Under the new curriculum reform, Chinese classroom teaching in primary schools has made gratifying achievements. Teachers have updated their teaching concepts and methods, and students have become masters of Chinese learning. Chinese classroom presents a prosperous and lively scene, and students' Chinese ability and Chinese literacy have been improved to some extent. However, there are still some problems and disadvantages in Chinese classroom teaching at present, which affect the effectiveness of teaching. Starting from the problems existing in Chinese classroom teaching in primary schools, this paper puts forward many operable strategies. This paper mainly expounds the problems existing in Chinese classroom teaching in primary schools and the strategies to improve the effectiveness of Chinese classroom teaching in primary schools. The purpose is to let everyone know the previous research results and provide experience for further in-depth research. Keywords: effectiveness of Chinese classroom teaching in new curriculum: Chinese curriculum standard 1. Under the new curriculum reform, there are some problems and strange phenomena in Chinese classroom teaching in primary schools. Although the curriculum reform has brought us many gratifying gains, there are also many problems and strange phenomena in classroom teaching. Generally speaking, there are the following problems: (1) Chinese lessons dilute the taste of Chinese. Chinese Curriculum Standard puts forward a brand-new idea: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese subject. The humanism of Chinese determines that Chinese class should not only carry out language training, but also carry out humanistic education to cultivate and infect students' spiritual world. The instrumentality of Chinese determines that the teaching process of Chinese class is a training process for students' words, listening, speaking, reading and writing, so that students can get more contact with Chinese materials and master the rules of using Chinese in a lot of Chinese practice. However, in the real classroom teaching, some teachers turn Chinese lessons into ideological and moral lessons; Some teachers turn Chinese lessons into history lessons; Some teachers have taken physics classes. They do not pay attention to the training of words and phrases; Not paying attention to guiding students to analyze sentences, there is a disconnect between reading teaching and writing teaching; Basic skills training is monotonous and outdated. They did not correctly grasp the nature and connotation of Chinese class, deviated from the direction of Chinese class, and led to misunderstanding of Chinese class. (2) Autonomy, cooperation and inquiry learning methods formalize "Chinese Curriculum Standards" advocates autonomy, cooperation and inquiry learning methods, respects students' subjective status and changes the passive and one-way teaching methods in the past. Although today's Chinese classroom teaching, learning life is moving, enthusiasm and curiosity are improving, but there is a formalized tendency behind cooperation and activities, and students' inner feelings have not been really mobilized. Teachers always let students discuss and study in groups around a certain problem, which is too casual. Only paying attention to the results of cooperative learning without the guidance of cooperative learning process is not conducive to the cultivation of cooperative consciousness. Only pay attention to the form of cooperative learning, without giving students enough time to think and discuss problems. In the exchange of learning experience, students' enthusiasm is not fully mobilized, but only individual students' cooperative learning, without taking into account the feelings of most students. Therefore, the learning style of autonomy, cooperation and inquiry is laissez-faire in the classroom, with a serious tendency to formalize. (3) Chinese curriculum reform "performance" new curriculum reform, teachers' concept has changed greatly. Classroom teaching has changed from cramming to lively "performance" class. Singing, dancing, writing and drawing in Chinese class seem to improve students' enthusiasm and develop their quality. After a class, students' real Chinese literacy has not improved substantially, but only stays on the surface of Chinese, without going deep into the essence of Chinese, which leads to the other extreme of Chinese classroom teaching. On the surface, the "performance" classroom embodies the students' dominant position, develops students' Chinese literacy, and deliberately pursues the wonderful classroom. However, students get little from the classroom. (4) Abuse of multimedia teaching means Multimedia teaching can vividly show the abstract scenes described by language, bring students into a pleasant and relaxed learning environment to stimulate their interest in learning and attract students' attention to the content of the text. However, some teachers do not use multimedia courseware at will according to the needs of the text, and use multimedia in every class. As a result, teachers are in a hurry, and students only pay attention to beautiful pictures, beautiful music and bright colors, which weakens the attention to the content of the text and the teaching effect is