How to use technical resources to help primary schools introduce Chinese?

Multimedia technology, introduction background is irreplaceable.

To learn some historical texts, we need to understand the background of the times, including the background reflected by the works and the background of the author when writing. When introducing the background, we should not only use correct positions, viewpoints and methods, but also pay attention to the infiltration of ideological education. At the same time, students tend to ignore the teacher's boring introduction and uninfected monologue language. Even if the teacher explains it in detail, it can only give students an abstract understanding, not a vivid and emotional understanding and experience. Then, using multimedia technology can make your teaching like a duck to water, and let students deeply understand the background of the article and leave a deep impression.

For example, teaching the lesson "Two Ancient Poems" in Unit 5, Book 2, Grade 2 in primary school, in classroom teaching, the teacher introduces the artistic conception described by poets Li Bai, Du Fu and ancient poems to students. No matter how meticulous you are, you might as well use multimedia courseware to show their characters, their clothes, their expressions, the dynamic, static and magical scenery described in ancient poems, vivid pictures and words. So as to realize the magnificence of the motherland's mountains and rivers, which makes people awe and marvel at ancient poetry.

Third, multimedia technology, to induce emotional resonance

"The author has a good mind and began to enter the country with relatives." In Chinese teaching, pictures, photography, slides, music, language description and action demonstration are used to create and render the atmosphere, mobilize students' sensory organs and thinking organs, let them listen to what they say, enter the situation described in Chinese, and resonate with the author's thoughts and feelings. The key to creating a situation by using multimedia technology is to inspire students to expand their imagination and association, and to turn the language in the textbook into a vivid objective world and a vivid human life.

For example, Lesson 9, Book 2, Grade 2 is a text describing the representative scenic spots in Taiwan Province Province, China. In teaching, first, use multimedia courseware to show color pictures to make students feel the magic and charm of Sun Moon Lake, and then show groups of color slides and cartoons to take students on an imaginary trip to Sun Moon Lake. The vivid language and colorful images on the screen reveal the mystery of Sun Moon Lake to the students: in the early morning, the mist is shrouded, the morning star and lights are faintly reflected in the lake, and the lakes and mountains are integrated. At noon, the sun shines brightly, which is a beautiful landscape painting. If it rains in Mao Mao, Sun Moon Lake will become a fairyland in fairy tales. Let students feel that there is such a fairyland on earth, which is fascinating. Finally, several groups of films are presented to introduce Huanglong, Jiuzhaigou and Longchi. In this way, multimedia technology is used to grasp the image in the text, introduce students into the situation, and further stimulate students' love for the mountains and rivers of the motherland.