How to teach Chinese well in the lower grades of primary schools

Many teachers have good teaching ability, but once they stand on the podium of grade one or two in primary school, they will be blind. The reason is that they don't understand the characteristics of junior students and don't have the right medicine, so they are full of loopholes and in a hurry. So, how to teach junior high school Chinese well?

First of all, be caring and patient. Primary school students in lower grades have just entered the school gate and have not yet developed good study habits. Therefore, teachers should pay attention to the cultivation of students' study habits and give more guidance and demonstration.

Second, teachers should be generous and kind in teaching attitude, so that students can feel like "teachers are like mothers", and only by kissing teachers can they believe it. Never keep a straight face, or look serious or shout loudly, which will hurt students' enthusiasm.

Thirdly, teachers' language should be simple, vivid, interesting and infectious, and it is best to add appropriate expressions and body language to bring students into the situation described in this paper. Many teachers often make mistakes in this respect. The language is too abstruse and too adult. When students listen to gobbledygook, their attention will naturally be distracted.

Fourth, teaching methods should be diversified, and attention should be paid to stimulating and maintaining students' interest. Pupils are so active that it is difficult to keep their attention for a long time. Therefore, teachers should delve into teaching materials, carefully choose teaching methods, and simplify the complex.

Fifth, to have a solid teaching foundation, three words and one sentence must be passed. Reading aloud will be vivid, writing on the blackboard will be neat and beautiful, and writing on the blackboard will be vivid and vivid. ...

Sixth, organize teaching in time and be good at evaluating and motivating students.

How to teach a primary school Chinese class in the lower grades well, because the text in the lower grades is very short and the content is relatively simple. If you go to class quietly, the teacher will feel bored and the students will be listless. I have a deep understanding of this in some classes, so I have been teaching senior two this semester, and I have been thinking about how to go to class for a long time. The following is my feeling in class. First, dare to give full play to students' bright spots. The students in our class generally have poor acceptance ability, but some students are very emotional when reading, which makes others feel very comfortable. I read the whole article with her brilliance. First of all, I will let her say, "Who is better than her, whether you study or she studies?" After that, many students raised their hands and scrambled to read, and I also praised the students who read. After that, many students were very enthusiastic, which aroused students' interest, created a good "happy learning" atmosphere for full-text teaching, and quickly narrowed the distance between teachers and students. The relationship between teachers and students is harmonious, and the class is doubled. Then I read in the form of group competition, choose the group that reads best and give them a star. In this way, the enthusiasm of the whole class was stimulated, the atmosphere became active, the students' desire for expression was satisfied, and their reading level was improved. Second, take students as the main body and give full play to their creative thinking. Because the content of the text is relatively simple, students can easily find the answer to the question from the text, so they have no mind to listen. Therefore, I change this old way of class, let students ask questions themselves, and praise the students who ask questions in time, regardless of whether their questions are in line with the content of the article, so as to increase their confidence. Third, practice activities and expand thinking. Students in our class generally like painting, so I try my best to give full play to the students' bright spots, and in order to understand the students' mastery of the text, I often ask students to draw a picture and draw their own imaginary picture by studying the text. Suddenly, the tense classroom atmosphere was turned into a relaxed and happy painting class, and the relationship between teachers and students was more harmonious. Fourth, the accumulation of recitation because the second-grade texts are generally to be recited, so after the teacher summarizes the texts, he reads them with emotion, and the students who can recite them stand up and draw a satisfactory full stop for a class in the form of chorus. If I encounter a text that doesn't need to be recited, I will recite a beautiful text in the form of a group competition to stimulate students to express their desires. Fifth, the disadvantage lies in painting. If students are allowed to do only a small fragment of the text, maybe they will have more concepts and highlight the key points when drawing.

Chinese open class is a kind of teaching demonstration class that shows the refinement of Chinese teaching process in Chinese teaching activities. Compared with the usual Chinese classroom teaching, it is more rigorous, more delicate and more sufficient. Therefore, the breadth and depth of its classroom content should be predicted and designed in advance. Combined with the teaching practice of multi-link, the author talks about the experience of good Chinese open class.