flashy. When preparing lessons, the teacher spends a lot of energy making courseware. They didn't fully understand the textbooks and students' knowledge system. They just want to use courseware well, which deviates from the focus of Chinese teaching. (5) Teachers who talk too much and read too little talk too much about the content of the text, failing to grasp the characteristics of the text as a whole and guiding students to understand the ideological content and emotions of the article through various forms of reading. Teachers often analyze texts thoroughly and accurately, and sometimes even impose some of their feelings on students. As a result, the original beautiful article was dismembered into fragmented knowledge points by the teacher's explanation, and the aesthetic feeling and internal connection of the text were destroyed. In the end, students can't deeply understand the connotation of the article, and the improvement of Chinese literacy is very small. The teacher did a lot of useless work. There is also a serious phenomenon of teacher arranged in classroom teaching. Teachers' explanations take up students' reading time, thinking time and activity time, so students can't become real learning masters. Insufficient attention is paid to the memorization and recitation of excellent language materials and the practice of Chinese characters, which affects the improvement of students' reading ability and autonomous learning ability, thus affecting their all-round development. (VI) Single teaching mode The traditional teaching mode is closed and single, with teachers as the center and students as passive recipients. Under the new curriculum reform, some teachers are still unwilling to reform the single boring teaching mode. They often use one or more teaching modes, and don't know how to flexibly increase or decrease teaching links according to teaching needs and students' existing experience in order to achieve the best teaching state. In teaching, copying several links mechanically is not conducive to mobilizing students' enthusiasm for learning Chinese and making them feel tired of learning. Such a Chinese class is very "human", which is not conducive to students' lifelong development. Second, effective strategies to improve the effectiveness of Chinese classroom teaching in primary schools (1) Correctly interpret the new Chinese curriculum standards and grasp the basic characteristics of the Chinese curriculum standards: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. The humanism of Chinese determines that Chinese should not only carry out language training, but also carry out humanistic education. The instrumentality of Chinese determines that the teaching process of Chinese class is basically a training process for students' words, listening, speaking, reading and writing. Only by correctly understanding the essence of Chinese curriculum can we grasp the direction of Chinese classroom teaching. When we realize that Chinese is the unity of instrumentality and humanism, we should start with the instrumentality of Chinese and integrate reading, writing, observing and speaking into classroom teaching, so as to broaden students' horizons, develop their intelligence, develop good Chinese learning habits and substantially improve their Chinese learning ability. Therefore, teaching should start with the instrumentality of Chinese, so that students can get in touch with a large number of Chinese materials, gain more knowledge through specific Chinese activities, such as reading, writing, accumulation and feeling, and improve students' ability to learn Chinese. (B) the implementation of effective teaching preparation 1. Clear teaching objectives are the starting point and destination of all activities. Teachers must set scientific and concise three-dimensional goals before class. After determining the teaching goal, the teacher thinks about what to learn, what not to learn, what is the confusion in learning, and fully predicts the learning situation from the perspective of students. Take the content that can help students achieve the teaching goal smoothly as the focus and difficulty of teaching, concentrate time, integrate problems, and guide students to experience, feel, accumulate and use with emphasis, and carry out Chinese practice in listening, speaking, reading and writing. Clear teaching objectives can effectively overcome the randomness and blindness in teaching, strengthen the pertinence of teaching and achieve targeted teaching. 2. Teachers who study textbooks should change their teaching concepts and turn textbooks into development and utilization textbooks. Understanding textbooks deeply is one of the means to improve classroom teaching. A teacher who thoroughly understands the teaching materials will thoroughly understand the direction of teaching and educating people. Teachers dig up textbooks on the basis of a deep understanding of editors' intentions, so as to know what students want to learn and what they like to learn, thus improving teaching and learning. Teachers can flexibly grasp the important and difficult points of teaching materials, appropriately adjust teaching links and realize the optimization of teaching. In order to achieve the best classroom teaching effect, teachers must process and design the teaching materials, strive to suit the actual situation of students, teach students in accordance with their aptitude, serve students and promote their all-round development. This can not only improve teachers' ability to deal with teaching materials, but also enable students to study happily in class, thus improving their emotional and knowledge abilities. 