When teaching students, Chinese teachers in primary schools must also touch some things in daily life, so that students can learn Chinese knowledge unconsciously in life. Below I have compiled some methods to improve the level of Chinese teaching in primary schools, hoping to help you! 1 methods to improve the level of Chinese teaching in primary schools. Chinese teaching is a basic subject in all disciplines, especially primary school Chinese, and its position in the whole basic education is also extremely important. First, fully respect students, infect students with a good learning atmosphere and attract students. The concept of new curriculum reform requires teachers to change the thinking of leaders in traditional teaching and establish a good relationship between teachers and students. Fully understand students, respect students' individual differences, let students have a natural affinity for students, and kiss teachers to believe their ways. In the process of classroom teaching, teachers should smile at students and give timely affirmation, encouragement and guidance; After class, teachers should go among the students, not pretend to be "teachers", but establish a profound friendship of equality and trust with the students, pay attention to the growth of each student with sincerity, sincerity and enough patience, and help the students solve the difficulties in life and study. For those mischievous individual students who don't have good study habits and behaviors, teachers should be strict and guide them correctly, help these students establish a correct outlook on life and values, make them correct their bad thoughts and behaviors under the influence of good class style and study style, and promote the healthy growth of students at different levels. Second, teachers can use a variety of teaching methods to meet the learning needs of different students. Every student is an independent individual. Their learning foundation, learning ability and personality characteristics are different, and their learning needs vary from person to person. Therefore, teachers should fully understand the individual differences of students, teach students in accordance with their aptitude and use various teaching methods to meet the different learning needs of students at different levels. (1) Basic Teaching Chinese teaching in primary schools is mainly aimed at students. Teachers should pay attention to cultivate students' good study habits and correct their learning attitudes. From the systematic point of view of Chinese learning in primary schools, students can master knowledge, improve their ability and promote development only if they have correct emotions, attitudes and values. Especially for senior three students, with the deepening of Chinese knowledge learning, students must have good study habits and arrange their own study plans reasonably in order to get twice the result with half the effort. Teachers should start with basic knowledge and urge students to read the text every day; Improve students' writing level and finish their homework on time. At the same time, teachers should make full use of extracurricular time, patiently and meticulously guide students with poor Chinese learning foundation, tolerate and understand students' shortcomings, enhance students' self-confidence in learning, and help students face Chinese learning with a positive and optimistic attitude. (2) The process of improving Chinese ability in reading and writing teaching is to pay attention to the cultivation of students' listening, speaking, reading and writing abilities. Reading is the premise of learning Chinese well, but it should be put into writing in the end. As far as Chinese learning is concerned, words, phrases, sentences and chapters are the basis of Chinese teaching. Therefore, teachers should pay special attention to these basic Chinese knowledge and strengthen students' reading and writing ability. Teachers should provide more conditions for students to expand their reading and writing space, so that students can complete their spiritual dialogue with the text and the author through reading and writing training. First of all, teachers should let students master basic Chinese skills; Secondly, teachers should encourage students to extend reading from in-class to out-of-class, carry out extensive reading training, read more books, gain more insights and thoughts from books, take reading notes in time, record their unique feelings, and further improve students' reading and writing abilities. (3) Performance teaching The so-called performance teaching means that in the process of Chinese classroom teaching, teachers let students be small actors, and present the stories in the text in the form of performances according to their own understanding, so as to help students understand the content of the text more deeply. This teaching form has two advantages: first, only by understanding the author's thoughts and feelings to be expressed can students play their role well and get a deeper understanding by connecting with their own life feelings; Secondly, students should perform some re-creation on the basis of scripted performances, so as to promote the development of students' thinking, stimulate their innovative consciousness and improve their innovative ability. Thirdly, the performance-based teaching fully considers the active age characteristics of primary school students, mobilizes students' enthusiasm for learning and participation to the greatest extent, and effectively improves the efficiency of classroom teaching. Thirdly, teachers should try their best to stimulate students' strong interest in learning Chinese. (1) Teachers should give students a correct evaluation and enhance their interest in learning Chinese. In the process of classroom teaching, teachers should attach importance to students' evaluation, fully consider students' individual differences, and adopt different evaluation methods for students at different levels to promote the healthy growth of all students. When students answer correct classroom questions or put forward original opinions, teachers should give sincere and appropriate affirmation and encouragement, so that students can feel the sincerity of teachers and experience the joy and satisfaction of success; When students answer wrong, teachers should not blindly blame and criticize, but should pay attention to ways and methods and give correct guidance without dampening students' enthusiasm for learning. (2) The combination of Chinese teaching and extracurricular activities is lively and active. In addition to Chinese classroom teaching, teachers can also hold some major activities related to Chinese learning to stimulate students' interest in learning Chinese. Such as speech contest, story-telling contest, calligraphy exhibition, Chinese character dictation conference and other activities, so that students can review their Chinese knowledge in different forms of activities, consolidate their Chinese foundation, and stimulate their sense of competition and strong desire for knowledge, thus achieving multiple goals. 