From the students' point of view, this paper probes into effective strategies suitable for Chinese classroom teaching in primary schools, including strategies to arouse students' learning enthusiasm, give full play to students' main role in classroom teaching, and organize students to use various learning forms in classroom teaching, and puts forward specific implementation methods and ways.

Keywords:: primary school Chinese classroom teaching effectiveness strategy

Body parts:

In China in 2 1 century, the development of education has entered a critical period of quality education. At present, how to improve students' learning quality, avoid the "spoon-feeding" teaching method in the previous classroom teaching, enhance students' interest in learning, and make students actively participate in the whole teaching process is an important topic in educational research. Starting from the students' point of view, this paper discusses effective strategies of Chinese classroom teaching in primary schools based on my years of teaching practice, hoping to help front-line Chinese educators improve the effectiveness of classroom teaching.

First, classroom teaching strategies to mobilize students' enthusiasm for learning

Students' learning enthusiasm means that in classroom teaching, students have a strong interest in learning content and actively explore it. The higher the enthusiasm of students, the higher the efficiency of classroom teaching.

James, a psychologist at Harvard University in the United States, has proved through experiments that people's enthusiasm can even be improved by 3-4 times by stimulating interest. Someone has introduced such a descriptive formula: students' academic performance = ability × interest.

Suhomlinski said: "In every young mind, there is gunpowder eager for learning and knowledge. See if you can light this powder. " Stimulating students' interest is the fuse to ignite the gunpowder eager for knowledge. Setting suspense and stimulating interest is really the secret to improve the effectiveness of classroom teaching.

There are many ways to stimulate students' interest in learning in classroom teaching, and starting to attract interest is one of them. Introducing interest at the beginning of the class will stimulate students' strong interest. Teachers should carefully design the introduction of topics according to the teaching content. Teachers should turn classroom teaching into an activity to explore the mysteries of knowledge, or even a mysterious inquiry activity, and hook up students' interests as soon as they attend class. A teacher taught multicolored pool, and after solving the problem, he asked, "Where is multicolored pool?"? Who can tell what colors are in the colorful pool? Who can say why the pool water is colorful? " The students are eager to find the answer in the text. Such learning activities make students learn consciously and actively. This introduction laid a good foundation for this course, and students learned it easily and interestingly. Besides asking questions, there are riddles, suspense, stories and sketches to attract interest. The beginning of a class is so important, just like choosing a breakthrough in a battle, where brilliant results begin. As the saying goes, "a good beginning is half the battle", therefore, to improve the effectiveness of classroom teaching, we must pay attention to the fun at the beginning.

Guiding students to participate in competitions in teaching is also an important measure to improve students' learning interest. Why are chess fans and fans "fascinated"? Because there is competition here. If it is more fascinating to directly participate in the competition, "ecstasy" means a high degree of "interest". Competition conforms to students' psychological characteristics, so it can arouse their enthusiasm. In order to improve students' enthusiasm, teachers should create conditions for students to participate in the competition in classroom teaching. If you watch carefully, the students are very active in the competition, even the underachievers are not to be outdone. When teaching new words, let the students compare who can recognize quickly and remember firmly, and who has more words; When reading the text aloud, let the students compare who reads with emotion and who understands deeply; When summing up the text, compare whose speech is creative. The form of competition can be individual students as competitors, or groups as competitors, and so on.

Deliberate innovation can also stimulate students' interest. It is human empathy to like the new and dislike the old, and curiosity is a prominent psychological feature of teenagers. Our students hate it when teachers teach the same things. Every Chinese class is the author's introduction, background of the times, paragraph division, induction center, summary of writing characteristics and so on. In order to arouse students' enthusiasm, teachers should adopt flexible and diverse teaching methods in combination with the teaching content, and seek novelty and difference. An old educator said: You must create something new in every class-even if it is just a new vocabulary. Seize the students' curiosity, and constantly show the splendid new world of knowledge to the students, and you will be welcomed. In our classroom teaching, teaching methods should be as lively as possible. Speak, read and discuss alternately, and do everything possible to make students feel innovative in the learning process. If there is innovation, they will be excited. Only exciting mental work can make the learning process itself present a wonderful realm, just like stepping into a garden full of flowers and fragrance everywhere, as if enjoying the mellow wine and being intoxicated. This kind of learning realm can make learners have endless fun. Teachers should try their best to make every class "innovative". Tell a play, play a play, no problem; Say poetry might as well open a book club; You might as well play a recording while reading the model ... this new method can stimulate students' strong interest in learning.

