Mobilizing students’ learning initiative has always been a concern in education. In the practice of Chinese teaching reform in the new curriculum, teachers must be good at using teaching strategies, creating situations, carefully designing teaching, creating a harmonious classroom atmosphere, and allowing students to actively learn under certain situations.
Rousseau said: "The art of education is to make students like what you teach." Relevant results of educational psychology research tell us: students' knowledge is not instilled by teachers, but by students under certain circumstances. Through students' active learning in the context, learning is a kind of discovery. Students should become autonomous and automatic learning subjects, discover in learning, and gain the ability to solve problems in discovery; educationist Suhomlinsky also said "Teachers should let students regard what you teach as the subject they are most interested in, and let as many teenagers as possible dream of creating something in the subject area you teach as they yearn for happiness. Only in this way can students learn You can learn, remember quickly and be able to digest and absorb it and turn it into your own ability." So how can we inspire and mobilize students' enthusiasm for learning in teaching?
1. Carefully design teaching, update knowledge teaching methods, meet students’ needs for different thinking, and stimulate students’ interest in learning amid changes.
Confucius said: "Those who know are not as good as those who are good; those who are good are not as good as those who are happy." Einstein also said: "Interest is the best teacher." It can be seen that hobbies and interests are in It is very important in learning activities and can often get twice the result with half the effort. Therefore, teachers should be good at creating situations, activating the classroom atmosphere, stimulating students' interest in learning, and mobilizing students' enthusiasm for learning Chinese.
1. Introduce new lessons and make them fascinating.
Wei Shusheng said: In the introduction stage of teaching, "a well-designed introduction can also stimulate students' interest and give the class a good start." "A good introduction is like a magnet, which can attract people The scattered attention can be gathered together at once; a good introduction is like a lightning bolt, which can inspire students and motivate them to make progress." Modern psychology tells us: "Novel and varied things can enhance the stimulation intensity of the cerebral cortex. Using novel methods can make students concentrate and increase their interest." Once the "introduction" work is done well, the whole class will be easy to success. Let students perceive the image during the introduction process and create an engaging classroom start. For example, try to find some vivid materials, listen to music, watch pictures, watch audio-visual materials, tell stories, etc., or recite beautiful ancient poems, idioms, famous sayings, etc. to create a learning atmosphere and guide students' learning ideas. Quickly mobilize students' feelings, quickly attract students' attention, cleverly stimulate students' interest and curiosity, and prepare for teachers and students to complete tasks together. For example, when teaching the lesson "The Oath of the Land", the song "On the Songhua River" was played before class, accompanied by pictures and materials of the September 18th Incident. During class, with the accompaniment of music, students lamented that the September 18th Incident caused hundreds of thousands of people in the Northeast to flee. Home, such introduction of new lessons stimulates students' interest in learning, plucks their thinking strings, makes them unable to help but engage in Chinese learning activities, and also pushes students' desire to learn to a climax. In particular, the set of photos of Japanese planes bombing Sansheng in Northeast China further aroused the students' hatred for the Japanese imperialists and their love for the great motherland.
2. Read the text aloud and be immersed in it.
The reading evaluation standard clearly stated in the new Chinese language curriculum standards is: "Being able to read texts correctly, fluently and emotionally in Mandarin is the general requirement for reading. According to the stage goals, each learning stage can have different emphasis "To evaluate students' reading aloud, we can conduct comprehensive inspections from aspects such as pronunciation, intonation and emotion, and we should also pay attention to the understanding of content and grasp of style." There are many ways to read aloud, including free reading in a low voice, individual reading, group reading, continuous reading, reading by role, reading by male and female voices, reading together, etc. You can also use the method of "immersing yourself in the role and focusing on the text". Students are required to "experience personally" and "understand deeply" the characters in their own text, and read aloud, emotionally and intoxicatingly to deeply understand the content of the text. The students' reading effect is obvious and their enthusiasm is high. When teaching "The Pledge of the Land", I first played a clip to read aloud with music to lead the students into the situation. At the end of the reading, the teacher was silent, which showed that the students understood the text, and then organized the students to read aloud with music. When teaching "Ansai Waist Drum", the reading is divided into roles. The teacher distributes the materials, pre-reads, rehearses, and organizes the reading like a performance (poetry recitation). The teacher reorganizes the materials and assigns roles in the form of male lead, female lead, male together, female together, all together, etc.
