What are the main teaching methods and learning methods of primary school mathematics teaching?
The teaching methods and learning methods of primary school mathematics were mainly as follows: 1. Teaching methods: refers to the methods used in the teaching process, including lectures, discussions, demonstration, practice, etc. In the process of primary school mathematics teaching, teachers should choose suitable teaching methods and methods according to the actual situation and characteristics of students to improve the learning effect of students. 2. Learning method: It refers to the methods used by students in the learning process, including memory, understanding, application, etc. In the process of primary school mathematics teaching, teachers should guide students to choose suitable learning methods according to their learning characteristics in order to improve their interest and ability in learning. 3. Teaching strategy: It refers to the teaching methods and strategies used in the teaching process. In the process of primary school mathematics teaching, teachers should choose appropriate teaching strategies according to the students 'learning characteristics and teaching requirements to improve the students' learning effect. 4. Evaluation method: It refers to the method of evaluating the learning effect of students in the teaching process. In the process of primary school mathematics teaching, teachers should use a variety of evaluation methods to objectively and comprehensively evaluate students 'learning effects according to their learning situation. 5. Course design: It refers to the overall design of the primary school mathematics curriculum. In the process of primary school mathematics teaching, teachers should formulate suitable curriculum design according to the students 'learning characteristics and teaching requirements to improve the students' learning effect and comprehensive quality. The teaching method and learning method of primary school mathematics teaching should be combined and promoted to improve students 'interest and ability to achieve the improvement of teaching effect.
How to write the teaching philosophy and teaching methods of primary school mathematics teachers
To write a good teaching philosophy and teaching methods for primary school mathematics teachers, one could start from the following aspects: ** 1. Teaching philosophy ** 1. a student-centered - They valued the student's status as the main body and recognized that every student was a unique learner. In the teaching process, the teaching content and methods should be adjusted according to the students 'different learning styles, abilities, and interests. For example, for students with weak abstract thinking ability, they could use more visual aids to assist in teaching, and for students with a strong interest in mathematics, they could provide expanded learning resources. - Respect the students 'existing knowledge and life experience, and connect mathematics knowledge with the students' daily lives. This was because students did not enter the classroom with empty heads. They had already accumulated a certain amount of mathematical knowledge in their lives, such as calculating when shopping, understanding time, and so on. Teaching should be based on these experiences. 2. emphasize the process of knowledge formation - Instead of letting students simply memorize mathematical formulas and concepts, they should guide students to discover mathematical knowledge through independent exploration and cooperative communication. For example, when teaching the theorem of the sum of the internal angles of a triangle, students could cut the three corners of the triangle themselves and then put them together. Observing that the formed angle was a straight angle, they could conclude that the sum of the internal angles of the triangle was 180 degrees. - It focused on cultivating students 'mathematical thinking abilities, such as logical thinking, abstract thinking, spatial imagination thinking, and so on. By designing challenging problem situations in teaching, students could train their thinking ability in the process of solving problems, rather than just pursuing the accuracy of the answers. 3. stimulate students 'learning motivation - He wanted to explore the intrinsic interest of mathematics and let the students feel the beauty and charm of mathematics. There were many rules, symmetries, and wonderful numerical relationships in mathematics, such as the magic of the Fibonacci sequence. By showing these contents, students could stimulate their curiosity about mathematics. - It reflected the practicality of mathematics and allowed students to recognize the wide application of mathematics in life. For example, when teaching the percentage, he could relate it to real-life situations such as bank interest rates and commodity discounts to let students understand that mathematics knowledge could solve practical problems in life, thus increasing the external motivation of students to learn mathematics. ** 2. Teaching Method ** 1. Integration of Diverse Teaching Methods - interactive teaching approach - Teachers should be good at asking questions and design enlightening questions to guide students to think. For example, when teaching the distribution law of multiplication, one could ask students,"What is the relationship between calculating the results of 3×(2 + 5) and 3×2+3×5? What