First, primary school Chinese teachers should pay attention to the link of classroom lead-in.
In the process of teaching, many Chinese teachers in primary schools think that classroom lead-in is actually not that important, and classroom lead-in is dispensable, which naturally ignores this link or even omits it directly. There are also primary school Chinese teachers who nominally lead into the classroom, but actually don't pay attention to it. Because they don't pay attention to it psychologically, the classroom lead-in is vague, ambiguous and unsuccessful. Many of them deviate from the classroom content and are not targeted. If this is unintentional classroom lead-in, it is better not to do it well, because it will not only bring primary school students into the classroom, but also take them farther and farther away from the classroom, with worse pertinence.
Therefore, primary school Chinese teachers must be targeted when doing classroom introduction. The content and form of primary school Chinese teachers' classroom introduction are inseparable from the content of this lesson. Some Chinese teachers in primary schools don't pay enough attention to classroom lead-in, or because time is tight, they are careless in preparing for classroom lead-in, which leads to the lack of connection between classroom lead-in and the content of this lesson, and the distance between primary school students and the theme is getting farther and farther.
Some Chinese teachers in primary schools don't realize the importance of classroom lead-in, but they have to do it because of the requirements of the school or because of formal reasons, so they use a method for classroom lead-in for a long time, which is used in every class. This practice is not correct. The introduction method may not be suitable for every class. Chinese teachers in primary schools should ensure the novelty of classroom lead-in and choose lead-in methods according to the nature of classes. Chinese teachers in primary schools should constantly improve their knowledge, skills and comprehensive quality, innovate constantly, and explore new methods of introduction to attract primary school students. The most important thing is that Chinese teachers in primary schools should attach importance to the link of "classroom lead-in". Only through more exchanges with other teachers and practice can they fully realize the importance of "classroom lead-in".
Second, classroom lead-in should stimulate the curiosity of primary school students.
In the process of learning Chinese in primary schools, the most important thing is to stimulate primary school students' interest in learning and thirst for knowledge, so as to study and explore more smoothly in the future. Then, how can primary school Chinese teachers stimulate the curiosity of primary school students when introducing them into the classroom?
1. Primary school Chinese teachers can use the poetry introduction method for classroom introduction. Primary school students' thinking is very simple, and too complicated knowledge is difficult for them to understand. If the primary school Chinese teacher talks about the key points and difficulties at the beginning of a class, primary school students will be confused and gradually lose interest in learning primary school Chinese. Chinese teachers in primary schools can simplify all difficulties. For example, primary school Chinese teachers can compile all the new words that primary school students need to remember into catchy poems. In this way, primary school students can master and simplify complex problems. Once the questions are simple and easy, primary school students can learn them. Pupils will be willing to learn as long as they understand and learn.
2. Chinese teachers in primary schools should prepare novel, rich and diverse classroom lead-ins. There are many ways to lead in class. Chinese teachers in primary schools can't always lead in one way, because the content of each class is different, so this way of leading in is not suitable for each class. Chinese teachers in primary schools will always lead in one way, and primary school students will get bored and even have resistance. Therefore, Chinese teachers in primary schools should observe more, think more and be brave in innovation. It should be introduced into the classroom in a novel, rich and diversified way. For example, primary school Chinese teachers can introduce some interesting stories, some folk songs, some songs related to the lecture content, some familiar things or events of concern to the classroom. Only when primary school Chinese teachers learn to innovate can classroom lead-in play its corresponding role.
3. Chinese teachers in primary schools should also learn to improvise and use random introduction. In primary school Chinese teaching, we will find that the learning state of primary school students is different every day, which requires primary school Chinese teachers to carefully observe the state of primary school students at the moment they enter the classroom, and then learn to improvise and quickly find a guiding way in the classroom suitable for the current state of primary school students. Even if you are ready for classroom introduction, you should correct it in time if you find that it is inconsistent with the state of primary school students, otherwise it will not achieve the effect, and if you do it, you will not do it.
4. Chinese teachers in primary schools can use interesting introduction method for classroom introduction. Interest introduction method is to create a happy and relaxed classroom atmosphere for primary school students, so that primary school students are in an optimal learning state, without too much worry or too much pressure, very relaxed, happy and positive learning state. This interesting introduction method can make primary school students realize that the subject of primary school Chinese is not as boring or serious as expected. Only by relaxing and eliminating fear can primary school students stimulate their interest in the subject of primary school Chinese and truly devote themselves to the primary school Chinese classroom.
5. Chinese teachers in primary schools should be good at using multimedia teaching. For primary school students, what attracts them most is undoubtedly new and interesting things, because primary school students are particularly curious. Chinese teachers in primary schools can make full use of the curiosity of primary school students, use multimedia information such as pictures and videos to guide them in class, and use multimedia to show complex problems to primary school students simply and clearly.