First of all, the shock of the opening ceremony

The beginning of the article is more important, and the beginning of the open class is more important. How to grasp the opening of classroom teaching is the key link in preparing lessons. From a variety of classroom opening methods, select several:

1, theme setting formula

The main question is an indispensable part of an article in Chinese teaching activities. It plays a leading and supporting role in Chinese teaching. It is "one problem can be worth many problems", and if used well, it can effectively avoid the complicated teaching process in the classroom. Therefore, the setting of the main questions before class has become the key to a good class. A good main question can not only expand teachers' thinking, but also arouse students' initiative in learning. Proper theme setting can directly bring students into a good "thinking" atmosphere and have a strong opening shock to the whole class.

2. Introduction to the story scene.

This method is widely used in Chinese classroom teaching. It uses short stories to render the atmosphere and indirectly intersperses the relevant contents of this class, which attracts students' attention to a great extent, and has the effect of "hearing the sound but not seeing its shape", which can play a very good role in promoting students' thinking in a class.

3. Introduction to the session:

The introduction of conversation in Chinese classroom teaching is well grasped. This way can make teachers and students integrate well, fully reflect the bilateral relationship of teaching, make students feel the kindness and nature of classroom atmosphere through conversation, and at the same time make students quickly enter the content of classroom teaching through conversation.

4, predictive:

Predictive type is that teachers ambush first, so that students can guess the content of the text and say what they have guessed without reading the text first. With the help of prediction, the opening of classroom teaching can reach the best state of "silence is better than sound here", and with curiosity, students' thinking rhythm is tightened; With freshness, students' thinking swings in silence, giving people a more perfect meditation space.

Second, integrate the intermediate forces.

The key to the connotation of Chinese classroom teaching lies in the integration of intermediate links in the classroom, including the integration of teacher-student communication; It also includes the integration of students and classroom teaching content itself; It also includes the integration of teachers and students, questioning and solving doubts. At the same time, it also includes the integration of teaching content and classroom time allocation, as well as the integration with media applications from many angles and aspects. It can be seen that it is particularly important for teachers to think about the integration of intermediate links in classroom teaching in the process of preparing lessons. For example, when teaching the article "Weather from Clouds", students can give full play to their acting talents, play different clouds respectively, and then introduce themselves. In this way, the text is visualized and students benefit a lot. When teaching poetry, students can appreciate the beauty of the picture from poetry, and they can make comments at the beginning of the sentence "Beauty is …". Students at this time are students with free thoughts. Of course, there are many ways to strengthen integration. Such as: drawing, discussing, guessing, moving, asking, dissecting and so on.

Third, the turning force at the end.

Writing an article needs to leave room for aftertaste at the end, and the end of Chinese class should also leave room for aftertaste for students. Here, it's also called roundabout. The turn at the end of Chinese classroom teaching is related to the depth of the influence of a class on students. There are many ways to end Chinese classroom teaching, such as expanding, reviewing, practicing writing, exploring and analyzing.

Based on the text, unfolding can make students "jump out of the three realms, not the five elements" to think from all aspects of life, which is very helpful for applying what they have learned in class to real life and naturally arouses waves after class.

Review refers to the summary made at the end of the classroom teaching content, leading students to review the text content together and fill in the blank of no impression in the classroom together. This method is widely used in current Chinese classroom teaching.

Writing style refers to separating more incisive content from classroom teaching activities, either making students simulate it into fragments, or making students understand its writing style, or making students understand its essence and summarize it into fragments. This way can better freeze the content of Chinese classroom teaching and apply it to practice more comprehensively.

Discussion and analysis is also the best way to express the ending turn, so I won't introduce it here.

In short, a good Chinese open class should closely consider the above three aspects, increase the intensity of 45 minutes, ensure the quality of 45 minutes of class, and let students really benefit within 45 minutes. In fact, this is the case with open classes, and so is the classroom teaching of general Chinese?