2 ways to improve the level of Chinese teaching in primary schools 1. Pay attention to cultivating students' good study habits in the teaching process. Psychologically speaking, a person's habit is the automation of his behavior, and the action dominated by habit does not need special will and effort, nor does it need to act under the supervision of others. There is an old saying: "A person's habits determine his life's fate." Mr. Ye Shengtao, a famous educator of the older generation, once said: "Education is to cultivate good habits." Therefore, teachers must also emphasize the cultivation of students' good behavior habits while imparting knowledge to students in the usual classroom. Especially in the primary school teaching of students' enlightenment stage, it is necessary to pay more attention to the cultivation of students' study habits. A large number of facts have proved that students' academic performance is often directly proportional to their study habits. Those students with good grades usually have very good study habits. The cultivation of students' good study habits does not depend on teachers' constant preaching in class. This requires the cooperation of school education and family education, and constantly makes students realize the importance of their good study habits to their academic performance and future life. In this way, through continuous strengthening, some good habits of students are internalized into a natural action, thus promoting students' learning. When students develop good study habits, the effect of Chinese learning will naturally be greatly improved. Second, pay attention to the interaction between teachers and students in teaching "interactive" learning method is a learning method advocated by the new curriculum standard, which refers to the two-way multi-interaction between teachers, students and authors through the text as the carrier. The interactive learning between teachers and students discussed in this paper refers to all the interactions and influences between teachers and students in Chinese classroom teaching. With the deepening of the new curriculum reform, teachers and students have deepened their understanding of the concept of the new curriculum reform, and teachers have tried many imaginative modes of teacher-student interaction in classroom teaching. A very important idea of the new curriculum is that in Chinese classroom teaching, teachers and students are the masters of the classroom, and teachers can scientifically create some good interactive forms to enrich classroom teaching methods, thus improving teaching effect. Thirdly, try to introduce multimedia technology into teaching to improve teaching effect. With the rapid development of computer information technology, it is inevitable to introduce computer multimedia technology into Chinese teaching in primary schools. Multimedia teaching refers to making the teaching content into multimedia courseware, and displaying the teaching content three-dimensionally through various forms such as sound, image and video, which gives students a strong visual and auditory impression, and also stimulates students' interest in learning to a great extent, thus improving the teaching effect. Pupils are more interested in pictures and sounds than words, and they are more willing to learn through pictures or sounds. Therefore, teachers can make some multimedia courseware to assist classroom teaching in the teaching process, so as to achieve the purpose of improving classroom teaching effect. For example, in teaching grassland, in order to make students have a more intuitive impression on grassland, teachers can display beautiful grassland pictures in front of children through multimedia courseware, accompanied by beautiful music, which also greatly deepens students' understanding of the text and achieves the purpose of effectively improving teaching effect. Fourth, guide students to link Chinese knowledge with life and learn Chinese from themselves. When teaching students, Chinese teachers in primary schools must also touch some things in daily life, so that students can learn Chinese knowledge unconsciously in life. For example, when teaching students some vocabulary, such as traffic jam, traffic jam and so on. Teachers can look for materials from life and let students imagine that there are so many cars on the streets of the city. Once there is a traffic jam, every car can't move. Aren't these scenes the true portrayal of these two idioms? Teachers can enhance students' understanding of knowledge by contacting familiar things in students' daily life, and students can use this kind of vocabulary more flexibly. If teachers can often contact with familiar things in students' daily life in classroom teaching, on the one hand, it will increase students' interest in learning Chinese knowledge and broaden their horizons in learning Chinese; On the other hand, students can unconsciously form the habit of looking for Chinese knowledge in life, which improves their inquiry ability. Therefore, it is very important to fully and reasonably connect with real life to improve the level of Chinese teaching in primary schools. Fifth, encourage students' innovative thinking in teaching. If teachers want to encourage students' innovative thinking in classroom teaching, they must first have innovative spirit. Teachers should make bold innovations in traditional teaching methods and make some creative changes in teaching process, teaching mode and teaching evaluation, so as to stimulate students' innovative consciousness from a larger level. In order to cultivate and encourage students' innovative consciousness and innovative thinking, primary school Chinese teachers should provide students with innovative opportunities in various ways and fully affirm them. In Chinese teaching, composition teaching can best reflect students' innovative thinking. Chinese teachers in primary schools can arrange some relatively innovative composition topics, properly guide students and let them form a group for associative discussion, and insert students' speeches as guidance during the discussion. At the same time, when evaluating students' whimsy, don't substitute with a depressed attitude or tone, but always encourage students' innovation or imagination. For