Deep learning provides new directions and ideas for effective classroom. Theoretically speaking, deep learning is a learning method based on constructivism theory. On the basis of understanding learning, learning subjects can critically learn new knowledge and new theories, and organically integrate their learning feelings, insights and insights into their original cognitive structure, thus improving their learning level, strengthening their learning ability, adapting to new situations, exploring new problems and generating new abilities. [1] is an inevitable requirement for effective and efficient learning.

In order to help students wander, imagine, create and develop in the beautiful Chinese world, and constantly attract students to engage in deep learning, we should make the Chinese classroom a strong "magnetic field" with sufficient magnetic force. Through the exploration of classroom teaching practice, the author found several effective strategies to promote deep learning:

First, multi-angle construction: to enrich the "magnetic field" of deep learning

Chinese teaching should "broaden the field of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, and broaden students' horizons, improve learning efficiency and initially develop Chinese literacy needed by modern society through the intersection, infiltration and integration of different contents and methods." Chinese curriculum should be open and full of innovation and vitality "[2]. To construct text teaching materials from different angles, we should not only make use of rich living resources, but also integrate students' subjective creation, so that students can become passive text "recipients" and become "creators" and "enjoyers" of texts.

1. Delete the word "complex" as "simple" and refine the title to highlight the word "essence". In order to let students enter deep learning and have personalized feelings, teachers need to extract the most essential core information (the "essence" with the most teaching and learning value) from the numerous information in the text, which can be a word, a sentence, a skill point, an emotional point and so on. Teachers can cut into the text construction through a precise and clear topic.

2. From "thin" to "thick", resource integration highlights the word "wisdom". Chinese teaching should guide students into life, read widely, broaden their horizons and broaden their horizons. In Chinese classroom teaching, teachers should not only pay attention to the stipulation of the text, but also supplement the teaching materials, expand the content, reorganize the materials, make full use of, rationally develop and effectively integrate various resources, and realize the continuous transcendence of teaching materials, classrooms and teachers themselves.

3. Change from "static" to "dynamic" and highlight the word "live" in practice. In order to further strengthen and internalize the content of the text, we can carry out some Chinese practice activities, such as being a small tour guide and acting a textbook drama. By studying texts with teachers and students and digging up language practice points, the activity process itself can become a rich curriculum resource. These activities urge students to apply language and internalize language, so that students can really integrate their learning feelings, sentiments and sentiments into the original cognitive structure, thus improving their learning level, strengthening their learning ability, adapting to new situations, exploring new problems and generating new abilities.

Second, multi-directional activation: making deep learning "magnetic" stronger

The hierarchy of needs is a dynamic link in the internal mechanism of developmental teaching subjects' participation. Whether it is to stimulate students' reading expectations by using "new and different stimuli" that exceed students' expectations, or to dig up text gaps and carefully create expansion space ... Teachers care for children's innocence, satisfy their innate "four hearts"-curiosity, enthusiasm, competitiveness and creativity, and make deep learning more "magnetic" through various activations.

For example, when a teacher was teaching "Qingpingle Village Residence" (the first volume of the fifth grade of Chinese in the Soviet Education Edition), there was such a fragment:

Teacher: Reading Drunk Wu Yinxiang is Beautiful, you seem to see what Weng Tuo is doing and hear what they are saying.

(Students at the same table perform role simulation while imagining, and teachers and students perform on stage. )

Sheng 1 patted Sheng Er (Weng) on the shoulder: Old man, you have been the pillar of our family all your life. Now, how capable your three sons are!

Sheng 2 (Weng) took Sheng 1 (Eh) by the hand: you can do it, old woman. You gave me three good sons!

Teacher: In this way, the old couple chatted, which reminded me of a song: collecting bits and pieces of laughter along the way, sitting in a rocking chair and chatting slowly after arriving ... This situation can be condensed into one word, that is-

Health: May.

Teacher: Not only is she charming, but he is also charming. It's called-

Health: Just attract each other.

Teacher: How "drunk" I am, addicted to flattery!

What a wonderful teaching clip! Teachers guide students to enter the state, analyze and interpret on the basis of full imagination, which has a strong Chinese flavor.

Children's mind is the most unrestrained. Chinese teaching should inject infinite tension into the limited time and space in the classroom and enhance the vitality of the classroom. Teachers should make Chinese lessons more lively through various channels and let children learn while playing. We meet students' psychological needs and activate their learning needs. Why don't students naturally go to deep learning? Third, multi-level promotion: making deep learning "magnetic force" more sufficient

Practice has proved that we can continuously enhance our study of magnetism through the following four aspects.

1. Grasp a premise-deep participation and activate new knowledge.

In order to let students enter the state of deep learning, it is necessary to stimulate students' deep participation. Only with deep participation can the knowledge they have learned be activated. We can organize theme inquiry, theme expansion, demonstration and group discussion in class. For example, in the lesson "Terracotta Warriors and Horses of Qin Dynasty" (the second volume of the fifth grade of Chinese in the Soviet Education Edition), a tabular learning guidance plan can be designed. What kinds of terracotta warriors and horses can be introduced from the text? What are their characteristics? How did you grasp the characteristics and introduce them in detail? "Group cooperative learning is carried out in these aspects. In the classroom display, the depth of students' participation is evaluated from four aspects: the participation of students' activities, the depth of inquiry, the criticism of thinking and the generative construction.

2. Highlight a key point-think deeply and acquire new knowledge.

Whether students can think deeply in inquiry reading depends on whether the questions designed by teachers are accurate or not. It is necessary to guide students to experience the transformation from the outside to the inside and from the concrete to the abstract.