How to effectively apply information technology in primary school Chinese classroom

1 class is wonderful because of "you" —— On the effective application of multimedia information technology in Chinese teaching in primary schools: multimedia, creating situations, Chinese teaching, language charm, and overflow of ideas Abstract: 2 1 century is an era of high informationization, talent competition, and pursuit of efficient and optimized results. The application of modern educational technology in teaching has injected new vitality into the field of education and displayed a new world. Multimedia has vivid images, sounds and shapes. In Chinese teaching in primary schools, teachers can make full use of multimedia to create teaching situations, which can not only stimulate students' interest in learning, but also make students learn more actively, multiply learning efficiency and make the classroom full of happiness. At the same time, the use of multimedia can also improve students' Chinese reading ability and add color to the language. In composition teaching, giving full play to the advantages of multimedia can enhance students' creative ability and make them full of literary thoughts. Chinese classroom has been a fascinating classroom since ancient times. The work of teachers in China is also lofty and great. It is a pleasure for a teacher to stand on a three-foot platform and listen to his own voice. It is a kind of happiness to be immersed in the eyes of students seeking knowledge, and it is a kind of happiness to feel the sincere respect of students and parents. However, teachers' work is monotonous, and teaching is also day after day, year after year. Over time, teachers will feel tired, and students will feel "aesthetic tired". As a new teacher who has been teaching for about five years, it is reasonable to keep the original passion, but over time, teachers and students are tired in class. An old teacher once said: after teaching for several years, most teachers' edges and corners have been polished. Therefore, the current Chinese classroom learning in primary schools makes a considerable number of students feel bored and lose confidence and enthusiasm. As Chinese teachers in primary schools, we always complain that students' interest in learning Chinese is not high and Chinese learning efficiency is low, which has always been a difficult problem that puzzles Chinese teaching. In order to cultivate students' Chinese literacy, our Chinese teacher has also made active efforts. We work hard and put a lot of time and energy into Chinese teaching. Although we try our best to impart knowledge to students, students don't like Chinese classes as we expected, but think that Chinese classes are more boring than other classes. Faced with this phenomenon, it is worth our deep thinking. How can we teach our Chinese well? How to make Chinese class wonderful? I've been thinking about this problem. Nowadays, education in China has entered the information technology era, and multimedia has been widely used in teaching activities, especially in Chinese classroom teaching in primary schools. Using multimedia can create the context of the text, expand the content of the text, show the process of things changing, increase the classroom capacity, stimulate students' aesthetic feelings and optimize the teaching environment. As a common modern teaching method, multimedia has quickly entered our classroom. If multimedia information technology is effectively used, it can make our Chinese classroom bid farewell to boredom, make our classroom refreshing, full of vitality and excitement, and make our students spend 40 minutes in expectation and enjoyment. So how to effectively use multimedia information technology in primary school Chinese classroom to make our classroom wonderful? Here are some of my views and measures. 1. Apply multimedia teaching, watch videos, enjoy the situation, and make our classroom full of fun. In teaching, we often encounter such a situation: I heard that physical education class could not attend class for some reason, and the students were unhappy; You will be happy if you can't attend Chinese class. I don't blame the students for this. I know it's not that they are unwilling to learn Chinese, but that Chinese classes have failed to arouse their interest. Appropriate situations will certainly arouse children's interest, let children participate in learning activities with pure emotion, and learn with ease and pleasure, so that students can feel "relaxed", "interesting" and "lively" in learning Chinese, thus greatly improving the efficiency of classroom teaching, making students fall in love with Chinese classes and full of expectations. Therefore, we Chinese teachers can create an emotional and charming specific scene or atmosphere for students according to the teaching needs, combined with the teaching materials and closely linked to the teaching objectives, so as to attract students' attention and guide them to actively open their minds. It can not only make students accept knowledge and master skills easily and happily, but also make students better experience the emotions in the teaching content. Effective situation can