How to form a teacher student interactive Chinese reading teaching in junior high school

With the deepening of the new curriculum reform, more and more emphasis is being placed on the humanization in the classroom, so as to leave the classroom to the students and the wonderful to the students.

1. Communication between teachers and students in the classroom. If the teacher wants to interact with the way of questioning, then it is necessary to effectively ask questions according to the characteristics of the special object of primary school students, stimulate the collision between students and the text, organize the dialogue of students who are lacking, not simply introduce the author of the text, the background of writing, etc., so that the classroom becomes a communication between teachers and students, so that students can truly participate in the teaching classroom, and let students feel that learning is a happy thing.

2. There is always a discussion in the Chinese classroom, and the discussion should be relaxed and interesting. In the discussion, it is necessary to ensure that the teacher is not in the dominant position, but only participates as a participant, and the students are the main body of the class discussion. For example, in the lesson "Sitting in a Well and Watching the Sky", at the end of the text, the teacher throws out a question for students to associate with and discuss in groups, what will a frog see if it jumps out of the well?

After the questions were thrown, the students immediately had a heated discussion, and finally, the teacher used the performance method to let the students speak while acting, and gave certain rewards to the students who spoke well, so that the students' enthusiasm for learning was greatly improved, and the whole class was active.

3. Due to various restrictions such as age, primary school students have the characteristics of liking intuitive and vivid things. Therefore, when teachers are teaching Chinese, they can use modern teaching equipment, such as multi-level and multi-scene simulation. For example, in Cao Chong's Weighing of Elephants, the teacher can create a vivid courseware to demonstrate the method of weighing elephants mentioned in the text.

Or you can use a live demonstration, and the teacher prepares some props, such as a basin filled with water, homemade toys like elephants, stones, etc., to simulate the elephant weighing on the spot. In this kind of class, the interaction between teachers and students is natural and vivid, and students not only have a deeper understanding of the text, but also have a great impetus for learning Chinese in the future.

4. The subject of Chinese is not like mathematics, physics and chemistry with fixed formulas and answers, language is a discipline of wisdom and wisdom, there is no very fixed standard answer, students in the classroom questions, must be diverse, sometimes students or because the problem does not understand or the understanding angle of the problem is deviated and causes some mistakes, at this time, the teacher can not blindly criticize the student, but to affirm him from another scumbag perspective, so that the student does not lose confidence, but is encouraged to continue to think. Dig deeper into the meaning. Teachers' encouragement to students in many aspects is an important factor in improving the interaction between teachers and students. Therefore, teachers must not be stingy with words of encouragement, and always praise and praise students.

Correct selection of intuitive teaching aids and modern teaching methods;

Intuitiveness should be combined with explanation;

Prevent intuitive misconduct and abuse;

Emphasis is placed on the intuitive use of language.

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.

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Positive and effective interaction is the key to success in the classroom. Truly effective interaction should be based on the interaction needs of students, which is manifested in the teaching structure of teacher-student interaction and cooperation. In this kind of classroom, students can not only acquire knowledge and skills, but also continuously generate wisdom.

So, how to enhance the interactivity of Chinese classroom teaching, the following is combined with their own teaching practice to talk about two understandings and practices. 1. The whole process of interactive classroom teaching activities between individuals and the whole is mainly promoted by the multilateral interaction and alternation between various elements of teaching. Then, in this process, the main body of interaction is mainly the teacher and the student.

The interaction between teachers and students is the most frequent and handy activity in classroom teaching. The number of students in each class is very different, and it is necessary to face all students, in fact, to face a large number of students with individual differences. This requires teachers to pay special attention to individual differences in order for each student to succeed.

Only by acknowledging individual differences and respecting the individual differences of students can we implement the principle of teaching without distinction and teaching students according to their aptitude, and can the requirements for each student be truly implemented. Because there are certain differences in the congenital factors of each student and the acquired environment of life, in education and teaching, teachers should be good at starting from the reality of each student, and truly understand each student's intelligence level, learning attitude, hobbies, will and character, family environment, etc., only in this way can we truly adopt different teaching methods for each student's different situations.

In primary school Chinese teaching, students are advocated to actively participate, be willing to be willing to do things, and be diligent in doing things, so as to cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Therefore, our teachers must pay attention to guiding students to participate in a variety of Chinese practice activities, so as to stimulate students' creative potential and cultivate their ability to learn and use Chinese. In order to achieve the objectives of the language activity curriculum in primary schools, teachers should play the role of teaching in the following aspects.

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Allowing students to experience the process of advancing knowledge through layers of questions can well mobilize students' enthusiasm for participation, and at the same time, it is also beneficial to improve students' ability to analyze problems. This design not only highlights the key content of the lesson, but also deepens the impression through students' careful observation, which is conducive to the understanding and absorption of new knowledge. There are a few principles:

1. Flexible teaching methods and the effectiveness of promoting students' development.

2. Reasonable selection and effective use of various teaching methods.

3. Create problem scenarios to introduce and stimulate interest.

4. Be good at focusing on the key points of teaching and effective teaching difficulties.

5. Close to the reality of production and life, reflect the connection between theory and practice, etc.