3. Understand every student's Chinese curriculum standard: "Students are the main body of learning and development. Chinese curriculum must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. " The curriculum standard puts forward that students are in the main position in Chinese learning, and teachers should get to know each student thoroughly before class and understand their hobbies and personalities; Understand the students' existing experience and knowledge system; Understand the students' acceptance and the tastes of China people. And design teaching objectives, teaching processes, teaching strategies and classroom exercises suitable for most students. Only in this way can students' subjective initiative be brought into play and good classroom results be achieved. 4. Preparation and treatment of teaching materials Teachers should combine the needs of Chinese courses and students' tastes, make full use of rich books and network resources, collect and improve materials suitable for students' reading and learning, so that students can be attracted by the text and happily enter the best learning situation. Teachers can choose some texts that are both aesthetic in literature and suitable for students' physical and mental development to expand the Chinese classroom, integrate resources inside and outside the class, realize the integration of various teaching materials, broaden students' Chinese learning horizons and improve their enthusiasm and interest in learning. Teachers can also handle textbooks and teaching materials flexibly, adding one or subtracting one. If the textbook needs to be expanded, the teacher should add one to supplement the useful materials in the textbook, otherwise it will be reduced. 5. The choice of organization form and teaching method Under the new curriculum reform, the teaching method and teaching organization form move from closed to open, from rigid to flexible. When preparing lessons, teachers should choose the appropriate teaching organization form according to the teaching content, teaching objectives, teaching difficulties and students' knowledge structure, implement effective teaching behavior and improve the effectiveness of classroom teaching. (1) The teaching organization should be flexible. Classroom teaching is the basic organizational form of modern teaching. Although it plays an important role in classroom teaching, teachers must treat it dialectically, which leads to the "five centers of teaching". Teachers must change the traditional classroom teaching system, make bold innovations in classroom organization forms, pay attention to the diversity and flexibility of teaching organization forms, and guide students to learn in life, play, hands-on and inquiry. Teachers should flexibly adopt various learning methods such as individual learning, group learning, large group debate, deskmate learning and help learning according to different teaching contents and students' personality characteristics. In addition, teachers should scientifically choose organizational forms that are conducive to mobilizing students' enthusiasm and creativity, and form a dynamic classroom. Such as question and debate. (2) In the selection, application and innovation of teaching methods, we should focus on reforming students' learning methods and promote the simultaneous reform of teaching methods and learning methods. Teachers must formulate teaching methods according to students' learning situation. First, reform the way of learning, make students become the real subject of learning, give full play to their subjective initiative, enhance their autonomy in learning, cultivate good study habits, change the traditional way of accepting learning, and guide students to carry out autonomous learning, inquiry learning, cooperative learning and innovative learning. In the process of learning, understand the law of knowledge formation and cultivate the ability to find, ask, study and solve problems. The second is to learn the statutory teaching method and reform the teaching method. Teachers should guide students to study independently, observe and discover, question and ask questions, explore cooperatively and experience practice. It is necessary to organically combine learning after teaching with teaching after learning, teaching in learning and teaching in playing. In this way, learning method and teaching cooperate with each other to learn statutory teaching method, which respects students' learning subject, mobilizes students' enthusiasm and promotes mutual learning between teaching and learning. 