patterns can you find?" Through questions, the students 'desire to explore was stimulated. - Students were encouraged to ask questions and communicate with each other, and a cooperative learning model was established. In the small group, students could share their ideas and doubts, discuss mathematical problems together, and cultivate their teamwork and communication skills. - practice teaching method - Use objects, teaching aids and other intuitive teaching methods. When teaching the volume calculation of three-dimensional graphics, physical models such as cuboids and cubes could be used to allow students to measure the side length and calculate the volume themselves, so as to intuitively understand the concept and calculation method of volume. - Design practical activities for students to learn mathematics. For example, activities such as measuring the campus area and calculating the school's electricity consumption for a week would allow students to apply mathematical knowledge in practice and improve their ability to solve practical problems. - game teaching method - By integrating mathematical knowledge into the game, it would increase the fun of learning. For example, making math cards, playing games such as number solitaire and math riddles, so that students could review and consolidate their math knowledge during the game. - Using math games or online platforms to provide students with a diverse learning experience. For example, some math puzzle games could adjust the difficulty according to the student's learning progress, allowing the student to improve their math ability while playing the game. 2. Graded Teaching and Individual Guidance - Students were divided into different levels according to their learning ability and level, and teaching tasks of different difficulty levels were designed. For students with weak learning ability, the focus was on consolidating basic knowledge and designing simple practice questions. For students with strong learning ability, they could provide expanded learning tasks, such as math competition questions. - In class and after-school tutoring, individual guidance was given to individual students. Every student would encounter different difficulties in the process of learning mathematics. Teachers should find out in time and give targeted help, such as tutoring students with poor computational ability and in-depth explanation of concepts to students who had difficulty understanding concepts. 3. inquiry teaching - Propose probing questions to guide students to think deeply about mathematical knowledge. For example, when teaching the circumference of a circle, students could first guess what factors the circumference of a circle was related to. Then, by measuring the circumference of circles of different diameter, they could explore the relationship between the circumference and diameter of a circle. - Give students enough time and space to design their own research plans, collect data, and analyze the results. In this process, the teacher played the role of guidance and assistance. When the students encountered difficulties, they would give appropriate hints instead of directly telling the students the answer. - Guide the students to summarize and reflect on the results of the inquiry, and cultivate the students 'ability to summarize and think critically. Ask the students to think about the gains and shortcomings of the inquiry process, as well as how to improve the inquiry method. 4. Arrange the teaching progress and practice reasonably - The teaching progress should be moderate and avoid being too fast or too slow. If the speed was too fast, the students would not be able to fully digest and absorb the knowledge. If it was too slow, the students might lose interest in learning. The progress of the teaching content should be reasonably arranged according to the teaching outline and the actual learning situation of the students. - The practice design should be diverse and targeted. Other than the practice questions in the textbook, he could add some expansive and comprehensive practice questions. At the same time, practice questions should be designed according to the teaching objectives and students 'error-prone points. For example, when teaching decimal addition and multiplication, special exercises could be designed for error-prone points aligned with the decimal point. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to integrate mathematical culture into teaching methods in primary school mathematics
The following teaching methods could be used to integrate mathematics culture into primary school mathematics teaching: ** I. Mathematical culture infiltration in daily life ** 1. ** Combined with life examples ** - According to the cognitive level and thinking habits of primary school students, teachers should be good at choosing appropriate ways to permeate mathematical culture into their teaching. Since most of the mathematics knowledge in primary school could be found in real life, it was possible to permeate mathematical culture into daily practice. - For example, when teaching "understanding of circles", the teacher could first ask the students to name the circular objects they saw in their lives, such as clock faces, tires, buttons, coins, circular flower pots, etc. Then, the teacher would use animations to demonstrate the circular phenomena in life, such as the ripples caused by stones falling into calm water. They could also show more beautiful circles in life. This way, students could intuitively feel the embodiment of mathematical knowledge in their lives, stimulate the students 'desire to explore the circle, and then experience the mathematical culture that permeated it. This would improve the students' knowledge mastery and mathematical accomplishment. 