I have heard three interesting words: teachers have a heavy burden and students have a heavy burden, which is a vicious circle of teaching; Teachers' burden is light and students' burden is heavy, which misleads children's teaching; Teachers study hard and students have a light burden, which is the teaching of reducing burdens and increasing efficiency. So what is reducing burden and increasing efficiency? I don't think "reducing the burden" in reducing the burden and increasing efficiency is equal to the reduction of teaching content or learning time. "Burden reduction" is not only a reduction in the number of students' schoolwork, but also a gradual and profound innovation in teaching content and teaching methods, which is a change in educational philosophy. Otherwise, students' schoolwork burden may be lightened today, but it may be added in another way tomorrow. Teaching has decreased, and it will not decrease. I think the emergence of this concept actually puts forward higher requirements for us. As a front-line Chinese teacher, how to reduce the burden and increase the efficiency? The main position of Chinese teaching in primary schools is the classroom. Of course, we should start with classroom teaching to reduce the burden and increase efficiency. It is one of the practical ways to improve the efficiency and form of classroom teaching. I try to explore the classroom model and optimize the classroom structure. First of all, it is to stimulate students' subjective consciousness of learning. Subjective participation is the key to stimulate students' willingness to learn. Traditional curriculum teaching is to replace teachers and ignore the participation of scholars. As a result, students' time and energy are wasted and their learning motivation is frustrated. Professor Lan Daben believes that teaching can be regarded as a measure to provide a specific situation to cultivate children. Learning is a process that takes place within learners themselves. The more he puts in, the more motivated he will be and the more successful he will be in completing this process. If the traditional teaching method is adopted in the classroom, the teacher will listen to the students, the teacher will let the students answer questions, and the teacher will train mechanically. Students learn passively. Then students lack reading practice and reading comprehension. This single teaching process model is boring, time-consuming and inefficient. In the seventh book of the text, Morning in a Small Town, before class, I asked the children to draw a picture of a beautiful small town in the morning. Through their understanding of the article and what they saw and heard in their daily life, they presented the small town in their minds. Many students drew different towns in their minds. When I asked them to introduce their paintings, I was pleasantly surprised to find that in the process of painting, everyone had a deeper understanding of the words. A student drew streets and stalls on the picture. The booth is filled with all kinds of fruits and vegetables. He told us that he painted a lively town. Combined with the scene he saw when he and his mother went to the market to buy food, many people in his paintings bought and sold fruits and vegetables in the street, bustling and full of vitality. Through his painting and introduction, we understand the content of the article, and not only see but also feel the lively scene of the town in the morning. This course is introduced and discussed by the students themselves. The warm atmosphere of communication between teachers and students is over. In the teaching of this course, I actively let students participate in the teaching process, which undoubtedly stimulated students' potential willingness to learn. At this time, the teaching goal is no longer imposed by the teacher on the students, but the students' personal willingness to explore. In teaching, students always maintain a proactive state, which narrows the distance between textbooks and life. Therefore, in the classroom, students can easily, I have mastered the knowledge I need to learn, and I have gained a lot of things other than textbooks, which not only reduces the burden, but also improves the teaching quality. In view of the characteristics that students in my class like to perform, I also designed some extracurricular activities to let them give full play to their strengths. For example, in the teaching of Bamboo Shoots and Buds, students show a strong desire to perform in the process of reading the text. So, we spent a class to let students combine freely. The growth process of bamboo shoots and buds is carried out in the form of textbook drama. This class is wonderful and full of laughter. Before class, the children are busy writing scripts, choosing roles, and arranging scene props. They are busy but not happy. Finally, there are various versions of Bamboo Shoots and Buds after adaptation, each with its own characteristics but not divorced from the textbook. Such a class makes students understand the content of the text more deeply. At the same time, it also cultivates students' learning enthusiasm and performance ability. Secondly, the implementation of differential teaching. As early as more than two thousand years ago, the great educator Confucius put forward the teaching principle of "teaching students in accordance with their aptitude", acknowledging the differences of students' personalities and talents, and advocating targeted education according to students' personalities and specialties, focusing on making up for disadvantages and promoting students' normal development. There are some differences in the foundation, understanding ability and learning ability of middle school students in each class. However, according to the original teaching, students with weak ability may become more and more difficult to learn and have more and more psychological pressure. Therefore, I think that the implementation of differentiated teaching in Chinese teaching can achieve the purpose of reducing burden and increasing efficiency. Only by designing differentiated teaching contents, processes and results from students' different levels, interests and learning styles can we get twice the result with half the effort. For example, when assigning homework, I divided some homework designs into several levels. Some homework. There are basic questions, additional questions and optional questions. For example, when picking up a collection, that is, extracting good words, sentences and paragraphs, students with good writing skills are required to imitate writing or write after reading it. Students with weak ability only need to extract them. In this way, students at different levels have gained and improved in their studies, freeing them from too much homework, reducing the workload and improving their homework. These are my superficial attempts in teaching. "Reducing burdens and increasing efficiency" is not a slogan. To really achieve this goal, I need to work hard on teaching design and learn from teachers. I hope the students can learn easily, happily and solidly! Learn something.