A Study On The Existing Problems And Countermeasures Of Classroom Teaching Language Of Primary School Chinese Teachers

Primary School Teachers in the classroom teaching the language current problems mainly in classroom language teaching and classroom teaching language forms. In terms of expression, not the standard Mandarin language teachers, pronunciation, grammar usage is not entirely correct; classroom teachers can not adapt to the speed and rhythm of the language classroom; classroom teaching of Chinese language teachers also need to be more accurate and vivid. In terms of form, lack of classroom teaching language to attract and guide the resistance, did not achieve the role of introducing language; lack of understanding of the language classroom transition, transition improper use of language; language classroom questions there are more valid question, question language has no hierarchy and enlightening, classroom assessment structure of a single language, evaluate language development of students’ lack of guidance.For primary school teachers in the classroom teaching the language problems of the paper using the survey method, conducted a comprehensive study demonstrate observation, interviews. First students to carry out the investigation, from the side of the classroom teaching students to understand the language in which the problem exists on the language; the language classroom front line, recording the language of instruction in the classroom and formal expression of the problems followed by the use of observation; Finally, interviews, with the first through the exchange of language teachers, from the front Understand the primary Chinese language teachers in the classroom and in the face of confusion.The essay in improving primary school language teachers in the classroom teaching the language problem in terms of some useful exploration, proposed to improve classroom teaching elementary school language classroom language effective strategy. In terms of language problem, teachers’ self-reflection and rely on others to supervise and help improve improvement strategies. In terms of form language, it proposed introducing language to attract and guide of improvements in form and content; language classroom transition from a text features and students need to improve two aspects; questioning language to be preset, thereby reducing invalid questions, questions focus on hierarchy, increasing the effective questioning; classroom assessment methods and language to enrich the content of the evaluation, from the student perspective, look at the evaluation point of view of development.