2. ** Create a teaching case of life situation ** - Teachers should flexibly create representative teaching cases and deepen the combination of knowledge teaching and practical life. In the teaching process, through these cases, the students 'understanding of mathematical culture was deepened. This not only helped in teaching knowledge, but it also improved students 'understanding and experience of mathematical culture. ** 2. Mathematical culture infiltration in traditional culture ** 1. ** Combining ancient mathematical results ** - Our ancient culture had in-depth research on mathematics. Many units of measurement and mathematical methods had promoted the development of mathematics. Teachers could integrate the teaching content into the relevant mathematical culture. - For example, after learning the 24-hour timekeeping method, the teacher used the after-class time to show the students the evolution of timekeeping methods, from ancient timekeeping tools such as standing pole shadow measurement, sundial, drip, and so on to the current clock timekeeping. It allowed the students to experience the wisdom and hard work of their ancestors in the evolution of the timing method, to feel the connection between mathematical knowledge and life, and to cultivate the habit of paying attention to mathematical knowledge in life. 2. ** Choose suitable traditional cultural content ** - For the teaching of mathematics culture to primary school students, teachers should choose content that could stimulate students 'interest and broaden their knowledge and horizons according to their cognitive level. This could improve the cultural level of the students, allowing them to feel the wisdom of their ancestors while learning the teaching content, and stimulate national sentiments. ** 3. Mathematical culture infiltration in teaching based on unit integration ** 1. ** Introduction of situation combined with history of mathematics ** - In unit teaching, the teacher could choose the materials carefully. For example, in the teaching of the " ratio " unit, the teacher could introduce the concept of " ratio " in the context of " the mystery of the human body ". On the basis of using the existing knowledge of " division formulas " to express the relationship between two quantities, the teacher could introduce the " ratio " by introducing the history of mathematics," the origin of the ratio ". 2. ** Mathematics culture runs through the teaching content of the unit ** - When integrating the unit teaching content, we should analyze it from the perspective of knowledge and method, and make clear the main line of integration. For example, the teaching content of the "comparison" unit included three parts: "the meaning of comparison","proportional distribution" and "practical exploration of the beauty of golden comparison". The teaching content was integrated with the "significance of comparison" as the focus. The teaching process was integrated with the mathematical culture, such as introducing the creation and application of the "golden ratio", and combining the background knowledge of the Paris Tower and the golden ratio of the dancers in the practice questions. Through this method, students could experience the value of mathematical culture in the learning process and strengthen their understanding and consolidation of unit knowledge. ** 4. Infiltrating mathematical culture through mathematical thinking methods ** 1. ** Combining mathematical thinking with teaching ** - He could use some books that summarized mathematical thinking methods, such as books that included primary school mathematics, mathematical thinking methods, and case collections. The cases in the book were teachers 'learning and teaching experiences on mathematical thinking methods. Teachers could learn from these contents. - He would combine mathematical knowledge and mathematical ideas, transfer them to textbook examples, exercises, and consolidated exercises, and even transfer them to middle school mathematics. Through the long-term infiltration of mathematical thinking methods in teaching, students 'mathematical accomplishment could be improved, and students could learn to learn and think imperceptibly, thus integrating the meaning of mathematical culture. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to choose teaching links, methods and skills in primary school mathematics class
