Application Strategy Of Primary Chinese Teaching Story

Story, event organizations and arrangements through its contents meet certain chronological and causal logic. The story closely linked to people’s lives, can be well adapted to people’s psychological feeling and emotional experience. Thus, not only can be a good story to mobilize the people’s interest and enthusiasm, but also good for people to experience things around to make it resonate and influence emotional. Interest in the story, is based on an understanding of emotional expression and emotional needs. Meanwhile, the story of life in close contact with people, people living in this story among the stories they like to listen to stories and pass each other, often to express their views through the story, causing more of their own emotional resonance of the story memorable.Stories in close contact with our lives, it can be a good mobilization of people’s interest, causing people’s emotional expression and emotional resonance. The story of these characteristics determine the educational function and value of the story. In teaching, teachers timely inserted into the corresponding story based on student characteristics and specific teaching content, not only can play the story of their educational function, and the introduction of the story, help to stimulate the enthusiasm of students, to help students better learn and understand know how. Because the story needs and meet the students ’mental development characteristics, the introduction of a great story to mobilize the interest of students, and the story can cause resonance and emotional experience of students, to enrich students’ emotional experience to help students form a correct emotional values. On the other hand, the language itself is full of verbal discipline, subject content of this form is the story, so the story will also be applied to reflect the characteristics of the teaching language subjects to stimulate enthusiasm for learning. Therefore, teachers use teaching stories not only to promote students’ knowledge and emotions influence learning in teaching, but also to reflect the characteristics of disciplines, reflecting changes in teaching methods.Of course, teachers should correct and effective use of teaching also need to grasp the story of a certain method. Only with a scientific and rational strategies and tools used in order to truly realize the value of teaching story. Based on the story of the primary language used in teaching the outstanding issues specific analysis, according to the specific issues raised using the corresponding strategies. Specifically the author of this article is based on the analysis of problems on the use of story, based on the People’s Education Publishing House primary school language teaching materials, combined with the actual level of development and psychological characteristics of pupils, and specifically analyze the story in teaching practice use cases, and thus the use of teaching strategies story concrete analysis and exploration and research. Specific performance study was first elaborated the meaning and characteristics of language teaching in primary schools use the story. Next, a description applied to primary school language teaching stories of significance. Then analyzes the story used in primary school language teaching outstanding problems and their causes. Finally, the appropriate strategy based on specific issues. The story used to do when primary school language teaching in story selection and presentation strategies, a good grasp of policy analysis of different types of stories, good stories and specific implementation used in different teaching objectives and teaching process of basic strategy.