This fully mobilized the enthusiasm of the students. They trained hard according to the role arrangements. At the same time, they also experienced the magnificent momentum, sonorous rhythm, passionate language and rich pictures of the article.
3. Ask questions and ask questions, and all members participate.
Cultivating students' questioning ability is an important task in Chinese classroom teaching and an important means to improve students' interest in Chinese learning. To introduce "questioning" into the classroom, teachers must first update their concepts, give students the right to ask questions, and guide students to boldly question and actively explore. For individual students with slightly lower abilities, teachers should encourage and eliminate students' fear, stimulate their enthusiasm for questioning, and use different methods to guide questioning. This creates a relaxed and active questioning atmosphere. Teachers should teach students how to ask questions, such as starting from the topic, starting from the keywords, and starting from the difficult sentences. For relatively simple questions raised by students, teachers can train students to solve doubts on their own by reading more texts. Teachers can write on the blackboard the key issues to be solved in this lesson and guide students to analyze and solve such issues. Under the guidance of teachers, students look for answers in reading and seek answers in discussions, and gradually develop their own ability to independently analyze and solve problems.
4. Design activities to stimulate interest.
In the teaching process, students' initiative in learning can be stimulated through the design of various activities. In Chinese classroom teaching, activities can be organized in the following ways.
(1) Group cooperative learning
Concentrate on a certain key point or difficulty in teaching, discuss and explore in groups, and then gather together for whole-class discussion, between teachers and students, between students and students There is a collision of ideas and students actively integrate into the learning atmosphere. Seventh grade students have less knowledge of writing methods, teachers emphasize writing skills, and students also make more mistakes in writing. After the students returned from military training, I seized the opportunity and asked the students to write "The Harvests of Military Training". The students had something to say, and summarized the pros and cons of the composition during the review. Let the students work in groups to discuss and judge each other's compositions. The students were very excited when writing comments and had intense discussions. They carefully analyzed and summarized the review, review, layout, language, paper size, word count, and typos.
(2) Role-playing style
Design a performance based on the text. Inspire students to find drama in the text and transform static symbolic language into dynamic situational language. If a text has characters, a story, a plot, and even a dialogue, you can briefly gestate, divide the characters, discuss lines, discuss details, change the style, and design performances. Some texts allow students to read aloud by role, or allow students to write and act in stage plays to encourage students to deeply understand the characters and actively explore the text. For example, if "Wolf" is adapted into vernacular, different characters can be imagined from different perspectives, stories can be told, or performances can be simulated.
(3) Activities and entertainment
Organize poetry recitations, speech contests, idiom solitaire, drumming and passing flowers and other activities to stimulate students' thinking sparks. After studying "Music Giant Beethoven", I asked the students to create courseware, choose a disabled person, introduce their growth experience, life achievements, and write down their insights. It was conducted in the form of a group competition. After each student gave a speech, let them Group and other group members comments. Students actively participated. In the process, students' minds were enlightened and their language expression and writing skills were exercised.
2. Be good at using teaching strategies to activate the classroom atmosphere and let students play the leading role.
(1) Carefully design questions to mobilize students’ enthusiasm for learning.
“One stone stirs up a thousand waves.” If middle school Chinese teachers have well-designed “stones” that can stir up a thousand waves, they can well stimulate students’ enthusiasm. The desire for knowledge, a strong desire for self-expression and a positive sense of competition can bring classroom teaching to a climax and maximize students' enthusiasm for learning. In teaching, it is necessary to choose appropriate teaching content. When teaching "Social Opera", I designed such a question. Was the play the author saw good? Why did the author say at the end: "Really, until now, I really haven't eaten the good beans like that night - and I can never see the good show like that night again." The student found the passage describing the social opera and the old man couldn't turn it over Somersaults, there is no snake spirit jumping to the tiger, Lao Dan keeps singing. The theatergoers "yawned" and "murmured curses", which shows that the play that night was not good to watch. Why did the author comment like this at the end? The students were very interested, read the text carefully, and summarized it actively.
The play that night and the beans that night represent the author's beautiful memories of his innocent childhood, which are full of romanticism and express his desire and pursuit of the ideal state of life. The design of this question not only guides students to study the textbook content in depth, but also cultivates their ability to analyze, summarize, express and create. One "stone" can produce many "birds", which effectively mobilizes the students' enthusiasm and receives Good results.
(2) Generative teaching replaces the default in classroom teaching.