make students "think", arouse students' enthusiasm for thinking, stimulate them to associate more, stimulate students' strong thirst for knowledge, and make our classroom full of happiness. Situational teaching method is an eternal theme. Multimedia courseware involves animation, still life painting, sound and video technology, has strong expressive force and artistic appeal, can provide good visual beauty and spiritual pleasure, and fully create a colorful teaching situation with pictures and texts, thus mobilizing students' enthusiasm for participation, making students have lasting motivation to learn, changing "I want to learn" into "I want to learn" and making students study easily and happily. Through practice, multimedia teaching can achieve good teaching results. For example, when I teach the text "Underwater World", I will play a video of the underwater world first. Beautiful music and beautiful pictures can not only let students enjoy the beautiful and magical scene of the seabed, but also cultivate their aesthetic feeling, attract their attention and improve their interest. After watching the video, the students' interest in learning was mobilized and they were full of enthusiasm and enthusiasm. This kind of teaching situation makes students study easily and happily, and creates a pleasant atmosphere in the classroom. For another example, when I was teaching the Rich Xisha Islands, although the creatures in the underwater world were vividly described in the article, some students were still difficult to perceive only by the teacher's language. When you don't understand, you will get bored and lose interest. What if we use multimedia to put colorful seawater, squirming sea cucumber, giant lobster in leather, fish with different shapes and shells with different colors together? 6? 7? 6? These images are vividly displayed in front of students, and the situation is very different. At this time, students are emotional, thus stimulating their strong thirst for knowledge and achieving good teaching results. Students in this class will not only enjoy beauty, but also make them feel happy and enjoy it. Second, skillfully use multimedia teaching to add color to our language. Sumu Holinsky, an educator in the former Soviet Union, said: "Teachers' language literacy largely determines the efficiency of students' mental work in the classroom." Chinese teachers are different from math teachers, so they can't just teach students some truth and knowledge. Our Chinese should not only teach students how to judge, but also shoulder the responsibility of infecting and edifying students. Because the language of our Chinese teacher is the most important object for students to learn and imitate. So, let's ask ourselves: Is our language literary? Is our language contagious? In fact, if we skillfully use multimedia, our Chinese teacher's language is a magnet full of attraction and temptation, which will always make students full of expectations and surprises. Through multimedia technology, students are provided with perceptual reading materials of audio language, words, music and images. Under the background of beautiful and harmonious music and vivid images, our language will add color to this situation. The cadence of storytelling and the sound of reading aloud bring students into a wonderful artistic wonderland. Who can resist the temptation and not be deeply intoxicated in such a Chinese classroom? For example, when I was teaching Walking into Lijiang, most students had never been to Yunnan, so it was difficult to witness the beautiful charm of Lijiang. In order to let students better understand the beautiful scenery of Lijiang described in the article, I downloaded some pictures of Lijiang from the Internet before class. In the beautiful music, the students were intoxicated by the beautiful and charming scenery of Lijiang, and some even reached the realm of ecstasy. Combining these wonderful pictures, in the soft Naxi ancient music, let the students read the exquisite language of the text repeatedly, and naturally read the beauty of Lijiang, which makes us feel the beauty of the language. This can not only improve students' language expression ability, but also improve students' reading ability and make students' language more infectious. Not only that, it also deepens students' understanding of the text and makes them influenced by emotions, thus achieving the harmonious unity of beauty, music, language and emotion. For another example, I am teaching "Premier Zhou, where are you?" I first explored the author's emotions in the poem, and then introduced the noble character and glorious life of the Prime Minister who devoted himself to the people and died, which enhanced students' understanding of the great personality of the Prime Minister, aroused their emotions and created a solemn atmosphere. In the emotional reading of the students, I lost no time in playing some touching scenes of the Prime Minister in the film materials on the screen: after the death of the Prime Minister, when the hearse passed Chang 'an Avenue, the cries of tens of thousands of people on Shili Avenue. These touching and tearful pictures, coupled with the students' sincere