The selection of teaching links, methods, and techniques in primary school mathematics classes required a comprehensive consideration of many factors. ** I. Selection of Teaching Steps ** 1. ** Introduction Stage ** - It was based on the knowledge and experience of the students. For example, when teaching new knowledge, first let the students review the relevant old knowledge. For example, when teaching " a number divided by decimals," let the students do the decimals division exercises with the division of the whole number, and then lead to new content. This way, he could establish a connection between old and new knowledge, conform to the students 'cognitive patterns, and stimulate the students' curiosity and desire for knowledge. - Create life situation introduction. Combining mathematical knowledge with life practice, such as teaching decimals division, one could set up a life scene of buying colored paper, and lead to mathematical problems based on the price of colored paper and the amount of money spent. This method could attract students 'attention and let them feel the practicality of mathematics in their lives. 2. ** Knowledge explanation segment ** - He guided the students to observe, compare, and analyze. When explaining new knowledge, the students should be guided to observe the connection and difference between the new examples and the review questions. For example, in the teaching of "dividing a number by decimals", the students should be guided to compare "the division of decimals with an integral quotient" and "the division of decimals with an integral quotient", so as to inspire the students 'thinking and break through the key points of the teaching content. - Combining mathematical thinking. Teachers could explain knowledge from the perspective of mathematical thinking. For example, they could combine mathematical knowledge and mathematical thinking through some cases, transfer them to textbook examples and exercises, and so on to consolidate exercises. They could even transfer them to middle school mathematics learning. 3. ** Consolidating the practice session ** - The featured practice questions. The choice of practice questions should be representative. It could consolidate new knowledge and disperse learning difficulties. For example, in order to consolidate the calculation method of " dividing a number by decimals," different types of practice questions with different levels of difficulty should be selected so that students could gradually master the calculation skills. - Pay attention to the individual differences of students. According to the student's learning ability and progress, tiered teaching or differentiated teaching was used to provide suitable practice content for students of different levels to ensure that each student could consolidate and improve within their own abilities. 4. ** Wrap-up segment ** - The students were guided to make their own conclusions. Ask the students to review the knowledge and methods of solving the questions in this lesson. Cultivate the students 'ability to summarize. For example, after learning decimals division, let the students summarize the calculation methods and the areas that were prone to error. - The teacher added. On the basis of the student's summary, the teacher emphasized the key knowledge and error-prone points again, and supplemented the content that the student missed or summarized incompletely. ** 2. Choice of teaching methods ** 1. ** Interactivity Teaching Method ** - Ask questions in class. Teachers would guide students to think through questions, such as asking questions when explaining new knowledge, so that students could actively participate in classroom interaction and understand the degree of students 'mastery of knowledge. - Group discussion. They organized students to discuss and solve math problems together. For example, when solving some open-ended mathematical problems, group discussions could stimulate the students 'thoughts to collide and cultivate their cooperation and communication skills. 2. ** Gamification Teaching Method ** - He designed a math game. Games were designed according to the teaching content, such as the number solitaire game, which could help students practice the calculation of numbers, so that students could learn mathematics in a relaxed and happy atmosphere and increase their interest in learning. 3. ** Multi-media teaching method ** - Using multi-media resources. Using pictures, videos, animations, and other multi-media resources to assist in teaching. For example, when explaining geometric figures, animations were used to show the changing process of the figures, making abstract mathematical knowledge more intuitive and helping students understand better. 4. ** Personalized Teaching Method ** - Stratified teaching. Students were divided into different levels according to their learning ability and results. Different teaching objectives, teaching contents, and teaching methods were formulated for each level of students to meet the learning needs of different students. - differentiated teaching. Pay attention to the differences in students 'personalities, provide expanded learning content for students with strong learning ability, and provide more tutoring and support for students with learning difficulties. 5. ** Practice Teaching Method ** - Organizing practical activities. For example, when learning measurement knowledge, let the students actually measure the length, width, etc. of the classroom, apply theoretical knowledge to practical operations, and improve the students 'practical application ability. ** 3. Choice of Teaching Techniques ** 1. ** Integration into modern teaching concepts ** - Change the traditional "full house" teaching method, pay attention to the main position of the students, guide the students to take the initiative to participate in the learning process, and cultivate the students 'independent learning ability. 2. ** Pay attention to the feedback of students 'practice ** - Through the form of questions or observations, they could find problems in the students 'learning process in time so that they could adjust their teaching strategies and provide targeted guidance to the students. 3. ** Teaching methods are flexible and diverse, drawing inferences from one instance ** - In the teaching, according to the teaching content and the actual situation of the students, a variety of teaching methods should be used flexibly, and the students should be guided to draw inferences from what they have learned to improve their knowledge transfer ability. For example, after explaining a math example, let the students do similar exercises to deepen their understanding and application of the knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
