"What kind of education is there with what kind of ideas". An excellent junior middle school Chinese teacher should realize that his mission is to ignite students' passion for learning Chinese, help students find ways to learn Chinese well, guide students to understand and believe that Chinese should be ahead of the new curriculum reform, improve classroom teaching methods and standardize classroom teaching behavior under the guidance of the teaching ideas and teaching concepts of the new curriculum, and students' Chinese achievements can be really improved.

Second, stimulate interest and enhance students' desire for learning.

Confucius said, "Knowing is not as good as being kind." Zhu said, "If you don't teach people anything, they won't be happy to learn." Ye Shengtao emphasized in Twelve Rhymes of Chinese Teaching that "teaching has many skills, and application cares about people." Einstein said, "Interest is the best teacher." Educators at all times and all over the world are emphasizing the importance of "interest" in order to let students enjoy learning. With the stimulation of interest and the desire to enjoy learning, the whole learning atmosphere will naturally be harmonious and happy, and the effectiveness of classroom teaching will certainly be improved.

Interest is the most realistic, active and intense psychological factor in the behavior-driven system, and it is the inherent tendency and choice of human consciousness for certain objects. Suhomlinski said: "All mental work depends on interest." Therefore, interest in learning is a great internal motivation for learning and an incentive to learn Chinese well. As a Chinese teacher, we should stimulate and stimulate students' interest in learning in classroom teaching. How should teachers stimulate students' interest in learning?

1, use the importance of Chinese to awaken students and cultivate their interest in learning Chinese.

On the one hand, there are three levels of knowledge, the highest level is professional knowledge, the second level is general cultural and scientific knowledge, and the lowest level is Chinese. This metaphor is very vivid and profound. To build a tall building, we must first lay a good foundation ... which clearly points out the basic role of Chinese. Chinese is everywhere in life, especially in the rapidly developing modern society. No matter where you go, you can't do without Chinese knowledge. On the other hand, the current college entrance examination model pays more and more attention to Chinese, and the weight of Chinese subjects in the college entrance examination is becoming more and more prominent. As the saying goes, "As you sow, you reap." If you don't pay attention to Chinese, you will inevitably suffer. If this is made clear, students will wake up from the traditional concept of "learning mathematics and physics well and traveling around the world without fear" and consciously cultivate their interest in learning Chinese.

2. Infect students with beautiful language and stimulate students' interest in learning Chinese.

Suhomlinski believes that the level of teachers' oral ability largely determines the efficiency of students' mental work in class. Simple and artistic language can not only attract students' attention and stimulate their thinking activities, but also enrich their imagination, so that students can be infected and enjoy beauty.

Beautiful language is the key factor that can best embody language art in Chinese teaching, and it is also one of the important factors that can give students a beautiful feeling and stimulate students' interest. Beautiful language does not care about the accumulation of adjectives or the number of figures of speech, but about the cadence, fluency and vividness of the language, giving students poetic enjoyment. Therefore, teachers should have comic dialogue-like humor, novel-like concreteness and poetry-like passion, infect students through beautiful language and stimulate students' interest in learning Chinese.

3. Use audio-visual education to create interest and improve interest in learning Chinese.

With the development of information technology, multimedia teaching shows its importance and uniqueness more and more, and it can vividly reproduce the artistic conception that can only be understood but not expressed. Rational use of audio-visual media is an effective measure to optimize classroom teaching and improve teaching quality. Of course, as the saying goes, "what is suitable is the best", and the orientation of multimedia-assisted teaching should be "assistance". We should prepare lessons first, analyze students' needs, and then choose to use multimedia according to our actual needs. Show the key points, difficulties and main logical framework, leaving enough room for teachers and students to think.

4. Use a variety of teaching methods to stimulate interest in learning Chinese.

Teaching has the law, but teaching cannot. Teachers should adopt different teaching methods according to different contents and different students. Moreover, change as much as possible and don't make students tired of class.

Third, approach students, appreciate students, and let teachers and students create a harmonious classroom atmosphere.

Suhomlinski said: Teachers' emotional rendering is one of the teaching quality, which largely determines the efficiency of students' classroom mental work. In order to mobilize students' emotional factors, teachers must pour their love, "touch their hearts with love", care more about students, respect their personality, and form a good teacher-student relationship of mutual love, respect and trust. Chinese Curriculum Standard for Senior High School: Teachers are collaborators, guides and participants in students' learning, and the teaching process is an activity process of communication and development between teachers and students. Harmonious teacher-student relationship is an important prerequisite to stimulate students' interest and enthusiasm in learning. Therefore, close cooperation between teachers and students to create a harmonious classroom atmosphere is what every teacher should do.