Connecting with real life, the effect of stimulating interest is also quite obvious. Once, when I was about to give a lecture, it suddenly thundered outside, and the heavy rain fell from the sky with hail. The students all looked out. Seeing that everyone was not interested in attending classes, I had a brainwave and simply asked the students to stand up and lie prone on the window to watch the rain. Then I said, "Students, who can say some suitable words to describe the rainy scene while watching?" The students are very happy. After reading and talking, they said that there were many quips in class, such as lightning and thunder, dark clouds gathering, pouring rain and thunder rumbling ... A few minutes later, they had a wonderful oral composition class. In this way, even if students' curiosity is satisfied, their desire for expression is stimulated, and the cultivation of oral English ability will come naturally.

If students have a strong interest in learning, they can enjoy learning, take the initiative in class, pay attention, study consciously in the process of learning, ask all kinds of difficult questions and be diligent in asking questions; They can actively participate in the discussion and research of study groups, try to solve difficult problems, and actively look for challenging study tasks. Their learning goal is not to score, but to master and apply knowledge in a down-to-earth manner.

Second, give full play to the main role of students in classroom teaching strategies

Students are the main body of classroom teaching, that is, students-oriented and give full play to their learning potential; Students are the masters of classroom learning. In classroom teaching, students actively participate in the learning process and practice process, while the role of teachers is hidden, serving students' learning.

In classroom teaching, we should give full play to students' main role. There are three reasons: first, the education that guides students' self-development is an exploration of the educational model in China's educational transformation period, and its core is to guide students to learn self-education and self-development according to the social direction. Its ultimate goal is to guide students to develop into what Marx called "free and conscious activities" with humanity, and it will establish an educational mechanism that serves the people of the motherland and realizes their own values. Second, the mainstream of current teaching is to emphasize students' "active development". The connotation of "active development" is that students have a strong sense of learning subject and a high motivation for achievement; Love learning, be eager for knowledge, be able to exert subjective initiative and actively participate in teaching activities; Learn to learn, have strong self-study ability and good study habits, and can actively plan their own learning tasks and development direction. Third, in the teaching process, the object of teacher education is students, and students can think and move. Students are the subject and master of learning, and whether students learn well depends on their subjective efforts and dynamic role. All the efforts of educators are to make the educated know how to learn, so that students are willing to learn, like learning and take the initiative to learn.

How can we give full play to students' main role in classroom teaching?

First, teachers are friendly to students, and students strive to be masters. At the beginning of classroom teaching activities, teachers should first become students' mentors and friends, create situations with sincere feelings and sincere language, stimulate and arouse students' strong sense of ownership, let students understand what the learning content of this class is, and let students set a goal together. When students realize that they are not only a member of learning activities, but also the master of learning activities, they will associate their learning behavior with the whole classroom teaching activities and regard classroom teaching activities as activities that they should actively participate in. The stronger a student's sense of ownership is, the stronger his sense of learning participation will be, and the more he can overcome all kinds of obstacles and obstacles to achieve the set goals. Changing "I want to learn this way" into "I want to learn this way" will make students change from passive to active, and the greater the acceptability of education.

Second, teachers liberate students and students are brave in practice. In order to make students the main body, we must really liberate them, instead of putting pressure on them with exams and homework, forcing them to stay within the framework set by teachers. Living in the classroom is not chaotic, living in an orderly way. Sometimes it looks messy, but this is a discussion, not a fight. Sometimes it's quiet. That's a lecture, not a problem. Teachers are well managed, both democratic and centralized. They can live when they are alive and control when they are quiet. We all know that learning is a process from external activities to internal absorption. The externalization process in learning is not only the process of students' oral action, but also the process of thinking. Students use their brains to process what they have learned, and then speak, write, draw, perform and do. This is what we often call "practice". Students can see the subjectivity in the objective material world through practice and with the help of certain operational skills, and complete the learning process in practice. Some teachers summed up the "five-method teaching method": books are for students, opinions are for students, "three points" (key points, difficulties and doubts) are for students to discuss, rules are for students to find, and summaries are for students to write. This is desirable.

