Chinese teachers in primary schools should fully realize that the target of service guidance is pupils aged 6- 12. From a humanistic point of view, children are developing people. They are also independent people with sociality and human rights. Everyone's personality is equal, so are teachers and students. We must pay attention to those China teachers who can't treat their children equally because they are young. In personality, it is also an equal relationship between teachers and children. Teachers should communicate with children on an equal footing and respect their personality. Only when primary school Chinese teachers have a scientific understanding of children's equal personality rights and treat them as people like themselves can they completely avoid the problems of teachers' preconceptions, forced indoctrination and neglect of children's initiative in teaching. Secondly, primary school Chinese teachers' correct view of children is manifested in respecting children's age characteristics, following the laws of children's physical and mental development, fully understanding children's subjective initiative and development potential, and on this basis, educating them in cognition, morality, emotion and personality. These two points are not contradictory. They have their own views on problems, have their own thoughts, and can control their behavior with consciousness. At the same time, their age characteristics determine their willpower. Only when primary school Chinese teachers know children scientifically can they treat them correctly and let them grow up healthily. Respect but not indulge, fully understand and develop, treat personality equally, and encourage continuous progress. This is the most basic accomplishment of Chinese teachers in primary schools.
Second, Chinese teachers in primary schools should be multi-skilled.
In Chinese teaching, we often engage in a teaching and research activity called "heterogeneous in the same class": that is, select an article, which is taught by several Chinese teachers in different classes, and then compare and analyze it after other Chinese teachers observe it, so as to get the best class type and teaching method. This kind of teaching and research activity sometimes surprises people. In the activity of "heterogeneous living under one roof", Chinese teachers with strong literacy will talk about Kan Kan in class, and every class will produce and evolve wonderful things. Teachers with a shallow accumulation of their own are blunt in teaching and have no aesthetic feeling in teaching design. Students are like chewing withered ears of rice, and the whole class is embarrassed and depressed. So why are these two different situations?
This phenomenon tells us that Chinese teachers are not only the knowledge carriers, but also the builders and creators of knowledge. They should use the existing knowledge system to construct classroom skills and even teaching culture.
Chinese teachers in primary schools should be "multi-skilled". One specialty is excellent Chinese accomplishment, and versatility is versatility in character, cultivation and behavior. "Chinese teachers should become experts in Chinese major and miscellaneous experts in knowledge system". If a primary school Chinese teacher has a certain professional quality and a complex knowledge system, then every class will be rich and colorful. Only when Chinese teachers are proficient in many skills can they have colorful classes and really benefit students.
Third, Chinese teachers in primary schools should pay more attention to literary literacy.
Judging from the all-round development and lifelong development of talents, literary literacy is an essential literacy for a sound modern person, and its foundation lies in the school stage. Chinese teachers in primary schools should consciously cultivate students' literary literacy.
Primary school students' understanding ability and self-study ability are still relatively weak, and the most important way to cultivate literary literacy is through Chinese classroom. Literary accomplishment has become an extremely important professional accomplishment for Chinese teachers in primary schools.
Only when teachers have certain literary literacy and conform to the basic idea of "improving students' Chinese literacy in an all-round way", can they fully tap the deep meaning contained in textbooks, truly enter the text, and establish the spiritual connection between people and works, so as to build a bridge for students to communicate with the text, accurately and profoundly convey the aesthetic feeling of literature in Chinese courses to primary school students, and let students be influenced by thoughts and feelings and infected by beauty, cultivate literary literacy and promote all-round development. Improving pupils' Chinese literacy in an all-round way not only refers to language rhetoric knowledge and listening, speaking, reading and writing ability, but also lays a foundation for children's ideological morality, thinking quality, cultural literacy, aesthetic taste, innovative spirit, personality development and personality shaping.
Chinese teachers in primary schools must vigorously improve their literary literacy. Chinese teachers in primary schools really shoulder the great mission of teaching and educating people, so they must keep learning, strive to improve their own quality and truly live up to their mission.