6. Teachers' comprehensive literacy In the process of education, teachers are the guide and decisive factor of classroom effectiveness. Therefore, teachers should have a correct attitude, respect their work, be dedicated and happy, and feel that educating students is a kind of happiness from the bottom of their hearts. As a teacher, first of all, we should be loyal and love education, which is the driving force of our work. If there is no enthusiasm for work, treating one's work as a kind of pain will reduce students' interest in learning and classroom efficiency. Secondly, teachers must have solid knowledge of Chinese subject and comprehensive knowledge, so as to provide a solid foundation for education and teaching. Thirdly, teachers should have certain scientific research ability and comprehensive quality, constantly update their knowledge, keep pace with the times, and implement classroom teaching with advanced teaching methods to improve efficiency. (3) Cultivating students' reading ability The basic task of Chinese teaching is to cultivate students' good habits of using Chinese, which is embodied in cultivating students' listening, speaking, reading and writing abilities. The cultivation of listening, speaking, reading and writing ability is the general task of Chinese teaching. The low effectiveness of Chinese classroom teaching mainly means that students' listening, speaking, reading and writing abilities are not high. Therefore, our Chinese teaching must strengthen students' listening, speaking, reading and writing training. Teachers should cultivate students' listening, speaking, reading and writing abilities through reading teaching. Listen to the teacher read the excellent text, talk about your own feelings, learn from other people's writing methods, read it repeatedly, and experience the beauty of language and thought. Therefore, we should vigorously promote reading teaching and transfer knowledge and ability through reading. (D) Develop a good habit of extensive reading Chinese curriculum standards put forward: "Cultivate students' interest in extensive reading, expand the scope of reading, increase the amount of reading, and advocate doing less questions, reading more, reading better, reading good books and reading whole books. Encourage students to choose their own reading materials. "If teachers want students to achieve this goal, they must try their best to organize students to read widely, let students choose their favorite books to read, extract useful information from them, and share their reading feelings with teachers, parents and friends. Extensive reading enables students to understand the natural world and the human world through contact with language materials, gain more extracurricular knowledge and accumulate personalized language. Teachers can organize students to hold reading activities and cultivate students' good habits of reading more, reading better and reading better. In order to cultivate students' habit of extensive reading, teachers can hold various activities, such as reading experience exchange meetings, people appreciation meetings, famous articles and good paragraphs recommendation meetings, celebrity reading lectures, recitations and so on. To stimulate students' interest in reading and cultivate their ability to read independently. (5) Effective classroom teaching implementation strategy 1. Effective teaching and teaching methods are the most basic teaching methods, and teachers' scientific and reasonable teaching is very important for classroom teaching, even in the classroom activities of students' autonomous learning. Teachers' effective teaching can guide students to understand key and difficult knowledge, inspire students' thinking direction, and play the role of finishing touch. Effective teaching should follow the following principles: (1) Teaching should be attractive. In class, teachers should first consider how to attract students' attention with language. Vivid language, rich and varied nonverbal expressions, full of enthusiasm and appeal are the higher realm of attraction. The skills to attract students' attention are as follows: teachers can give an example with surprising results at the beginning of the lecture to arouse students' curiosity; Tell students the teaching objectives and let them listen in class; Let the students know the key and difficult points of learning. Teachers should guide students to understand the key parts of the text and exercises before class. Emphasizing the difficulties in and after class can help students form knowledge structure and knowledge theme. (2) Master the rhythm of classroom teaching. Good teaching always keeps a certain rhythm. Keeping the teaching rhythm suitable for students can not only make teachers' teaching easier, but also make students remember and understand some knowledge more effectively and form corresponding values with the help of some suggestive effects. Teachers should design a simple and reasonable transition when preparing lessons. A good transition determines the smooth progress of the class. Bad transition will hinder the effective use of teaching time. Therefore, teachers should ensure the simplicity and order of transition and control the number of transitions. If teachers handle the transition well, they will not waste teaching time and improve efficiency. (3) Teaching should be clear. Teachers should present new information in an organized, clear and step-by-step way to guide students to have a clear understanding of what they have learned. Teachers should define teaching objectives, collect information resources, list concepts that students are unfamiliar with or difficult to understand, tell students what they are going to learn, and define the main tasks of the classroom, so as to make teaching clear. Teachers' effective teaching can stimulate students to participate in learning. In addition, teachers can ask questions effectively and students can listen effectively, so that classroom teaching can maintain mutual dialogue and communication. 