“普希金專家在小学語文观摩教学座談会上的講話”发表以前,我們对語文教学的方向不明确,教学方法墨守成規,不知如何改进。經过專家的指示,使我們对語文教学的改进,得到了启示。第一,在改进教法、启发学生思維活动方面:过去普遍是沿用填鴨式的教学方法,先生講、学生听,教师把教材咀嚼得象粥一样爛,使学生思維处于睡眠狀态;同时也不知道如何去启发学生思維,課后大撒手,从不問学生懂不懂。專家对这一点提出了尖銳的批評。目前在課堂教学中已经扭轉了上述缺点,普遍采用講讀法,注意讀、講、問三者紧密結合,充分发揮教师的主导作用。这种主导作用,不是过去的包办一切,而是注意启发学生积极思考,不断的誘导,提示,为学生找发言綫索,最后老师概括小結,使学生对知識有一个完整的概念。教师并通过一系列的活动;讓学生深刻地、全面地体会課文思想内容,从而受到感染。 Before the publication of the Pushkin expert's speech on the discussion on the teaching of language observation and observation in primary schools, we did not have a clear idea of ​​the direction of Chinese teaching and did not know how to improve our teaching methods. After the instruction of the experts, we got enlightenment on the improvement of Chinese teaching. First, improving teaching methods to inspire students 'thinking activities: In the past, the traditional method of spoon-feeding was followed. The teacher said that when students listen to the materials, the teacher chews the materials as bad as the porridge and makes the students' minds asleep. At the same time Do not know how to inspire students thinking, big hands-on after class, never ask students to understand. Experts have pointedly criticized this point. Currently in classroom teaching has reversed the above shortcomings, generally speaking method, pay attention to reading, speaking, and asking the three closely integrated, give full play to the leading role of teachers. This leading role, instead of everything in the past, is to inspire students to actively think, continue to induce, prompt, find clues for students, and finally summarize the teacher to enable students to have a complete concept of knowledge. Teachers and through a series of activities; to enable students to profoundly and fully understand the contents of the text thought, so as to be infected.