example, a student wrote a sentence "I want to hear bloom's voice" in his composition. We should not totally deny this sentence with the existence of some facts and objective things, but should evaluate this sentence from the students' own psychological characteristics and thinking habits. Then how beautiful this sentence is, such an evaluation can have a far-reaching positive impact on students themselves. Maybe in a few years, he will become a poet. 3 methods to improve the level of Chinese teaching in primary schools 1. Stimulate students' interest in learning Chinese Einstein said, "Interest is the best teacher." Students should also be motivated by interest, without which it is impossible to improve their learning level. So some people say that interest is the real motivation and catalyst for knowledge. Pupils are characterized by innocence, young age, active, weak control, weak inhibition, love to play, and can't persist in learning. In view of these reasons, we should do everything possible to stimulate children in teaching, constantly stimulate students' interest in learning and improve their attention. For example, when I was teaching kingfisher, I asked the students, "What do you mean by flying like an arrow?" "Will the shaking of reeds and the rippling of water waves last for a long time? Where did the kingfisher go? " When the children heard my question, they suddenly realized. In classroom teaching, teachers can create a relaxed learning atmosphere according to students' learning mood and knowledge content, adhere to the student-centered learning principle, and let students actively participate in teaching. Let students watch their studies with great excitement, encourage and praise students in time, and stimulate students' interest in learning with appreciation education, especially when students answer questions and do homework. Teachers' comments should be praised and encouraged to stimulate students' learning motivation, which will enhance students' self-esteem and self-confidence, improve the efficiency of learning Chinese and cultivate students' interest in learning. It plays an important role in the process of Chinese teaching in primary schools. Second, the application of modern information technology means that modern information technology has entered today's education and teaching classroom, bringing infinite vitality and vigor to school education and teaching, greatly improving classroom teaching efficiency, stimulating students' interest in learning, and bringing infinite convenience to teachers' teaching and lectures. It broadens students' horizons and increases the capacity of knowledge. Multimedia pictures, text, audio, music, video, etc. Make the knowledge of the text very flexible, make students feel abnormal surprises, and add infinite effects to classroom teaching. For example, when I was teaching the poem "Looking at Lushan Waterfall", I used multimedia to vividly show the beauty of Lushan Mountain and the spectacular waterfall, and the students felt endless interest and better understood the knowledge. I also wrote many poems through some great poets and writers in the history of our country, taking advantage of the beautiful scenery of the motherland, so I asked my classmates to say what they knew, and their enthusiasm immediately entered a state of extreme excitement and spoke enthusiastically. In this way, the scope of knowledge is expanded, and this poem is also expanded. Let students better understand the infinite love of ancient poets for the mountains and rivers of the motherland and deepen the teaching theme. Third, teachers should actively improve their comprehensive skills. In primary schools, teachers have absolute prestige in the eyes of students, and teachers are beautiful incarnations and models. The teacher's words and deeds have a great influence on children. The main task of Chinese teachers in primary schools is to cultivate students' listening, speaking, reading and writing abilities. In modern society, students are exposed to a wide range of information and receive information through many channels. However, many teachers lack the guidance of educational teaching theory in their teaching practice. As the saying goes, "it takes hard work to strike while the iron is hot." "There are no students who can't teach, only teachers who can't teach." This requires teachers to constantly improve their own quality and teaching ability in order to meet the needs of the times and keep up with the pace of the times. So how can teachers improve their comprehensive skills? I think we should start from the following aspects: First, teachers should practice basic skills in their spare time and improve their requirements in Putonghua, pen and chalk. Writing fluent and beautiful fonts is an essential professional basic skill for any teacher, and computer writing can't replace the teacher's writing demonstration at any time. Fluent Mandarin and good handwriting are essential qualities for teachers. Strengthen research study: actively participate in various teaching and research activities, write papers, participate in scientific research projects, and improve their professional level. Reflection and communication, without thinking, there will be no improvement in professional quality. Reflecting on one's own success in Chinese teaching can also reflect on one's own shortcomings, so as to understand teaching from the simple to the deep and make Chinese classroom move towards high efficiency step by step. Second, we should keep close communication with students and be caring and responsible for them. Bing Xin once said, "With love, we have everything. With love, we have the opportunity to receive education." "Love" and "responsibility" are inseparable. "Love" is the embodiment of responsibility, and "responsibility" is the embodiment of love. Love and responsibility are the bridge of spiritual communication between teachers and students and the guarantee of interactive and harmonious teaching relationship. Third, consult more experts. Chinese classroom teaching design should be novel and unique, create a good classroom atmosphere, stimulate children's interest in learning, realize the interaction between teaching and learning, and combine speaking with practice to make practical writing teaching lively. In the process of text teaching, let students grasp the key sentences in the text from the beautiful words and wonderful sentences in the text, understand the text in combination with the language materials obtained from reading and living in class, and pay attention to give full play to the students' main role in the teaching process, because students are the masters of learning. Let students learn to ask and solve problems in class, encourage students to question and ask difficult questions, let students learn independently and learn to learn, thus stimulating students' desires and achieving good teaching results. 