How to realize the innovation of Chinese education in primary schools

With the in-depth development of the new curriculum reform, great changes have taken place in the internal concept and teaching form of Chinese teaching in primary schools. At present, the focus of teaching is teaching quality and teaching efficiency. Chinese teachers constantly innovate in teaching methods, make full use of teaching practice and arrange teaching contents reasonably, so as to better promote the Chinese learning ability of primary school students and truly promote the healthy development of quality education.

First, cultivate interest in learning and stimulate innovative consciousness.

In the process of Chinese teaching in primary schools, we should adhere to the enlightening principle, ask questions and set questions, strongly stimulate students' learning emotions, activate their thinking, cheer up their spirits, and have a desire to actively explore new knowledge. For example, when teaching texts such as Sima Guang and crow drinking water, teachers can carefully design such enlightening questions: What should you do if you meet Sima Guang? Can you help the crow think of something else? Such questions can make students' creative thinking be exercised in the discussion. Teachers should encourage different opinions and praise them reasonably.

Second, the creation of teaching situations, cultivate innovative thinking

Innovative thinking is not innate, but formed through routine training the day after tomorrow. In Chinese classroom teaching, whether it is learning new words, reading texts, writing training or oral communication, the teaching content is rich and varied, which requires teachers to carefully design classroom teaching links, create innovative education scenarios, let students observe, discover and think, so as to cultivate innovative thinking and innovative ability. When designing daily Chinese classroom teaching, teachers can make every student "move".

Third, tap innovative factors and develop different thinking.

Differentiated thinking is the core of creative thinking and plays a vital role in the formation of creativity. The thinking of seeking difference is a way of thinking that develops thinking, does not follow the rules, seeks variation, thinks about problems in many ways and explores various possibilities to solve problems. In the teaching of minority languages, we should pay attention to developing students' thinking of seeking differences, cultivating students' novelty, uniqueness and multidirectional, and stimulating students' creativity.

Fourth, advocate bold questioning and explore the potential of innovation.

At first glance, students seem to understand some of the contents in the textbooks of small languages, and they are in an unquestionable position, so they lose interest in continuing their studies. Therefore, in order to enable students to actively complete each of their learning tasks, teachers should pay attention to asking questions on the surface, arouse doubts where there is no doubt, guide students to explore the ideas of the text, stimulate students' desire for knowledge, stimulate students' thinking, and knock on the valve of students' innovative consciousness, which has received unexpected magical effects.

Fifth, carry out Chinese activities and strengthen innovative practice.

In order to provide conditions for students to develop their personalities and develop their specialties more freely, we should pay full attention to the teaching of Chinese activity classes as an important way to stimulate students' interests, hobbies and specialties, realize the healthy development of their personalities and promote their development. Observing nature through Chinese activity classes, doing it by yourself in small experiments and small productions, thinking in the current society, giving full play to initiative, being brave in thinking and being bold in innovation are conducive to cultivating students' creativity and promoting the development of quality education.