The effectiveness of Chinese classroom teaching is the life of Chinese teaching, and whether this life can continue depends on whether teachers can fully tap students' interest points, mobilize students' initiative and enthusiasm in learning, organically combine with the text, truly interpret the connotation of the text, enhance children's perception of the text, and make our Chinese teaching effective. Effective classroom teaching is a process of imparting knowledge, communicating emotions, cultivating wisdom and shaping personality. So, how to improve the effectiveness of classroom teaching? I have several experiences:

First, in-depth study of teaching materials

The new curriculum advocates the development and utilization of teaching resources. In fact, the most important teaching resource is Chinese textbooks. The fundamental way to improve the effectiveness of classroom teaching is that teachers should first learn and understand the text, "walk back and forth in the text", define the teaching objectives, determine the teaching focus, tap the training elements, and choose teaching methods that are in line with the teaching materials and students' reality. If teachers themselves don't understand the text thoroughly, don't understand the writing intention, and the teaching objectives and teaching priorities are unclear or even run counter to each other, it will be difficult to help students improve their Chinese literacy by relying on the text. Texts are rarely read aloud, and the contents of textbooks are not very clear in class. "Make it dark", then it is naturally impossible to achieve efficient classroom teaching. Because the essential characteristics of Chinese discipline show that the' instrumentality' and' humanity' of Chinese are embodied and implemented in language; Once language is divorced from written language,' tools' can't be tools, and' humanity' can't rely on it. It can only be an illusory castle in the air.

I have been engaged in Chinese teaching for many years, but every time I delve into a new text, I always read it through first, mark each natural paragraph with serial number, draw words that students may not understand, and make a "preset" understanding method for these words, or look them up in the dictionary, or compare synonyms and antonyms, or combine them with real life or context. If you want to contact the context, mark it aside. For words that need to be looked up in the dictionary to understand, look up the dictionary first and write the meaning aside. In order to get rid of reading obstacles, I always read the text aloud or silently several times, find some sentences that are difficult to grasp or understand, mark them in time, write them into the lesson plan when preparing lessons, and give guidance in class. In addition, while reading various teaching reference books, I always mark the structural analysis of the article in the textbook and write down the meaning of each paragraph in the blank at the end of the paragraph. The meaning of key words is always written on one side as a reference in class. Only on the basis of understanding the content of the text, the key points and difficulties of teaching, did I begin to write the lesson plan, and almost at one go. In class, I can teach without looking at the lesson plan, but I can't leave the textbook in class

It is difficult for us to have a general standard to measure how an article should be written, what method is the best and what form is effective. Different teachers' personalities and students of different levels are not the best. Only the most effective process here and now, teachers may spend a lot of time and energy, even including some "useless work", but it is an indispensable and most important part to improve classroom teaching efficiency.

Second, create problem situations to stimulate interest in inquiry.

Suhomlinski believes: "In the deep heart of people, there is a deep-rooted need to feel that you are a discoverer, researcher and explorer, and this need is particularly strong in the spiritual world of children." Therefore, in the teaching process, we should try our best to provide students with the opportunity to explore independently, put them in the situation of exploring problems, stimulate students' strong desire for knowledge and actively explore new knowledge. Creating problem situations is conducive to attracting students' attention, enhancing students' psychological pleasure and stimulating students' interest in inquiry. In teaching & gt this course. Inspire students to imagine what might be written in the text according to the topic. Therefore, students have no qualms about asking many valuable questions. What benefits does the sun bring to people? What does the sun bring to people? Wait for questions.

Teachers are the creators of problem situations in the teaching process. A good problem situation can stimulate students' strong problem consciousness and inquiry motivation and stimulate students' positive thinking. Common methods to create problem situations are:

(1) Create problem situations in connection with real life;

(2) Creating problem situations through deductive reasoning;

(3) Using analogical reasoning to create problem situations;

(4) Using multimedia to create problem situations intuitively;

(5) Creating problem situations with the help of fairy tales.

Arouse students' problem consciousness in inquiry, and guide students to find and ask questions. Einstein also pointed out: "It is often more important to ask a question than to solve it." Questions are the beginning of thinking. Today, it is particularly urgent to cultivate students' problem consciousness. In the whole process of Chinese teaching, whether from refining the theme of the article or analyzing the characters, awakening students' problem consciousness will enhance the learning effect. Brubeck, an American scholar, believes that the most exquisite art of teaching is to let students ask their own questions. Therefore, in our research class, teachers should pay attention to guiding students to ask questions, and we summarized the strategies to guide students to ask questions through research.

1. Create a harmonious teaching atmosphere, trust students and believe that students can ask questions; Encouraging students, even an approving look and an encouraging word appreciation, is a kind of effort, a kind of communication and understanding; Students should be allowed to make "mistakes" and don't deny them easily.

2. Use a variety of teaching methods to let students ask questions.

(1) Create a game situation for students to ask questions.

(2) Pay attention to observation and comparison, and guide students to find problems.

(3) Organize reports and discussions to guide students to find problems.

(4) Carry out extracurricular practice to guide students to find problems.

3. Pay attention to screening questions and let students ask valuable questions.

Let students explore independently, cooperate and communicate, and try to solve problems. Problems are the beginning of thinking, and the process of solving problems is the process of creative thinking. When students ask their own questions, teachers should be the guides of students' problem-solving process, and encourage and let students try to solve problems by looking for information, thinking independently and communicating in groups. This is of great benefit to inspire and improve students' thinking and ability to analyze and solve problems.

Third, grasp the age characteristics of students' thinking and develop their intelligence.

Students in the lower grades of primary school are particularly interested in fresh and vivid things. Once they are interested, they will exert their great initiative, think more about some problems and develop their intelligence in the process. Therefore, I draw, write and imitate performances in the classroom teaching of lower grades. Questioning and questioning are both good teaching methods. For example, teaching & gt In a class, I first set music for a poem, and then showed slides. By guiding students to look at poetic pictures, we can inspire students to expand their imagination and experience the beauty of ancient poetry in the artistic conception. Then, according to the characteristics that students like painting, on the basis of students' general understanding of poetry, draw with music and let students introduce their own paintings. In this way, students unconsciously enter the artistic conception of poetry, not only appreciate beauty, but also understand poetry, and cultivate students' ability of using their hands and brains, painting, imagination and oral communication.

In a word, improving the effectiveness of classroom teaching is a big article, and it will not happen overnight. Therefore, Chinese activities should be based on teaching materials, proceed from students' reality, and choose appropriate activities to organize and carry out, which is effective. The effectiveness of Chinese classroom teaching is the life of Chinese teaching, and whether this life can continue depends on whether teachers can fully tap students' interest points, mobilize students' initiative and enthusiasm in learning, organically combine with texts, truly interpret the connotation of texts, enhance children's perception of texts, and make our Chinese teaching effective.