Experience sharing in improving the quality of Chinese teaching in primary schools 1. Improve teachers' own quality.
In Chinese teaching in primary schools, to really improve the quality of Chinese teaching, the key factor is the comprehensive quality of teachers. Any good personality and sentiment, any good teaching methods and teaching ideas are inseparable from the unique individual teachers. Therefore, an important prerequisite for improving the quality of Chinese teaching in primary schools is to improve the quality of teachers themselves. Natural, generous, friendly and easy-going teaching attitude, with appropriate fashionable and dignified dress, rigid and flexible calligraphy, clear pronunciation and intonation of Putonghua, impassioned recitation and euphemistic singing complement each other, which will exert invisible control on students' attention and exert a subtle guiding effect on students' aesthetic taste, thus stimulating their interest in learning and making the classroom full of vitality. Chinese teachers should take students to a wonderful literary palace. The most important thing is to infect students with real Chinese knowledge, so that they can be edified ―― teachers are knowledgeable and talented, and they will gush and quip in teaching, which will greatly stimulate students' interest in learning.
In the concrete implementation of Chinese teaching, teachers' teaching language should be vivid, vivid, concise, harmonious and melodious, rigorous and accurate. Teachers can use this language to describe scenery, describe personnel, explain characteristics, taste poetry and analyze things, which will certainly infect students with beauty and stimulate their enthusiasm for learning. Chinese teachers should not only be familiar with textbooks and memorize classics, but also form their own real kung fu to study textbooks, be able to teach constantly and innovate, give students artistic edification and aesthetic enjoyment, and truly become a mentor and friend for students to seek knowledge and be a man. The excellent artistic aesthetic ability and artistic innovation ability of Chinese teachers are helpful to enliven the classroom atmosphere and make the classroom full of vitality, because students can find all kinds of static beauty, dynamic beauty, morphological beauty, color beauty and rhythm beauty between the lines of textbooks under the guidance and guidance of teachers, and can feel the fun of textbooks with their hearts. Moreover, teachers' ingenious blackboard writing design can also give students the enjoyment and edification of beauty, thus stimulating their interest in learning Chinese and rejuvenating the vitality of Chinese classroom.
Second, create a relaxed and harmonious atmosphere.
In Chinese teaching in primary schools, we should create a relaxed and lively teaching atmosphere according to the psychological and physiological characteristics of primary school students and encourage students to study actively. This is also a good way to embody its humanistic characteristics in Chinese class, and at the same time, it can greatly improve the teaching quality. At the same time, creating a relaxed, harmonious, democratic and equal atmosphere is an important task of curriculum reform. Teachers and students should be equal partners, and should respect, trust and cooperate with each other. Only in such a classroom atmosphere can a dialogue platform for interactive communication be formed between teachers and students, and students can exert their imagination with ease, liveliness, enthusiasm and interest, enter Chinese learning in the best state, and glow the unique vitality of Chinese classroom.
A relaxed and harmonious classroom atmosphere is conducive to establishing a good teacher-student relationship and will play an important role in teacher-student communication. Teaching "Lev? Tolstoy, do students write Tolstoy's eyes in their articles? This is the magic and magnetism of jewelry, which can suck in the substances in the world and then emit accurate frequency waves to our times? I don't understand. The author quoted The Journey to the West, who the students are watching, to arouse interest. Can Tolstoy's eyes suck all the substances in the world like the gourd of the old gentleman on the throne and Jinjiao of the king of Jinjiao? After being rejected in chorus, the author asked again:? Can my eyes suck Chinese books in? Student a:? I can't. ? The author solemnly said:? I said I can! I can remember the contents of this book in my mind through my eyes. ? See the author? Catch it? Things? Gestures, students will laugh. Then the author pointed to his eyes with one hand and pointed to the class representative with the other: Can my eyes suck Lu Wanmin in? The students answered happily:? Sure！ ? Yes, I know through my eyes that she is a studious, intelligent and responsible girl. ? Then let the students understand what is the evaluation of good students and bad students. Release accurate frequency waves? Finally, in a relaxed and happy atmosphere, students naturally sum up their understanding of this sentence until the bell rings.
Mr Tao Xingzhi, an educator, has clearly pointed out: Democracy is the best condition for creativity. ? Only in a democratic, equal, relaxed and harmonious atmosphere can creativity be developed and students actively participate in teaching. Teachers should put down their dignity of obedience to teachers, respect students' personality and individuality, and encourage students to be indomitable to teachers, not superstitious about authority, not blindly following textbooks, and dare to speak? I think? Establish a new teacher-student relationship of democratic exchange and mutual learning, give students more time and space to expand their imagination, give students more opportunities and freedom to express their views, and so on.
Third, carry out effective group cooperative learning.
In Chinese teaching in primary schools, effective group cooperative learning can stimulate students' initiative and enthusiasm, which is conducive to students' long-term and stable learning of Chinese. Some schools or teachers have also tried group cooperative learning, but in specific teaching, we often see that although we have arranged some cooperative learning methods in class, students have not produced in-depth cooperative effects except expressing their opinions in groups in disorder. Why is this happening and how to overcome it?
The important reason for this situation is that we don't integrate ourselves into it, stay out of the cooperative group, and don't give students certain methods and guidance. We don't know what they need and can't solve any problems. Therefore, in the process of cooperative learning, we should change our roles, squat down and associate with students, regard ourselves as the group leader or a member of the group, participate in it personally, give students some demonstrations, and give them some practical feelings and experiences. Secondly, there is a lack of effective organization. Therefore, special attention should be paid to cultivating the organization and coordination ability of group leaders, so that they can quickly grasp the content of cooperative learning, choose appropriate cooperative learning strategies under the guidance of teachers, rationally divide the work among group members, organize everyone to carry out activities in an orderly manner, mobilize all members to actively participate, and briefly summarize and evaluate the results of cooperative learning.
Finally, through demonstration and guidance, the group members gradually realized that in addition to taking the initiative to speak and actively cooperate, they should also learn to listen carefully, observe carefully, think deeply and make reasonable suggestions when participating in group activities. Through these processes, students realize that under the inspiration and guidance of others, their thinking and inspiring ability can be gradually exercised and improved in the process of cooperative learning, and their desire for cooperative learning will be stronger, so as to learn Chinese well.
In short, in Chinese teaching in primary schools, to really improve the quality of Chinese teaching, we should pay attention to the improvement of teachers' comprehensive quality, create a relaxed and lively teaching atmosphere, encourage students to study actively and carry out effective group cooperative learning.