First, carefully design the classroom lead-in, so that students can quickly enter the learning state.
The texts selected in Chinese textbooks for primary schools are rich in content, which requires teachers to first consider how to stimulate students' interest in learning these texts when designing the introduction, which can not only attract students' attention, expand their thinking span, but also make students feel "angry" and "embarrassed" when they think through their hearts and speak freely. An interesting lead-in and an attractive little activity can not only make students enter the learning state from recess activities, make them concentrate, but also stimulate students' desire to learn and make them devote themselves to teaching activities with great enthusiasm. In Chinese teaching in primary schools, teachers should skillfully lead in according to the contents of classroom teaching, so as to narrow the distance between teachers and students in a very short time and pave the way for new courses. [This article was transferred from: www.dylw.net]
For example, when teaching the text "The Rich Xisha Islands", teachers can use multimedia technology to play some pictures about the Xisha Islands, including colorful seawater, various corals, sea cucumbers, lobsters, schools of fish, interesting turtles and various birds living in dense forests. In the process of playing the picture, the teacher is accompanied by melodious and fresh music, so that students can immerse themselves in it, get beautiful stimulation in vision and hearing, and then enter the picturesque realm. Then the teacher can ask the students, "Do you know where this place is? Do you want to visit this place? Next, the teacher will lead the students to swim in this beautiful place. " In this way, with colorful pictures and beautiful music as the foundation, coupled with the timely guidance of teachers, students quickly entered the text learning, they learned very actively and seriously, and the classroom atmosphere was very active and harmonious.
Second, introduce an active game atmosphere, entertain and educate, and stimulate students' interest in learning.
Games have changed the passive learning situation of students in the past. Teachers no longer teach students by preaching, and students no longer memorize. Through games, students' subjective participation ability can be brought into play, so that students can be inspired in the process of games, gain personal experience, entertain and entertain, and make the knowledge and entertainment of education perfectly combined. Pupils are fun-loving by nature and have a strong interest in games. Tao Xingzhi said: "When students are interested, they will devote all their energy to doing things. Therefore, learning and pleasure are inseparable. " Therefore, teachers combine learning with games, and students quickly learn what they like, playing middle school and learning. Games enliven the classroom atmosphere, arouse students' learning mood, promote them to learn Chinese happily and effectively, and increase their knowledge.
Teachers should choose games in class according to the teaching content and students' learning situation, and show them in a lively form and appropriate methods, so that students can truly appreciate the fun. We often use the following games in teaching: ① Find friends. Teachers use cards as antonyms, Chinese character combinations, birth mothers, phonetic vowels, etc. Ask the students to take one to find the other. A student said, "Look, look, where is my good friend and who is my good friend." Match the cards of other students and say, "I am your good friend." If you find the wrong one, say, "Wrong, wrong, find a good friend quickly." ② Go to the supermarket. The teacher asked the students to put the collected trademarks, advertisements and homemade cards marked with Chinese characters on the table, and the students went to the counter in groups to see who got more. The game requires students to read the literacy materials on the desks correctly. This game examines students' extracurricular literacy and makes them feel the fun of learning. 3 guess. Let the students guess words, letters, stories, riddles, etc. [This article was transferred from: www.dylw.net]
Third, encourage students to stimulate their desire to learn.
If teachers can flexibly apply their extensive scientific knowledge to the classroom, specifically analyze and tactfully deal with various factors in the teaching system, students will rise from praising teachers to admiring them, and then develop their love for the subjects taught by teachers. Therefore, experienced teacher China always touches students' heartstrings with knowledge in class, so that they can "come as soon as class begins;" In the classroom, the interest is stronger; Class is over. It's endless. "Let the Chinese class be full of passion and always touch the hearts of students. Life is better because of passion; Chinese teaching is more touching because of its passion. An essay, an ancient poem, a famous saying, which one has no emotion? Teachers are the givers of these knowledge and cultures, and any class needs the support of passion. To teach Chinese well, teachers must first be full of passion and integrate into their works; Secondly, let yourself transition from "teaching craftsman" to "actor" and conquer students with superb "acting skills". Passionate and exquisite acting skills make students concentrate and be emotional. How can such a classroom atmosphere be boring? In Chinese learning activities, positive emotions can promote students' mastery of knowledge and intellectual development. Teachers should use emotional language to call their true feelings, call their enthusiasm and arouse their lofty sentiments.
Fourth, create suspense, triggering the classroom atmosphere
Teaching is not only a simple transfer of knowledge, but also requires teachers to pay attention to teaching art and skills. Especially, as a literary subject, Chinese is easier to set interest points and stimulate students' curiosity. Teachers can skillfully set suspense in teaching, attract students' attention with suspense, and make students have the desire to explore. In traditional teaching, the teacher is singing a monologue, and the students below are as still as a stagnant pool, passively accepting knowledge, lacking interaction between teachers and students, and the classroom atmosphere is dull, which leads to the disconnection between teaching and learning, and the teaching effect can be imagined. Therefore, teachers must change this traditional educational concept, establish an active classroom atmosphere, and let students become the masters of learning. Teachers can set some interesting, challenging and suspenseful situations to arouse students' enthusiasm for participation and make the classroom atmosphere active. Students have cognitive contradictions under suspense, have the desire to explore problems, and consciously think, analyze and solve problems. Teachers let students speak boldly, organize discussion and study, and the classroom atmosphere is active, which stimulates students' thinking and sparks generate's inspiration.
For example, when studying the article Snakes and Crops, teachers can ask questions. Students, snakes and crops are two different things. Why do you associate snakes with crops in this text? In this way, students will read the text carefully and look for answers from it. For example, when designing the article "Arrow of Borrowing Grass Boat", teachers can mystify the development of the main characters and stories in the article, turn the text into an interesting and tense drama, guide students to analyze the text subtly through a series of questions, and design interesting and wonderful teaching plans on the basis of clarifying the ideas of the article to improve students' interest. Therefore, teachers can design the teaching ideas of this course in this way.
Fifth, set up teaching questions reasonably to increase students' self-confidence in learning.
In junior middle school Chinese class, there are usually only three or four key questions to be solved, and these questions are often answered completely and correctly by only a few students. Don't criticize when the answers given by students are not so accurate. You can praise one of his views or his attitude of raising his hand to answer questions, so as not to dampen the enthusiasm of the students. At the same time, it is impossible for a class to be guided by only three or four questions. At this time, teachers need to fully understand the knowledge of students in the class, combine the teaching content and ask questions according to the basic situation of most students, so as to give more students below average the opportunity to answer questions. At this time, give them timely affirmation of their answers, so that they can feel the happiness of solving problems and really devote themselves to classroom learning.
For example, how many times did the swallow go to the vegetable garden in the text "Progress every time"? What did Mother Swallow say to Little Swallow? How did the swallow answer her mother? " These are the key questions in learning the text, but in addition to these questions, we can also ask students: "What tone does your mother talk to you in life?" Help students understand the tone of reading the text. You can also ask, "Do you know any vegetables in your garden?" Let students learn the knowledge in class in combination with life. In short, try to refine the problem step by step, make the problem more enlightening, and take into account the overall level of the class, so that every student can find happiness in solving the problem. This kind of classroom atmosphere is the most harmonious.
Sixth, the teacher's site, students make decisions, and show students their opportunities.
When it comes to classroom teaching, the picture that comes to most people's minds is that the teacher stands on the podium to impart knowledge and the students sit under the podium and listen carefully. For a long time, the podium has always been the site of teachers, who stand on the podium and "give orders" and "guide the maze", leading the whole teaching activities. In fact, primary school students are all living individuals with great potential. They not only have strong curiosity and thirst for knowledge, but also like to express themselves and have a strong desire for expression. Chinese teachers should create opportunities for students to think independently, communicate with each other and show themselves according to these characteristics, so as to cultivate students' imagination, divergent thinking, autonomous learning ability and creativity. More importantly, in the process of displaying their talents, students can be recognized by their classmates and teachers, experience the fun of learning, further stimulate their enthusiasm for learning, and thus promote the formation of an active classroom atmosphere. Therefore, in primary school Chinese teaching, teachers should learn to return the classroom to the students, give the podium to the students, that is, give the students the right to speak. This is an effective means to stimulate students' learning initiative, and it is also a method to enliven the classroom atmosphere. In addition, giving the platform to students can also enable teachers to have a more comprehensive and in-depth understanding of students, discover the bright spots and shortcomings in students' learning in time, and give corresponding encouragement and guidance, thus promoting students' better development.