On the Methods and Thoughts of Mathematics Teaching in Junior High School
On the Methods and Thoughts of Mathematics Teaching in Junior High School The following methods and thoughts are very important in junior high school mathematics education and teaching. They can help students better understand and master mathematics knowledge and lay a solid foundation for future study and work: 1. Pay attention to the consolidation and expansion of basic knowledge: Junior high school mathematics is a basic subject that requires students to master basic mathematical concepts and calculation methods. Therefore, in education and teaching, we should pay attention to the consolidation and expansion of basic knowledge. Through a variety of ways, such as explaining examples, practicing exercises, conducting competitions, etc., students should be able to understand the principles of mathematics and be able to apply them flexibly. 2. Cultivate students 'logical thinking ability: Mathematics is a logic-based subject that requires students to cultivate their logical thinking ability through independent thinking and solving problems. In education and teaching, we can stimulate the students 'thinking vitality through brainstorming, group discussion, problem solving and other ways to make them understand and master mathematical knowledge and also have a certain logical thinking ability. 3. Focus on practice and application: Mathematics is a very practical subject. Only by applying theoretical knowledge to practice can you truly master and apply what you have learned. Therefore, in education and teaching, we should pay attention to practice and application. Through conducting experiments, simulation exercises, solving practical problems and other ways, students can apply mathematical knowledge to real life and improve their mathematical application ability and practical ability. 4. Pay attention to the individual differences of students: Every student has their own characteristics and needs. Therefore, in education and teaching, we should pay attention to the individual differences of students and formulate different teaching plans and teaching methods according to the characteristics and needs of students. For example, students with strong learning ability could carry out in-depth explanations and extended exercises, while students with weak learning ability could carry out interaction teaching and fill in gaps. 5. Strengthening teaching feedback and improvement: Teaching feedback and improvement is a very important part of education and teaching. Only through continuous feedback and improvement can we better improve the quality of teaching. Therefore, in education and teaching, we should strengthen teaching feedback and improvement, listen to students 'opinions and suggestions in time, and adjust teaching plans and teaching methods in time according to students' feedback so that students can better understand and master mathematical knowledge.
The basic strategies and main methods of primary school classroom teaching.
The basic strategies and main methods of primary school classroom teaching include: 1. Create a pleasant learning atmosphere: Teachers should create a pleasant learning atmosphere in the classroom to stimulate students 'interest in learning and make them feel that learning is an interesting thing. Teachers could make the classroom atmosphere more relaxed and happy through humorous language, vivid descriptions, and interesting stories. 2. Focus on active learning: Teachers should focus on students 'active learning and let students become the masters of the classroom. Teachers can improve students 'autonomous learning ability by guiding students to think independently, actively explore, and learn independently. 3. Various teaching methods: Primary school classroom teaching should adopt a variety of teaching methods to meet the different learning needs of students. For example, teachers could use explanations, demonstration, practice, discussion, and other methods to let students choose the most suitable teaching method according to their own characteristics and needs. 4. Pay attention to the emotional needs of students: Teachers should pay attention to the emotional needs of students so that students can feel the importance and significance of learning in a pleasant learning atmosphere. Teachers could enhance students 'confidence and motivation through praise, encouragement, and support. 5. Arrange teaching time reasonably: Teachers should arrange teaching time reasonably so that students have enough time to study to avoid students learning passively due to insufficient time. At the same time, teachers should also avoid teaching for too long and make students feel tired and bored.
