With the rapid development of society and the rapid progress of science and technology, we pay more attention to the growth of the next generation and naturally have higher requirements for schools. If a school wants to give a satisfactory answer to the society and parents, it must improve the teaching quality of the school, and the key to improve the quality of the school is to improve the efficiency of classroom teaching. In the past, we always felt that Chinese teaching took a lot of time, but our grades were low, far less than those in mathematics. So how should teachers play a dynamic role, let students learn actively and improve the efficiency of Chinese classroom teaching in primary schools? In the face of Chinese curriculum reform, in the past few years, if we hold a posture of "letting the southeast, northwest and north wind blow" and "hiding half her face in front of us behind her guitar", we can muddle along. But now, in the world, we must respond to the multiple requirements of teaching reform. Secondly, we must face the direct pressure of students' individualized needs. In addition, with the continuous updating of teaching equipment and the comprehensive promotion of information technology, as a Chinese teacher, if he does not meet the needs of the times, he will soon be eliminated by the situation and rejected by students. Therefore, it is urgent for every Chinese teacher to reform Chinese classroom teaching quickly and vigorously promote quality education! The following is my experience in Chinese teaching reform.

First, get ready for class.

Preparing lessons is one of the important links in every class. Teachers must be fully and practically prepared. Before class, we should study the outline carefully, understand the main idea of the outline and study the teaching materials. Find out the key points and difficulties in teaching. Study students, understand their current learning level, consider clearly how to speak, what language to speak and what teaching methods to use, so that students can easily understand, how to inspire and guide, how to guide students to understand the text, what kind of exercises to design to consolidate and improve, and study possible classroom problems. When preparing lessons, teachers should try to make themselves the embodiment of students, stand in the role position of students, use students' values and thinking methods to gain insight into students' learning psychology, understand students' emotions and wishes, and design the best questions for students to take with them to read the text.

Second, pay attention to effective preview before class, which is the preparation for classroom teaching.

Doing a good preview before class is not only a smooth preparation for classroom teaching, but also a habit of cultivating students' independent problem solving and improving their self-study ability. Let students understand the truth that self-study breeds self-confidence. In the previous classroom teaching, I found that only a few students really thought, and many students were replaced by others' answers before they had time to have their own ideas. Over time, they formed an inertia. They just sit in class and wait for the result, and never think. Why is this happening? The reason is that they didn't preview before class. Therefore, we must pay attention to and do a good job in pre-class preparation. Let them be familiar with the content of the class and have time to think. Everyone has their own answers. However, recognizing the importance of preview does not necessarily make students like preview; Active participation in preview is not equal to effective preview. In order to improve their preview effect, we must do the following: first, teach them preview methods; Second, we should design preview projects suitable for students of different levels, and third, we should pay attention to the classroom inspection of preview. Otherwise, students will think that classroom teaching has nothing to do with whether students preview or not, thus reducing students' initiative in preview.

Third, to stimulate students' interest in learning

Interest is the best teacher. Stimulating students' interest is like lighting gunpowder. Therefore, teachers should carefully design the introduction methods of topics according to the teaching content, and stimulate students' interest at the beginning of class. Such as "setting doubts to attract interest", "suspense to attract interest", "riddles to attract interest", "stories to attract interest", "creating situations to attract interest" and "sketches to attract interest" are all good ways to start attracting interest.

Fourth, teaching should be geared to all students.

In teaching, we should pay more attention to the performance of underachievers, and teachers should help and touch them attentively, be good at discovering their advantages and give them praise in time. When answering questions in class, don't limit yourself to good students, but give everyone a chance to answer and practice. When answering questions, underachievers should be encouraged in time as long as they perform better than the original class, so that they can feel the teacher's care and love at any time and rebuild their learning confidence.

Five, the rational use of multimedia

Chinese is a basic cultural course, the main content of which is to cultivate students' reading, writing, listening and speaking abilities. Some contents are abstract and difficult to understand, and it is difficult for students to understand and feel only by the teacher's mouth. At this time, multimedia teaching such as pictures, music and videos can be used to mobilize students' senses to the greatest extent and let students expand their rich imagination. Arouse students' enthusiasm. Especially some articles about scenery, the teacher talked about how beautiful the scenery is, and even read it again and again, the students still can't feel it or imagine it. At this time, if video teaching is adopted, students can see the teaching content at a glance, which is helpful to understand the text content, thus improving the enthusiasm of learning Chinese and indirectly improving the efficiency of Chinese classroom teaching.

In short, there are many ways to improve the efficiency of Chinese classroom teaching in primary schools. Only by constantly practicing, summarizing, reflecting and innovating in classroom teaching can we really improve the efficiency of Chinese classroom teaching. This requires our teachers to work hard and explore a set of their own teaching methods with their own brains and eyes.