reading, pushed the teaching atmosphere to a climax. Needless to say, the teacher, students have firmly grasped the artistic conception of poetry, and the surging emotions in the works are deeply integrated with the emotions of teachers and students, and the understanding and emotions have reached a high degree of harmony and unity. With the help of this multimedia, the teaching effect is obvious. In this beautiful language and patchwork rhythm, students listen to their favorite reading voice and truly feel the beauty of language. It can be seen that the clever use of multimedia teaching makes us truly appreciate the charm of language and adds bright colors to our language. Third, give full play to the advantages of multimedia information technology and let students' creative sources gush out. When it comes to writing, students often feel that writing a composition is a very headache. In the previous composition teaching, the teacher gave a composition topic or a piece of material, and the students sat down to ponder, which was difficult to inspire, with little effect and a headache for the teacher. If information technology or colorful network resources can be applied to composition teaching, this contradiction can be effectively alleviated. The intuitive image of modern multimedia teaching can not only satisfy children's curiosity, but also facilitate teachers to guide students to speak. When practicing oral English, the teacher creates situations with courseware. On the basis of observing thinking, through creative retelling of texts, making up stories, imagining speaking and other training expressions, students are inspired to use their brains and imagination rationally, to stimulate students to express their desires, and to strengthen the training of language and thinking. Primary school students have poor generalization ability and logical thinking ability. Although I have a certain oral and writing foundation, I can't grasp the scale well. Inspire students to speak through the situational guidance of sound, pictures and text, and then write what they think and are ready to say, thus cultivating students' writing ability. Let the students change from having nothing to having something to say, and let them be full of ideas. For example, when I directed the second composition "About the Environment" in the second volume of the fourth grade, I felt that the theme was very broad, and the students didn't know where to start, so I showed them painful pictures about environmental damage, animals and plants being killed and injured, littering, posting indiscriminately and so on. After reading it, everyone was deeply touched, and they listed the phenomena that destroyed the environment around them, saying that they should be small environmental guards. Students no longer have to worry about nothing to write, which is really much better than what the teacher said. For another example, in order to stimulate students' interest in writing, when I was teaching "Write an animal you like", I collected a lot of information about seven kinds of small animals that students like in advance, including pictures and videos. In class, when I heard that it was a composition class, the students looked helpless. I kept silent with a smile and turned on the multimedia. With the beautiful melody, colorful pictures are displayed in front of the students, and cute little animals come out skipping? 6? 7? 6? It seems that I have never seen a student so absorbed in a composition class, and I have a strange excitement in my heart. Sweet music and attractive pictures made the students can't help admiring: "How naughty the little monkey is, how cute Xiaohua Mall is, the little white rabbit and the little panda? 6? 7? 6? The students are scrambling to tell the stories of the little animals they are more familiar with, their appearance characteristics and their living habits. The whole class is full of interest. When students start writing, they are full of ideas, if they have the help of "God". To sum up, if Chinese classroom teaching is a blooming bud, then multimedia teaching is the icing on the cake. The two complement each other and merge with each other, creating a pleasant and interesting artistic conception for students, thus improving the quality of Chinese teaching. In modern times, with the assistance of multimedia, our Chinese classroom has become very exciting. Students like Chinese classes, fall in love with Chinese classes, and are obsessed with Chinese classes, with endless aftertaste. Reference [1] Peng Li. Information technology and Chinese teaching in primary schools [M]. Changchun: Northeast Normal University Press, 2004 [2] Wang Meiju. Application and requirements of multimedia in Chinese teaching. Cultural and educational materials, published in September 2006 [3] Jiang Ping. Chinese curriculum and teaching in primary schools [M]. Beijing: Higher Education Press Yao. Introduction to the new Chinese curriculum teaching in primary schools [M]. Nanjing: Nanjing University Press, 2005 [5] Liu Minghua. On the application of multimedia technology in Chinese teaching in primary schools [J]. Journal of Deyang Institute of Education. 2006