinese classroom teaching in primary schools should be the main channel and position to implement quality innovation education. Therefore, we must proceed from the characteristics of primary school Chinese, seize the opportunity, deepen the reform of primary school Chinese teaching, implement quality education in teaching through our own quality, and strive to improve students' Chinese quality in order to meet the challenge of 2 1 century. Of course, to realize innovative education, there are still many factors that need to be reformed, such as the change of teachers' teaching concepts and other factors that will affect the realization of innovative education. The above are just some superficial understandings and views on Chinese classroom teaching.