A book on vocabulary teaching methods for primary school students
The following are some books related to vocabulary teaching methods for primary school students: - " Illustrating English Words for Primary School Students ": Covers the key vocabulary of primary school. There are standard handwriting beside the vocabulary that can be copied. When memorizing, you can practice handwriting. This multi-sensory method conforms to the principle of brain memory and can make it easier to remember words. - Primary School English Words: A well-known English education expert, Teacher Liu Hongbo, carefully compiled for primary school students. It was based on the English Course Standard for compulsory education, which included 700 words that were required to be mastered in primary school. Some junior high school vocabulary was selected to link up with primary school, and some common vocabulary for international English exams were also selected. Arrange words according to logical word groups. At the same time, you can memorize words by learning roots, affixations, etymological stories, cultural interesting stories, etc. There are colorful illustrations in the book to help you remember. You can also listen to English audio for free by scanning the QR code. - There was also a book that covered 22 typical vocabulary teaching examples on different topics in grades three to six. It could help teachers carry out vocabulary teaching based on the text, change the habit of vocabulary fragmented presentation and mechanical practice away from the text, and provide an operational path for teachers to realize the natural link between public classes and home classes. However, the title of the book was not mentioned. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the basic strategies and main methods of primary school classroom teaching?
The basic strategies and main methods of primary school classroom teaching include: 1. Setting teaching objectives: According to the age of the students, the characteristics of the subject and the teaching objectives, set reasonable teaching objectives to ensure the effectiveness of classroom teaching. 2. Choice of teaching methods: According to the teaching objectives and the characteristics of the students, choose the appropriate teaching methods such as intuitive teaching methods, indirect teaching methods, inquiry teaching methods, etc. 3. Teaching organization and arrangement: formulate a teaching plan, arrange the weekly teaching content and teaching process to ensure the continuity and systematic of classroom teaching. 4. Teaching evaluation: according to teaching objectives, student performance and teaching quality, timely evaluation to promote students 'learning and development. 5. Class management: formulate a class management system to manage students 'classroom behavior, maintain classroom order, and ensure the smooth progress of classroom teaching. 6. Extra-cursory education: provide students with abundant extra-cursory educational resources such as libraries, laboratories, and extra-cursory activities to promote students 'learning and development. The main methods of classroom teaching in primary schools include: 1. Intuitionistic teaching: Through demonstration and physical display, students can directly perceive the teaching content and deepen their understanding of knowledge. 2. Discussion and inquiry: Let the students discuss in groups and explore the problems independently to cultivate the students 'independent thinking ability and cooperative spirit. 3. Practice: Students can apply what they have learned through practical operations and case studies to improve their practical and problem solving abilities. 4. Gaming teaching: Through games, simulations, etc., students can learn in a relaxed and happy atmosphere to improve their interest and enthusiasm in learning. 5. Multi-media teaching: Use multi-media equipment to enrich students 'learning resources through pictures, audio, video and other methods to improve students' learning effects. 6. Body language teaching: Through body language, facial expressions and other means to convey information to let students better understand the teaching content.
What are the types of primary school calligraphy classroom teaching methods?
There were the following types of teaching methods for primary school calligraphy classes: 1. ** Introduction of teaching content with interest as a breakthrough point **: Through wonderful classroom introduction, students will be interested in calligraphy learning content in a short period of time and be attracted to calligraphy practice. 2. ** Combination of teacher's lecture, demonstration, and student's practice: The teacher should shorten the lecture time as much as possible and focus on letting the students master the correct sitting posture, writing method, and writing skills. At the same time, the teacher will demonstrate so that the students have more time to practice. 3. ** New teaching methods **: Before calligraphy teaching, carefully create a multi-media class or use excellent online educational resources to present the boring calligraphy knowledge in the form of pictures and videos to increase learning fun and help students understand and remember. 4. ** Integration of curriculum materials and educational resources inside and outside the school **: The curriculum materials and educational resources inside and outside the school are an important guarantee for the orderly development of calligraphy classes and the innovation of teaching methods. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the teaching methods of social studies for primary school students
