There are many ways to create teaching situations, and creating problem situations plays an important role in cultivating students' application ability, aesthetic ability and inquiry ability, and improving their reading level, expression ability and imagination ability. Clever question situations can greatly improve students' reading interest, stimulate their active thinking, stimulate their desire to express, and really play the role of learning subject. For example, when I was teaching the text "Looking at clouds is weather", I designed a content to practice speaking in the opening part of the text, creating such a questioning situation: Are there only these shapes of fiery red clouds? What else may appear in the sky? What is it like? How did it change? Through such questions, it provides a framework for students' writing expression, and also promotes students' imagination to become richer and more accurate. Some students say it is like a big tree; Some people say it looks like a dragon, while others say that clouds look like horses. Some people say that this cloud is like a house ... students are particularly enthusiastic about learning. They seemed to see the real flame cloud, and the classroom atmosphere reached a climax. At this time, they actively and truly entered the language learning and language thinking exercise. When students are still immersed in their own imagination, beautiful imagination floats with white clouds to the blue sky. I led them to write what they just thought in the sentence: "Yes … Yes … Yes …". Because children have the experience of combining imagination with words, some students write even better than books, and their imagination and expressive ability far exceed my expectations. Secondly, because students have direct experience, they not only have a thorough understanding of the text content, but also have a special taste to read!

This problem situation is closely connected with the text, creating a space for students to imagine and express, connecting students with the text, developing their imagination in combination with their usual observation, cultivating students' expressive ability in imagination, enriching language and stimulating their desire to speak and write.

Second, create a situation of independent inquiry to stimulate the creativity of thinking

The New Curriculum Standard emphasizes active, cooperative and inquiry learning methods. Creating a situation for students to explore independently in Chinese class can greatly improve their reading interest, stimulate their active thinking and really play the role of learning subject.

Secondly, the situation creation in this link is undoubtedly a "timely help" for students with poor understanding ability. For all the students, this is a great harvest. In this process, it not only stimulates students' desire to explore independently, but also cultivates students' imagination and observation ability. Let every student integrate into classroom learning and actively explore classroom problems, which fully embodies the students' dominant position. The teaching effect has achieved the expected goal. More importantly, it provides a platform for each of them to think and practice, and gives everyone the opportunity to participate, so that everyone can better understand the connotation of the text in the experiment. In the future, they should learn to try everything by themselves, not superstitious about authority, and persist in seeking truth.

Third, create performance situations to stimulate students' interest in reading.

Piaget said: "Children are active. What they teach can interest children. Only by meeting their needs can they develop effectively. Interest is the opportunity and direct inducement of students' cognitive activities. "Primary school students' enthusiasm for learning is often transferred by their own interest in learning. With interest, they will have a strong desire and demand for "I want to learn", and can really participate in teaching activities and become the main body of learning. In Chinese teaching, sometimes creating performance teaching situations for students is more conducive to their participation in learning activities. For example, when teaching Song of the Nightingale, the first focus of the text is to understand the witty and brave quality of the little nightingale and be educated to love the motherland and hate fascism. The second is to learn to understand the meaning of profound sentences in the context, grasp the profound sentences in the text, and realize that "Little Nightingale is witty and brave, which is the focus of this lesson, because the background of the article is far from the students, and it is difficult for students to understand the text only by speaking and reading." So I decided to give this passage to the students first and guide them to perform in the form of TV series. In the first class, when guiding the students to divide the paragraphs, let the students know that there are blank lines between the paragraphs of this text. You can know how many paragraphs it is by counting the blank lines. Then I took the opportunity to say, "So, are there any blank lines in the text just to facilitate our segmentation?" You might as well contact the TV series and the lens switching in TV to think. "After a while, some students realized:" Every part is like an episode in a TV series. At the beginning, the little boy met the German devil, the little boy led the way, and the guerrillas contacted the little boy to destroy the devil and the last part. "I followed the students' words:" Well, the teacher will let you be directors and actors in this class, and we will also make this passage into a four-part TV series. How about it? " Students are enthusiastic and eager to try; I took the opportunity to show my reading requirements and stressed: "If you want to play well, you must first read the script thoroughly!" In the process of perceiving the text as a whole, I broke the stereotype of "reading the text and seeing what the text has written". Instead, it starts with a feature of writing-empty lines, guides students to contact TV expression techniques, grasps students' reading psychology at once, and then lets students perform, which students also have a special liking for. In these teaching, students are very interested in introduction and learning. When reading aloud, students can still maintain a very excited mood, which is undoubtedly very conducive to learning. Finally, let the students perform on stage. The teacher exaggerates some atmosphere appropriately, and the students are particularly interested, scrambling to perform and read aloud. Some students even remembered the dialogue.

In this teaching process, I grasped students' psychological characteristics, fully stimulated students' interest in reading, created a good learning atmosphere for students, made them happy in their study, reading and performance, realized the character and image of the nightingale in a relaxed and happy performance situation, stimulated their interest in reading, allowed them to read independently, expanded their knowledge, and made the reading teaching of Chinese class really effective.

In short, in teaching, we should create various situations for students in a timely and appropriate manner, and use these situations to stimulate students' desire and interest in inquiry, so that students can naturally take the initiative to learn and explore in class. Let them learn something in a relaxed and active atmosphere, and their main role will be clearly highlighted. Effectiveness is the life of Chinese classroom teaching. Creating effective teaching situations can not only make students learn more interesting, but also make our Chinese teaching more colorful.