With the advent of the information age, information technology has penetrated into all fields of society, and people's lifestyles and learning styles have also undergone great changes. At present, modern information technology is also widely used in education and teaching, especially in Chinese teaching in primary schools. It not only injects fresh blood into Chinese classroom, realizes the integration of Chinese teaching resources, but also has great significance to improve the quality of Chinese teaching. Therefore, this paper will discuss the current situation and teaching measures of Chinese information technology in primary schools.

Keywords: information technology; There is a problem; Solution measures

With the rapid development of social times, science and technology have also made great progress, and modern information technology is more and more widely used in education and teaching. As we all know, schools are the key places for publicity and education. Using information technology to carry out Chinese classroom teaching in primary schools can undoubtedly enhance the teaching effect, improve students' academic performance and teachers' teaching level, so it is necessary to popularize information technology. However, the blind pursuit of informatization in classroom teaching has led to the unsatisfactory development effect of this teaching model. Therefore, it requires Chinese teachers to use modern information technology reasonably and scientifically in order to better promote the development of education in China.

Firstly, the problems existing in the application of information technology in Chinese teaching in primary schools are analyzed.

(A) the teaching concept needs to be updated

Although the application of information technology in education and teaching is more and more extensive, Chinese teachers in primary schools in China have long been influenced by traditional teaching concepts, unable to make better use of information technology to carry out teaching activities and ignoring the application of information technology. Because traditional teaching focuses on teachers' explanation and students' listening, this kind of spoon-feeding teaching focuses on teachers' dominant position in teaching, while ignoring students' dominant position in learning, which makes students only learn by rote and cannot innovate, which seriously restricts the development of students' innovative ability and thinking ability, and is not conducive to the improvement of students' interest in learning.

(B) the lack of effective interaction between teachers and students

At present, information technology is more and more widely used in primary school teaching. Although it combines audio and video, it is rich in information and content, but it can effectively attract students' attention. However, it is precisely because of the popularity of information technology in teaching that some teaching contents that can be completed by teachers or students are completely informationized, which increases students' dependence on information technology. Even in this teaching environment, there is a serious lack of interaction between teachers and students, which leads to a dull teaching atmosphere, alienated teacher-student relationship, and neglected students' dominant position in the classroom, which seriously affects students' learning.

Second, the effective teaching strategies of information technology applied to Chinese in primary schools

(A reasonable production of teaching courseware

For primary school students, especially boys, Chinese is a more complicated subject than other subjects. Primary school Chinese covers a wide range, with a large amount of information and rich content. However, due to objective factors such as age, primary school students lack rich life experience. Even if teachers tell students all the knowledge, they will find it difficult to digest and understand. Therefore, in the process of making teaching courseware, teachers should fully and deeply study Chinese textbooks, grasp the important and difficult points in teaching, and create a good learning atmosphere for students with intuitive and informative teaching methods to realize effective interaction between teachers and students. For example, in the teaching of groundnuts, teachers can collect audio-visual materials of the whole growth process of peanuts, and then divide the materials reasonably according to the content of the text, and then integrate them into the text recitation, so that students can truly perceive the content of the article, thus mobilizing students' interest and enthusiasm in learning. For another example, in the teaching of "The Lion and the Deer", when preparing lessons, teachers should deeply understand the actual situation of the current class students, and then draw lessons from successful and effective teaching cases on the Internet, and combine the two to design a scheme suitable for the students they teach. First of all, the lead-in session presents two kinds of animals to students based on the theme of the text. Then, students learn the text by comparing tables, and at the same time, with appropriate background music, guide students to read aloud with emotion. Finally, after students have a basic understanding of the text, use courseware to make students deeply understand the hidden connotation in the text, so as to complete the teaching task and achieve the teaching goal.

(B) to create a reasonable teaching situation

Chinese is the basic course of nine-year compulsory education, which requires students' reading and expression ability to be extremely high. The application of information technology in teaching can undoubtedly provide students with richer knowledge and enhance their ability to use language and characters. At the same time, information technology can also improve students' participation in teaching. However, due to the problems of knowledge structure and their own experience, the scope of knowledge and cognitive ability of primary school students are relatively low. Therefore, teachers should combine students' real life and use information technology to create life teaching situations. Only in this way can we effectively cultivate students' learning interests and habits, and understand and remember the teaching content more deeply. For example, in the teaching of Thunderstorm, teachers can intercept drama fragments, let students watch and appreciate visual images such as night, thunderstorm and people, and then divide the students into several study groups for self-study. This method of stimulating students' interest through video guidance can make students learn involuntarily and then understand the teaching content more deeply. Or in the teaching of "Two Birds' Eggs", multimedia is used to play pictures and sounds of different kinds of birds, so that students can fully perceive the birds in life, appreciate and feel their beauty and songs. This can not only attract students' attention and make them marvel at the beauty and loveliness of birds, but also make them look forward to the teaching of new courses. Then, teachers can explain the "two birds' eggs" to students in a simple way by making cartoons and telling stories, so as to stimulate their enthusiasm for learning, thus launching a thrilling adventure with the two birds' eggs step by step, consciously speaking the words of caring for birds in the process of real experience, and deeply understanding the difficulties and difficulties in teaching. This kind of teaching is more effective than teachers' simple verbal appeal for caring for birds. Information technology is a double-edged sword for education and teaching. This requires Chinese teachers to correctly grasp the use of information technology in teaching, not only to ensure the proper use but also to avoid excessive use, so as not to lead to the loss of effective emotional communication between teachers and students. In recent years, with the wide application of information technology, the requirements for teachers are constantly improving. Teachers must truly understand its function and significance, and then combine teaching practice to truly meet the Chinese learning needs of contemporary primary school students.

References:

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