First, introduce the "living water" of life into the classroom to enrich students' emotional experience. Life is the source of wisdom and the vast world of innovation. As an important communication tool and the most important cultural carrier, Chinese is the highest embodiment of life, which determines that Chinese teaching must be closely linked with life. Only by putting Chinese learning in the context of social life and participating in rich language practice can students have profound language precipitation and high language expression ability.

In the teaching process, teachers should strive to introduce the "living water" of life into the classroom, so that students can experience rich emotional experiences. For example, when studying "A Mountain of Yugong", I first asked a student to tell the story vividly. After listening, I asked the students to extract arguments from the story and start a debate. Students are in high spirits and active in thinking, thinking and analyzing from different angles. In less than five minutes, more than a dozen students expressed their views simply and clearly, which not only enriched students' emotional experience, cultivated students' innovative thinking, improved students' listening and speaking ability, but also expanded the scope of students' learning Chinese, made students walk out of the narrow world of closed and single classroom structure and promoted the transformation from knowledge to ability.

Second, combine living materials, actively practice, and let smart minds generate creative sparks.

Teacher training focuses on applying what you have learned, and training materials come from life as far as possible. For example, I ask students to write warnings about maintaining discipline, being hygienic, being civilized and caring for public property. This unique training method has ignited the spark of students' inner independent innovation. "The grass is resting, please don't disturb it", "The feet are green", "The table is crying because you left a scar on him", "Don't curse, the birds are watching us", full of childlike and unpretentious aphorisms, which are produced from students' brains, not only implement the training, but also cultivate and improve their independent innovation ability. For another example, in the speech training-"Make things clear around one meaning", I asked them to be "salesmen" and introduce the best specialties in my hometown to "customers". Students are eager to try, vividly describe garlic and watermelon and "sell" them to others. This kind of training not only consolidated knowledge and mastered skills, but also made them feel the joy of learning knowledge and stimulated their awareness of independent innovation.

Thirdly, we should use daily life and composition training to strengthen the cultivation of students' writing ability.

It's hard to imagine that a student who hasn't even washed his clothes can write a "laundry song" full of affection and sentiment, let alone a child who can't even fry eggs, and can write a "family dinner" with all colors and flavors. The teacher emphasizes that writing should write what you are familiar with and express your true feelings. In teaching practice, I guide students to pay attention to meaningful or interesting things in their daily lives, write them in observation diaries and accumulate them. Only 2-3 articles are needed every week. Those things in life that make people moved, admired or dissatisfied, sad or even angry, they all poured out their true feelings and strong feelings, and they didn't feel the feeling of writing a paper at all, just kept the innocence of a period of life with a pen.

Chinese teachers have a feeling that few students can really write good compositions in the face of seventy or eighty students, or they have nothing to say, or they keep a running account or copy their compositions.

What I do is to tell students that writing is not difficult. Writing down what you see, hear and think is writing. The key is to have your own ideas and be diligent in observation. I encourage students to watch even if they fight, as long as it doesn't endanger safety. I ask students to keep a diary, and the number of words is not limited, at least 35 crosses. There is no limit to the number of articles in a week.

I said I kept a diary, and I told my students my diary. "During the summer vacation, I went to the public security bureau to get my ID card. There are many people in the hall. Due to the negligence of the staff, my ID card was completely messed up from February to August. Faced with more than a dozen boxes of thousands of ID cards, people who take ID cards go looking for them one by one. It's hot and I'm depressed. I really want to give up. At this time, a lesbian asked the staff that she was looking for Li's ID card and her son's ID card. I paid attention to it after listening to it. It happened that the lesbian who took my ID card in my box repeatedly said thank you. What's more, I found her son's ID card in another box, and the lesbian thanked me again. Although the weather is very hot, others are no longer impatient under my infection.

Lesbians also helped me find it. What is even more unexpected is that she found my ID card in less than 2 minutes. I am very happy with everyone. I wrote it in my diary and named it "Helping others". Under such guidance, students become fond of observing and thinking.

Fourth, read widely-reading, harvesting, and being happy.

Jaspers, a German philosopher educator, once said: "The essence of education is that a tree shakes another tree, a cloud pushes another cloud, and a soul awakens another soul." Why does the teacher shake, push and wake up the students? Rely on our knowledge and wisdom.

Suhomlinski took pains to emphasize the important value of teachers' knowledge background to classroom teaching. He believes that for teachers, in the ocean of your scientific knowledge, the little knowledge you teach students should be a drop in the ocean.

Our teacher should be a book lover and love reading. We don't have to be like the ancients, nor do we have to hang our heads and stab our legs. But we can read books in our spare time.

Recently, the Ministry of Education published the new word 17 1 in official website. Except for a few new words such as house slave and car slave, most of them are completely unknown unless we look them up online. And the popularity of Martian among students. Although this vocabulary is informal, it is enough to show the times of language and writing. Language keeps pace with the times. As a Chinese teacher, we have more opportunities to read and communicate with students. As a Chinese teacher, we should guide students, love reading, know how to read and learn from each other. When we no longer enjoy TV and Internet, when we are no longer bored and empty, when we have books in our hands, we also know about life.

"Living Chinese" emphasizes the integration of Chinese teaching and social life. In the process of imparting Chinese knowledge and cultivating Chinese ability, teachers naturally inject life content; In the process of caring for students' lives, teachers guide students to learn to use the Chinese knowledge they have learned to serve themselves. The extension of Chinese is the extension of life. To make Chinese teaching full of life and the flavor of the times, we must really mobilize students' enthusiasm for learning Chinese and cultivate their independent innovation ability.