Third, teachers skillfully use non-wisdom, students activate the classroom. Non-intelligence factors are the general name of psychological characteristics such as motivation, interest, emotion, will and personality. If the intelligence factor is the working system for people to know objective things, then the non-intelligence factor is the power system for people to know objective things. In teaching, the dynamic role of non-intelligence factors is of great significance to promote the formation of students' learning ability and the development of intelligence. Therefore, the teaching strategy to promote students' active development focuses on stimulating students' non-intelligence factors, that is, better mobilizing students' internal driving force, and cultivating students' higher learning motivation, stimulating strong learning interest, and forming tenacious learning will and good learning habits. First of all, the clever use of affirmation and reward evaluation methods can make the classroom "live". Because rewards have the power to push students to work hard, so that students can find their own progress in their studies and constantly meet their learning expectations. Secondly, the clever use of competition methods can also make classroom teaching "live". Because moderate competition helps to stimulate learning enthusiasm. You can use the method of competing with yourself, that is, strive to study better today than yesterday, without having to compare with others, but only seek your own progress; You can also secretly choose a classmate as the goal and compete with him in learning; You can also use the method of group competition to form class-to-class competition and group-to-group competition, which can stimulate the spirit of unity and cooperation in mutual learning and minimize the negative impact of competition. Thirdly, the clever use of emotional factors can also make the classroom "live". We should establish a teacher-student relationship of mutual respect, friendship, democracy and equality. School is the most important place to meet the needs of students. Students' main needs in studying and living at school are self-esteem and belonging. (See Pei: On Developmental Teaching). Therefore, teachers should sincerely love every student and should not discriminate against poor students. The class should form a close and harmonious relationship of care and understanding, so that students can respect each other in the class and enjoy happiness collectively, so as to truly meet the greatest needs of the subject.

Fourth, teachers use strategies to help students achieve their goals. Activity strategy is also a common strategy in Chinese classroom teaching in primary schools. The so-called activity strategy is to fully tap the activity factors in teaching activities, create a classroom environment in which students actively and consciously participate and an open extracurricular development environment, so that students can actively participate, think and explore in full activities. It is a teaching strategy to promote the unity, coordination and positive development of students' cognitive, emotional and behavioral goals, and its core is to create a learning environment that helps students actively participate in activities, so that students can achieve their teaching goals in the process of activities. Specific implementation methods include: organizing various forms of classroom teaching exchanges, debates, competitions, etc. Achieve teaching objectives; Through experiments, production and hands-on activities, organize students to try and make mistakes successfully, and then complete the learning task; Guide students to participate in various forms of cognitive activities, innovative activities and practical activities of various contents, and cultivate and develop their individuality.

Thirdly, organize students to use various learning strategies in classroom teaching.

In classroom teaching, the concrete manifestation of students' internalization of knowledge into behavior is that students actively participate in learning. Active participation, that is, the behavior practice of the subject participating in cognition is not forced, reluctant and passive, but conscious, positive and active. If students' initiative is more obvious, the effectiveness of classroom teaching will be greater, which indicates the formation of good study habits. Therefore, we should create situations, give students a platform to actively display their talents, and promote students to actively participate in the whole process of classroom teaching. Therefore, our teachers should carefully organize students' various forms of learning activities.

First of all, encourage students to study independently and ask questions diligently. Thinking is the most important thing in learning. Einstein said: "Learning knowledge should be good at thinking, thinking and rethinking. This is how I became a scientist. " Newton said, "If I have made some small contributions to the world, it is not because of anything else, but because of my hard work and persistent thinking." It can be said that all successful people are good at thinking and have the habit of thinking. Teachers must pay more attention to inspiring and asking questions when guiding students to learn, and encourage students to think, ask questions and study problems. Now some students are lazy not only in their hands, but also in their brains. They want to ask questions when they have some questions, and they always want to rely on others. When students see that the topic is difficult, they ask the teacher without thinking it over. At this time, if the teacher encourages them, the students may come up with it after careful analysis. If encouragement is not enough, teachers can give advice to students. We should teach students ways of thinking according to their questions.

Learn, learn, learn and ask. Asking questions is the key to reading, the starting point of thinking and the embodiment of deep drilling. In the Song Dynasty, Zhu said: "Those who learn without doubt must be taught with doubt." Chen Xianzhang, a scholar of Amin Dynasty, said: "Small doubts lead to small progress, while big doubts lead to great progress, which gives skeptics the opportunity to realize." All the students are good at asking questions, but the poor students often can't ask any questions. They don't care about their studies, swallow dates, and even if they ask questions, they don't want to think deeply, so they often seem to understand. Of course, good questions should also have certain methods and need to be cultivated. Good questions don't mean asking questions blindly. To ask questions, first ask yourself, ask yourself more questions, and ask why. Don't blindly follow, whether others' answers are right or not depends on your own thinking and recognition. Compare other people's answers with their original ideas, think about their differences with others, so as to find out their own thinking problems and learn other people's thinking methods. Only when students can think, ask questions and learn can they cooperate and communicate with others. Only when students' individual potential is brought into play can classroom teaching be effective.