4 methods to improve the level of Chinese teaching in primary schools 1. Completely understand and agree separately. After fully understanding the actual situation of each student, the teacher made some targeted agreements with individual students. The content of the agreement can be where the students are not doing well at present, and they need to make continuous efforts within the specified time. Time can be divided into two weeks, four weeks or longer according to the difficulty. For example, a classmate in the author's class likes reading very much, and also likes to share the stories he has read and the knowledge he has learned from extracurricular books. But he has a bad habit, that is, writing is messy and ugly. The author has repeatedly urged and worked hard with parents and students, but the effect has not been very good. One day, the classmate said to the author, "I have been writing very hard these two days." Can you send me a certificate, teacher? " The author said, "You often repeat it, but you can't." But on second thought, since he has such a wish, why don't we guide him according to the situation? So the author agreed with him that within two weeks, if he could write all the words neatly and beautifully on his homework, he would be given a certificate of progress as a "special student in writing". He agreed happily. In order to let parents participate in the supervision, the author sent this agreement to parents through the school letter. Second, strictly supervise and urge, and appropriately reward the expected things that have really happened. This classmate really wrote carefully for two weeks. So the author kept his word and gave him a certificate of progress as a "special student in writing". He was very happy, and then he made a second agreement with the author: if he finished writing for another four weeks, he would give a special certificate. Then he did it again. Although there were some repetitions, with the concerted efforts of our Qi Xin, he finally got rid of this bad habit. As a result, the author's classroom has quietly blown up the popular wind of writing Chinese homework with a pen. So my classmates and I reached an agreement on various requirements for writing with pens ... At that time, these were individual agreements of "short-term success". How to "develop"? The author also made an agreement with two students in the class who couldn't write well. After a period of time, they can also write well. At the same time, the author also uses this agreement for other content and other students. For example, I have an appointment with several other students who never take the initiative to talk. If they raise their hands at least three times a day in Chinese class, I promise I will let them answer at least once. This agreement has also played a very good role, thus improving the enthusiasm of students in class. In the long run, it is obvious that not only the contents of these agreements are playing a role, but more importantly, the comprehensive quality of students is gradually improving. During the holiday, the author made a holiday assignment agreement with the students, so parents should pay close attention to it. Parents should reward students after they do it. After the start of school, the author found that most of the students got the desired prizes through their own efforts. Third, encourage students to actively agree that an agreement is actually an oral contract signed with students. What we practiced before was "I have an agreement with my students". Although the effect is good, I think it is based on the teacher's wishes. After thinking, the author completely changed the name and form from the practical point of view of students, and this way became "I have an agreement with the teacher." This means starting from the actual situation of students, starting from their own actual situation, signing a contract with the teacher on one aspect that they are not doing well at present, binding themselves with the contract, supplemented by incentive measures to get rewards after reaching the contract, so that students can achieve their goals and make continuous progress within the specified time. Note: The content agreed between students and teachers must be something that students are not doing well at present, which requires students to make continuous efforts within the specified time. Fourth, effective implementation, solid foundation In Chinese teaching practice, teachers should guide students to choose their own content. Teachers' questions and timely rewards are the most important and the key driving force for the implementation of the agreement. How does a teacher reach an agreement with many students? There are too many appointed students, and a teacher can't operate it, so it's a bit delayed. As a result, many students' agreements have expired and delayed. After some consideration, the author handed over the supervision right of whether the agreement has been completed to the team leader. Now, every student who has agreed with the author must sign an "agreement card" in duplicate, stipulating that the students should keep one for themselves and the team leader should take one. The team leader is responsible for checking with his team members at any time. In this way, there is a small change in the appointment form, adding two items: teacher confirmation and team leader confirmation. Many students began to agree with the author, and the author did not agree easily. Because the author found that many of them chose their own strengths, if I write well, I will make an appointment with the teacher to write; If I can raise my hand in class, I will make an agreement with the teacher to raise my hand ... so that I can get the agreement award more easily. But in this way, it loses the meaning of the agreement. Therefore, in order to guide students to agree with something, teachers need to guide them from the side and start with what they are not doing well at present, so that it will play a role. Up to now, many students in the class have agreed with the author: if the homework is not serious, they will agree with the author to finish the homework seriously; If the teacher doesn't change after correcting the mistake, agree with the author to correct it in time; People who speak loudly in class agree with the author to speak loudly; And make an agreement with the author not to be late and so on.

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