2. Effective questioning Aristotle, an ancient Greek philosopher, once said a famous saying: Thinking begins with surprise and questioning. Questioning can stimulate students' interest in learning and is one of the factors that affect the effectiveness of classroom teaching. What a teacher asks in class, how to ask it and whether it is to the point are important issues related to the success or failure of teaching. When asking questions in class, we should pay attention to the following points: closely follow the teaching objectives and design clear questions; The difficulty and size of the question should be moderate, in line with the actual level of students; Questions should be artistic, diverse and interlocking; Ask questions so that all students can actively participate, so that more students have the opportunity to be asked questions, and encourage students to ask questions and question answers. 3. Effective listening is an interactive process between teachers and students. Learning to listen is a skill that both teachers and students must master. The teacher first made the students understand the importance of listening. Secondly, teachers should regulate the explicit behavior of students' listening. Teachers should tell students not to interrupt when listening to others, but to look at the speaker with focused eyes and sincere smiles, so that the listener can produce corresponding body language according to the speaker's content. Finally, the teacher asked the listener to take responsibility. The audience has the responsibility to improve the quality of the discussion. When students listen, give the children a clear task, let the children listen with questions and specific requirements, and let the students be full of responsibility in the process of listening. 4. Effective feedback Teachers should pay attention to the feedback of teaching activities. Teachers and students should adjust teaching activities in a timely and targeted manner, achieve teaching objectives efficiently and improve classroom teaching efficiency. (1) The feedback time should be timely. Teachers should give feedback in every class, praise good practices, ask questions and shortcomings, let students correct their mistakes in time, strengthen important content, deepen students' knowledge and understanding of classroom content, and let students understand what they have learned flexibly, so as to draw inferences from one example to another. Teachers should patiently explain the knowledge that students can't understand for several times, and appropriately increase the practice. (2) The feedback methods should be diverse and flexible. Teachers can ask students to repeat the main content, plot and deepest feelings of the article; Teachers can also ask students several key questions to test students' mastery of knowledge and existing problems; Teachers can test students' learning effect and learning attitude through exams, and also test teachers' teaching effect. (3) Feedback should run through every link of teaching. The whole teaching process refers to the teacher's preparation, class, homework, guidance and evaluation, and feedback runs through every teaching link. Timely feedback can promote the teaching activities to be completed quickly and well, and students can gain more knowledge from it. (VI) Effective teaching behavior evaluation Teaching behavior includes preparing lessons, attending lectures, homework, and counseling. Teachers should evaluate the teaching process effectively. It is divided into pre-teaching evaluation, in-teaching evaluation and post-teaching evaluation. In the past, teaching evaluation focused on post-teaching evaluation, taking students' test scores as the only evaluation standard, ignoring the evaluation of teachers' teaching behavior. After the new curriculum reform, the evaluation tends to be diversified. Pre-class evaluation refers to whether teachers thoroughly understand the teaching materials and students' knowledge system and personality hobbies before class; Evaluation in teaching refers to whether teachers and students can cooperate with each other in classroom teaching, whether teachers can mobilize students' enthusiasm and subjective initiative, and whether teachers can effectively guide students' learning; Post-teaching evaluation refers to teachers' self-evaluation, reflecting on the problems existing in the teaching process, reconstructing new teaching behaviors and organizational forms, and promoting the rapid and good development of classroom teaching. Pre-teaching evaluation and post-teaching evaluation are for teachers to better reflect on the advantages and disadvantages of classroom teaching, examine their own teaching methods, teaching organization forms and strategies, and build an effective classroom for teachers and students to develop together.