Secondly, encourage students to study cooperatively and learn from each other's strengths. In the process of learning, students often encounter new problems to be solved. When students think independently, they still can't solve it. Whether you retreat from difficulties, rely on teachers to explain, or consciously find partners to solve them, you need teachers' conscious guidance. "Cooperative learning" allows problems encountered in learning to be discussed in groups to find solutions. What teachers do is to cultivate students' sense of cooperation. In group cooperative learning and communication, students should speak, listen to their classmates' opinions and be small teachers in evaluation. In this way, the quantity and quality of students' participation have been improved, and their dominant position has become more prominent. In classroom teaching, there are many opportunities for cooperative learning. "Cooperative learning" can be carried out in the process of learning new knowledge. A lot of new knowledge is developed on the basis of old knowledge. After students study independently, most of them can solve problems. As long as students exchange ideas at the same table, teachers can supplement them a little, saving a lot of time and allowing students to consolidate their development in practice. For practical content, we should emphasize students' hands-on operation and guide students to cooperate, help, promote and check each other. Teachers should join the group and appear as explorers to improve students' enthusiasm. Teachers can also carry out "cooperative learning" in practice. Primary school students' thinking is relatively simple, and a slight change in question types will often affect the choice of problem-solving methods, and even make mistakes. Think more about a problem, solve the same problem in many ways, and so on. On the basis of students' independent solution, organizing group discussion, appraisal and communication is conducive to solving problems and effectively improving classroom teaching efficiency.

Third, guide students to explore and learn, and constantly improve. As a teacher, we should create conditions for students to give full play to their individual advantages in the interaction of large groups. In the same learning activities, students can use their own advantages to overcome their own disadvantages, learn from others' strengths and make up for their own shortcomings. Here are some examples:

Example 1: Find others and learn from each other. After finishing a class exercise, I consciously let my classmates learn from each other and discover the advantages of others. I asked the students to sit down, look at each other's papers, and then write the names of the students who you think did the best exercises. Because the principle of superiority is understood by students, there are gratifying phenomena: poor students write the names of excellent students; A good student actually wrote the name of a poor student. Are looking for other people's bright spots. This form of learning is conducive to mutual learning among students.

Example 2, intra-group cooperation, inter-group competition. On the basis of organizing students to study in groups, we advocate intra-group cooperation and inter-group competition, and the effect is obviously better than simple competition. Because students should not only complete their own tasks, but also cooperate closely with other team members. Only in this way can they surpass other groups. For example, the same problem depends on which group solves it first. There are many solutions, and the best one is found, which greatly stimulates students' learning enthusiasm and improves classroom teaching efficiency.

Example 3, mutual revision of homework, re-understanding. In the past, homework correction was arranged by teachers, and students did not participate enough. In fact, we should pay attention to mobilizing students' enthusiasm for correcting homework and give full play to students' enthusiasm and initiative in evaluation. The correction in the group is often particularly serious and responsible, and the requirements are particularly strict. There will be a red-faced debate about differences. In this way, students have a new understanding of what they have learned, and gradually exercise their judgment ability, improve their understanding level, and make classroom learning more substantial and perfect. Of course, it is more valuable to organize students to correct and choose the content, if it is an open topic. Of course, teachers should strengthen the guidance of correction and gradually improve the requirements of correction.

In a word, classroom teaching is a profound knowledge with strong artistry. There are many factors that affect classroom teaching, such as teachers, students, teaching materials and classroom environment. In order to improve the effectiveness of classroom teaching, we must be guided by teaching theory, constantly sum up through our own practice, constantly improve and innovate, skillfully use effective strategies of classroom teaching, and truly improve the quality of classroom teaching and students' learning.

References:

1, continuing education textbook for primary and secondary school teachers, 2003.

2, "strategies and methods to improve the quality of education and teaching."

3. The Compilation of Experts' Guidance on Comprehensive Quality Training for Primary and Secondary School Teachers published by China Peace Publishing House, edited by Liu Fang.

4. Ruan and Zhu, editors-in-chief of "Teaching Reform and Innovation", an outstanding educational and scientific research achievement of primary school teachers in Jiaxing.

5. Editor-in-Chief Liu Zhejiang Education Press "People's Teacher's Manual"