1, caring for students

Confucius, a great educator in ancient times, advocated "kindness" to students. He said that "the benevolent loves others" and should "teach others tirelessly". Rousseau, a French naturalist educator, pointed out: "Enthusiasm can make up for the lack of talent, but talent can't make up for enthusiasm." Bin Liu, former deputy director of the State Education Commission, pointed out: "Education should be emotional. Without emotional education, we can only walk into a rigid and boring dead end of simply imparting knowledge. Emotional people, emotional people and emotional communication are the basis of educating people. " Caring for students is the motivation for every teacher to work hard in daily teaching. Pay more attention to students, communicate with them, listen to their voices and help them analyze, understand and treat various Chinese learning problems. Only when students' psychological pressure is moderately released can they study happily and grow healthily, get closer to teachers and "be close to their teachers and believe in their ways", which is more conducive to effective teaching.

2. Respect students

Full participation and effective participation are the guarantee of classroom teaching effect. Without comprehensiveness and effectiveness, classroom teaching will become a mere formality and lose its vitality. Some experts pointed out that one of the criteria to test the efficiency of Chinese teaching should be the degree of students' active participation. A class is an efficient one if more than 70% students actively participate in the whole process of Chinese teaching as masters.

Classroom teaching should be the collision of teachers and students' thinking and the exchange of emotions. Respect for students is not only manifested in respect for students' emotional performance, respect for students' personality characteristics and respect for students' self-esteem psychology; It is more manifested in the respect for students' subjective status in the classroom. When preparing lessons, we should emphasize "three preparations": preparing lesson books, preparing lesson teaching methods and preparing lesson students, but in practice, preparing lesson students is often ignored. Therefore, some teachers in the classroom, the language can be described as wonderful, the teaching process is exquisite, and the classroom atmosphere is quite active, but the actual gains of students are very few. What does the lively and superficial classroom bring to students? It is rote learning, passive acceptance of learning, and being led by the nose by the teacher, which seriously hurts students' curiosity and thirst for knowledge. Therefore, teachers should respect students' dominant position, give full play to students' sense of ownership, boldly let students constantly understand, explore and create in the process of autonomous learning, so that students can be improved and developed, teachers and students can have an equal and democratic dialogue, and students can accept new knowledge with a happy and positive attitude. This is also a new way of learning advocated by the new curriculum standard. This kind of study is full and full of vitality.

Step 3 approach the students

Although the teacher-student relationship is a teacher-student relationship, if teachers can put down the shelf of "dignity as a teacher", make friends with students, get close to students and get to know them, they will find that students are so cute and full of vitality.

Teachers should bend down, accept students completely and accept different views with an open mind. Accept whimsy, including mistakes, and help students understand where they are wrong. In a supportive atmosphere, let students understand that "success is not afraid of failure, and we can try our best to make today better than yesterday." Teachers should learn to be intimate friends of students, establish equal, cooperative and friendly teacher-student relationship with students, and set up a ladder for students to succeed.

When approaching students, teachers can not only talk with students in their hearts, but also participate in activities with students to enhance feelings, deepen understanding and shorten the distance. You can also use some classroom language appropriately, such as shouting a classmate's nickname when asking questions in class (which is of course healthy and harmless) and using some popular words that students like when giving lectures; You can also enjoy their favorite music and cartoons with students when they are tired, so that students can feel that you are one of them, so that it is easy to create a happy and harmonious learning atmosphere, and of course it is good for teaching.

4. Appreciate students

Gorky once said: "whoever loves children the most, children will love him." Only those who love children can educate them. " The famous psychologist and educator Dale? When talking about people's needs, Carnegie pointed out that most people are "eager to be affirmed". Therefore, to improve the efficiency of Chinese class, teachers should make students fall in love with Chinese class, listen carefully in class, and care about students with appreciation.

Mr. Wei Shusheng often travels on business, but the students he teaches not only don't study, but also learn well. I think this is inseparable from Mr. Wei Shusheng's correct guidance to students, especially his appreciation of students. For example, sometimes three minutes before class, he asked every student to turn back the clock, return to the most successful, brilliant and efficient moment in his mind, feel the deep happiness and pride at that time, expand it and migrate it to today's study life.

Therefore, teachers should also sincerely appreciate students, be good at appreciating their bright spots, never be stingy with speaking the language that students are willing to listen to, and give timely and clear affirmation to any successful words and deeds of students. Appreciation is the affirmation of the other party's highest level, and it is devoted to humanistic care and the spirit of the times. In the process of appreciation, the two sides of teaching realized the meeting and communication of hearts. Appreciating students should also give students time and space to express their ideas, so that every student can speak freely. We should also try our best to expand the "influence" of students' thoughts, so that students can be appreciated by more people and enrich and expand their spiritual life as much as possible.

Fourth, effective teaching.

Teaching method is the most basic teaching method, and teachers' scientific and reasonable teaching is very important for classroom teaching, even in the classroom activities of students' autonomous learning, teachers' teaching is also very important. Teachers' effective teaching can guide students to understand key and difficult knowledge, inspire students' thinking direction, and play the role of finishing touch. Effective teaching should follow the following principles: ① Teaching should be attractive. In class, teachers should first consider how to attract students' attention with language. