Wu Zengqiang, an educational psychologist, believes that the main criterion for evaluating teachers' effectiveness is students' academic performance. This tells us that teaching should be linked to exams to a great extent. What is the exam? The curriculum standard clearly points out the three-dimensional goal of teaching, and the examination is mainly to test students' comprehensive qualities such as knowledge, ability and emotion. For this reason, I think Chinese teaching should not focus on exams, but should focus on the cultivation of students' comprehensive Chinese literacy, so that students can follow suit and not be disturbed by exams.

First of all, we should know what to teach students in Chinese class.

Professor Wang Rongsheng thinks: "If there is something wrong with the teaching content of a Chinese class, or it is only useful on the test paper, then no matter how exquisite and wonderful the teacher's teaching is, no matter how enthusiastic and active the classroom atmosphere is, its value is extremely limited. Before evaluating the teaching method of a class, we should first examine whether its teaching content is correct; After feeling the active atmosphere of classroom teaching, we should pay more attention to whether students have Chinese experience corresponding to the teaching content; It is very necessary to pay attention to the effective realization of Chinese curriculum objectives. Observing and evaluating teaching from the perspective of teaching content is to examine and reflect on what teachers have taught in this class, and then explore and observe students' learning experience, and examine the correlation between teaching content and Chinese curriculum objectives. "

It is not difficult to see from Professor Wang's words that Chinese teaching should first know what we should teach students. Mr. Ye Shengtao said: "Students need to be able to read and write, so special language classes are set up to train them." Mr. Ye Shengtao also thinks: "Chinese teaching has his unique responsibility. Understand and use the language of the motherland. This is the unique responsibility of Chinese class. What is' language'? What is "Wen"? Listening and speaking belong to' language', and reading and writing belong to' text'. Only by closely organizing listening, speaking, reading and writing can we achieve the goals set by the curriculum standards. " As a course, the teaching value of Chinese should be diversified. It is necessary to teach students Chinese knowledge and methods, cultivate Chinese ability and habits, and also teach students to learn to be a man. When we get a text, the first thing we should think of is that this text helps to cultivate students' ability to understand and use those local languages. That is to say, in Chinese teaching, students should be helped to understand the content of the text, the methods of expression, the author's thoughts and feelings, cultivate students' Chinese skills, and use these skills in their own practice to keep the roots of Chinese in their hearts.

Secondly, we should know how to teach Chinese.

According to the basic task of Chinese teaching, Chinese teaching should be based on listening, speaking, reading and writing. Let's talk about specific practices from these four aspects.

The first is to cultivate students' interest in "listening".

The quality of teachers' classroom language is the main factor that affects students' listening to lectures. Therefore, in terms of language, teachers should take the following measures to stimulate students' interest in attending classes: using humorous language to activate the classroom atmosphere and enhance the appeal; Inspire students to think with philosophical language; Pay attention to the cadence of intonation, grasp the priority of intonation, and let students immerse themselves in wonderful melody and artistic conception; Cite famous palaces, epigrams and typical examples, especially in connection with social life, so as to make the words meaningful and credible. In addition, figures of speech such as metaphor, personification, adjectives, etc. can be used, but they should not be flashy, moaning and beautiful, and must be related to the teaching content and serve the teaching.

Appropriate use of body language-expressions, movements and emotional communication with students. In particular, emotional expression, attention and concentration of eyes, gestures and nodding during lectures can communicate with students tacitly, so as to achieve the effect of "silence is better than sound".

The second is to teach students how to read.

Students' reading is often in a state of disorder and no method, and teachers' reading guidance is very important.

Choosing the right method according to the content of reading is a thorough understanding of the content that needs comprehensive, meticulous and in-depth understanding, and a thorough understanding of the ideological content, character events and chapter structure of the work, that is, you must not let go of a word, scrutinize and ponder sentences, and seek the depth of knowledge, so you must read intensively. Grasping the contents and problems that need attention can take the form of browsing and skipping, which can expand students' reading volume under the condition of the same reading time.

Mao Dun said: "To read a famous book, you should read it at least three times, and it is best to finish it quickly the first time. It's like having a bird's eye view of Guilin City on the plane; " The second time, read carefully and chew carefully, paying attention to the structure of each chapter and paragraph; The third time, read, understand and use it carefully, and then pay attention to its wording and sentence formation. "In Chinese teaching, we guide students to try to use the' three-time reading method', which will benefit students for life.

The third is to strengthen the training of students' "speaking".

Oral training is the basis of composition training. Doing a good job in oral English training can not only promote the coordinated development of students' language and thinking, improve their expressive ability, but also cultivate their ability of using words, making sentences, arranging and planning articles. Therefore, in teaching, we should fully tap the textbook itself to train oral English, and closely combine oral English training with reading teaching.

Then, how to carry out oral training in practical teaching?

Provide oral content materials and tap the sources of oral English-because students have a narrow range of knowledge, they can't get in touch with society extensively and experience life, and they often feel speechless in oral English training. Therefore, we must try our best to provide students with content materials to speak and tap the source of speech: tap the content materials in the text. The topics, contents and after-class questions and answers in many primary school textbooks are good materials for primary school students to speak. For example, after teaching Meet in Thirteen, let students recall their childhood and tell impressive stories, which can not only help students understand the main idea of the article, but also help them learn to express it completely and orderly.

Students' oral training can take many forms-reappearing the text, that is, after learning the text, students speak in middle school to combine reading and speaking; Descriptive vision, that is, by watching pictures, videos and other forms to train students to speak, so as to combine reading and speaking, not only cultivate students' observation ability and expression ability, but also cultivate students' good habits of listening carefully, using their brains actively and paying attention; Experience the situation, that is, set up the situation of speaking, let students talk while doing activities, so as to combine speaking with doing.

The fourth is to stimulate students' writing potential.

Mr. Ye Shengtao thinks: "Chinese textbooks are nothing more than a case. With this example, students should be able to draw inferences and develop their reading and writing skills. " Therefore, in reading teaching, we can give composition guidance and composition training by camera to improve students' writing level and skills.

On the one hand, guide writing methods and knowledge. For example, how to grasp the characteristics of people and things to describe, how to explain things in an orderly way, how to choose materials for writing, how to organize articles ... Many texts are classic examples in this regard, and you can learn these related writing knowledge in the process of learning and understanding these classic articles.

On the other hand, grasp the opportunity and combination point to carry out composition training. For example, if you learn a wonderful language in text learning, you can train students' language expression ability by imitating and writing in time; Imitate texts that are close to students' cognitive level and real life, and cultivate students' conception and conception ability ... For example, after learning Zhu Ziqing's Spring, let students write imitation autumn.

Only in reading teaching can students be guided to understand in reading and write in reading, and can they "shine" in writing.

Chinese teaching has clear content and specific teaching requirements. We can arrange flexibly and combine organically, and strive to improve students' Chinese literacy comprehensively, steadily and quickly, so as to lay a solid foundation for students' lifelong learning.