What are the classic sayings of classroom interaction between primary school Chinese teachers?

Primary school students like to be praised, like beautiful reading voices, like nursery rhymes, smooth talk, etc., so primary school Chinese teachers should be gentle and lovely, and their voices are soft and beautiful.

Primary school Chinese teachers should use vivid language in class, close to life, and have strong appeal.

With words of affirmation, encouragement, inspiration, motivation.

The benefits of teacher-student interaction in the language classroom for managing the class.

The benefits of teacher-student interaction in the language classroom for managing the class.

Prep (2) Class 3 CJQ

In the Chinese class, the teacher will have a lot of interaction with the students, and during the class in Lazha Mountain, the teacher will read the text aloud with us, and sometimes we will play several corners and read the text aloud; When we encounter "incurable diseases", we will discuss them in small groups and solve them. When we encounter something we don't understand, we will pick up the dictionary and solve it ourselves.

It may seem like a simple interaction in class, but it has many benefits.

When the characters read the text aloud, we can understand the mood of the author's characters; In the process of solving, we will be independent; In interactive teaching, it helps to cultivate students' innovative thinking; The interaction in the classroom makes our boring class lively and interesting. When interacting freely, it is inevitable that there will be some noise, but how do teachers manage students? At this time, it is also a good time for the class cadres to learn from it.

During the lecture, in addition to carefully preparing the lesson, the teacher also asked me to pay attention to the reactions of the students below. Are you interested in what I'm talking about? Is discipline lax?

What about managing a class? It is also necessary to pay attention to the small emotions of the students to continuously improve the management methods. in order to achieve better management.

In short, whether it is in teaching or in the management of the pipe, we must dare to face up to our own shortcomings and improve in time, so as to become a better class cadre.

1. Creating a relaxed, democratic, and harmonious classroom teaching atmosphere is the basic premise of building an interactive teaching DU.

in the teaching process.

Teachers should give full play to students' initiative and enthusiasm in the learning process, stimulate students' interest in learning, and create a relaxed and harmonious learning atmosphere.

1. Update the concept of teachers and students and replace the sense of interaction.

In order to construct effective teacher-student interaction in Chinese classroom teaching, teachers should first change their roles. In the process of teaching, it is necessary to always reflect the main position of students and give full play to students' enthusiasm and initiative in the learning process. Teachers should become the creators of a good environment for teacher-student interaction, the provider of communication opportunities, the organizer of teacher-student interaction, and the supporter and helper of student development.

Because the teacher's influence on the role of the student can only have a positive effect through the active participation and response of the student body. Teachers should establish the concept of "everything is for students", respect students, and serve students' development in an all-round way.

I believe that Chinese teaching in primary schools is mainly based on reading. Let students understand the content of the article and feel the article while reading. Therefore, in the actual teaching work, you may wish to read the article with the students, such as the articles in the lower grades, and you can lead the students to read and act.

For example, the lesson "Fox and Fake Tiger" in the second grade of the Sujiao version is a good textbook drama, and you can lead the children to play it. In the performance, children can understand what is "pulling their throats" and what is "shaking their heads and tails", "vivid", "half-believed", "looking around", so that children can understand the content of the article and understand the meaning of idioms in the performance, and at the same time deepen the feelings between teachers and students in the performance process, and also let teachers understand students more comprehensively.

In addition, add some small games in classroom teaching, which is very simple, and then we teach the writing link of the lower grades to play the small game of ** car, so as to check the mastery of children's words, and at the same time let children learn knowledge in the game, which is also a kind of teacher-student interaction. But this is just an example, in the usual teaching, we can change different mini-games and insert them into the teaching, the effect should be very good.

First of all, the questions you design need to be valuable, so that the interaction can be effective.

Secondly, it is necessary to guide the knowledge and interact effectively.

Third, it is necessary to serve teaching, improve the efficiency of classroom teaching, and effectively create efficient classrooms.

1. Construct historical on-site situations and create doubts to stimulate the "internal drive" of learning

2. Find the right time to help guide and solve problems to improve learning potential.

3. Break the "stereotype" and cultivate divergent thinking and innovative thinking In short, the process of history teaching is a process of interaction and interaction between teachers and students, and students are not passive writers who are painted, nor painters who are painted by the brush, nor are they helpless audiences in front of TV and movies, and they are not supporting roles that cooperate with teachers in class, but people with subjective initiative. Teachers should not blindly ignore their own roles, both of which are living forces, and should participate in classroom activities with their own knowledge, thinking, inspiration, and interest, and become an inseparable part of classroom teaching, so that classroom teaching presents richness, variability, and complexity.