Presupposition is preset. It is a kind of teaching preparation behavior carried out by teachers based on their own subjective intentions and expectations. It belongs to the category of teaching design and sometimes refers to "indoctrination". Generative teaching refers to the process in which teachers and students independently construct teaching activities according to different teaching scenarios during the teaching process under the premise of flexible presets. It has the characteristics of subjectivity, openness, interactivity and multi-source. The basis of generative teaching is to cultivate students' questioning spirit, that is, to actively think about problems and discover new problems, and then everyone discusses to solve these problems. School is a place to ask "what" and "why", and the classroom is a place to talk about "what" and "why". Successful teaching and successful teachers should arouse students' hundreds of thousands of "what" and "why" . Problems are the soul of the classroom, and teaching should allow our students to "start with confusion and end with a higher level of confusion."
(3) Tap potential and leave space for students to learn.
In classroom teaching, the initiative and creativity of both teachers and students should be given full play in teaching. Teachers are the organizers and guides of learning activities. We must put down the airs of "teacher's dignity" and come from students, and then go to students. Teachers should give students space for free control and play in the classroom, and give students the initiative to learn. To give students space to learn, we must respect students, believe in students, give full play to students' learning potential, and allow students to actively acquire knowledge and participate in the entire learning process. Teachers can let students collect information, analyze information, explore problems, cooperate and communicate, and put forward their own opinions based on problems to understand and solve problems. In the lesson "Kuafu Zhuri", I gave students time to study independently, and asked students to work in groups and translate the full text with the help of reference books. Teachers emphasize the explanation of words such as zhuzhu, ruri, desiring, river, and road to fully mobilize students' enthusiasm for independent learning and give full play to students' subjective initiative. Students quickly demonstrate results through working in groups. The students grasped the meaning of the text and quickly recited the text accurately.
3. Improve teachers’ own professional level, read before teaching, ignite students’ enthusiasm for learning, and mobilize students’ enthusiasm for learning.
"Forging iron requires hard work." As a middle school Chinese teacher, you should first be a "scholar" and then a teacher. Teachers with profound knowledge and high professional skills are very popular among students. Students admire and trust such teachers, and are willing to accept their education and look forward to taking Chinese classes. This ignites students' enthusiasm for learning and stimulates their enthusiasm for learning.
Chinese teachers should read first and then teach when teaching the text. Real reading “should first keep the reading fresh, read without any preconceived ideas or analysis, grasp the first feeling and feeling of reading, and base it on insights. You must empathize with the characters in the work *** Destiny, joy, and feel every subtle vibration of their hearts; especially, we must carefully consider the language of the work and taste the flavor of the language." (Qian Liqun) Teachers should pay attention to studying the text and use it as a guide. As a reader, you must have an equal dialogue with students, and your understanding of the text cannot be based on what is taught. "Only if a teacher is good at reading and has gained a lot of knowledge can he become a better reader."
4. Teaching happily, establishing a democratic, equal and friendly teacher-student relationship, and creating a harmonious classroom atmosphere.
Happy Teaching emphasizes that teaching is a joint performance between teachers and students. Teachers and students face the same teaching goals and tasks. Only when both parties work together, understand each other, respect each other, and cooperate closely can the enthusiasm of both parties be achieved. Get fully mobilized. After establishing a good teacher-student relationship and having emotional tendencies, students will voluntarily accept education and actively ask for advice. During the teaching process, I often find that students who are encouraged and praised more times have more active thoughts, higher enthusiasm for learning Chinese, and faster progress.
At present, most students lack initiative in learning Chinese because their Chinese scores have always been poor and they lack confidence in learning Chinese well. Therefore, as a teacher, you must learn to appreciate students and their strengths, and discover them from some details in classroom teaching. The shining points of students are more appreciated than taught, and encouraged more than criticized. There is a saying that goes well: "Appreciation and encouragement generate motivation, motivation generates unremitting efforts, and unremitting efforts generate ability." This can mobilize their enthusiasm and initiative in learning Chinese to a great extent.
Mobilizing students' enthusiasm for learning is a superb teaching art with good teaching effects. In classroom teaching, we must be thoughtful, constantly explore, constantly summarize, work towards the goal of mobilizing students' enthusiasm, and effectively improve the efficiency of classroom teaching. . "There is no fixed way to teach", but as long as you water the flowers carefully, the flowers will bloom all over the garden.
I hope it can help you, thank you for adopting~!