There were several ways to teach primary school social studies: 1. ** Story Introduction Method **: According to the physical and mental characteristics of primary school students who generally like to listen to stories, teachers can flexibly use stories to introduce new lessons, which can stimulate students 'imagination and thinking activities. 2. ** Situation Teaching Method **: The teacher creates a situation related to the teaching content to stimulate the students 'interest in learning, so that the students can concentrate on their studies. 3. ** role-playing method **: Since the course of Morality and Society is closely related to real life, teachers can use role-playing methods to carry out teaching activities according to the teaching content. This will help stimulate students 'interest in learning, make students feel the embodiment of the knowledge they have learned in life, and realize the importance of learning the course. 4. ** Using the practical teaching method of students 'lives **: Combining teaching with the practical life of students, communicating with the accumulation of students' lives, so that students can absorb knowledge and nutrition from life. For example, in the lesson of Home Safety, students could discuss the practical problems they often encountered in social life based on their social experience. 5. ** Five-Step Teaching Method in Class **: It can be summarized as " Speaking, Reading, Discussion, Practice, and Doing." " Teaching " was to introduce the new lesson and stimulate interest;" Reading " was to combine pictures and texts to perceive the whole;" Discussion " was to explain step by step and inspire and induce;" Practice " was to deepen understanding and consolidate application;" Doing " was to summarize and participate in practice. Among them," lecture, reading, and discussion " was the process of understanding knowledge, while " practice and practice " was the process of applying knowledge. The former was the foundation, and the latter was the goal. The foundation served the goal, and the goal had to be completed on the foundation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the methods and techniques of primary school English vocabulary teaching?
The methods and techniques of teaching English vocabulary in primary schools were as follows: 1. ** Using the old to introduce the new and comparing memory **: Use the words you have learned to introduce new words, and deepen your memory by comparing the similarities and differences between the old and new words. 2. ** Memory Long Words by Syllables **: For long words, split them according to their syllables. 3. ** Sorting and memorizing method **: Guide the students to classify the words according to a certain category. For example, classify the new curriculum standard words into 12 major scene topics and 60 situations. It is easy to understand the meaning and association of the words and improve the memory effect. 4. ** Creating a learning environment, teaching through entertainment **: According to the "English curriculum standards for compulsory education", teachers should take stimulating and cultivating students 'interest in learning English as their primary goal. In the teaching process, the students could use word cards, objects, gestures, expressions, etc. to set up the situation. At the same time, they could combine the teaching with classroom activities such as competitions and games to let the students better understand the meaning of the sentence and the use of the situation. 5. ** Game Teaching Method **: Since most primary school students like English classroom games, teachers can add interesting games and create game situations in the classroom, such as action word games, word games, guessing games, and "Who is missing?" What’s the next？”"Touch and guess" and so on. Teachers should pay attention to the variety and novelty of teaching methods and constantly create new games. 6. ** Using songs and ballads to assist teaching **: Adding rhythmic elements to English teaching, such as letting students learn the content of Let's Chant in the new teaching materials, or self-composed children's songs and jingles, can stimulate students 'emotions and imagination, enliven the classroom atmosphere, and make students learn and memorize words in a relaxed and happy atmosphere. 7. **TPR teaching method (Whole Body Reaction Method)**: The teacher creates a language environment for the students to learn English. When the students learn and practice the words, they will move their mouths and their whole body at the same time. They will feel the meaning of the words in all directions. It is especially suitable for the teaching of verb-type words. For example, when teaching words such as swim and run, the teacher can let the students read the words while doing actions, or guess the words by doing actions. 8. ** Multi-way participation **: - ** Group Game Competition Method **: Design teaching situations according to the teaching content, and carry out game activities such as "Let's see who remembers faster","Word Solitaire","Train Driving", etc. to help students understand and consolidate their vocabulary. - ** Group dialogue performance method **: The members of the group will write a new dialogue based on the vocabulary and sentence patterns learned, and perform the expressions in the class. The teacher and the students will choose the winning group and let the students consolidate the vocabulary in English communication. - ** Group story dubbing method **: The members of the group will dub according to the stories they have learned. Before dubbing, they will divide the characters according to the content of the story, imitate the tone of the story, and dub the animated story with expressions and emotions. This will promote the students to use the words they have learned. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>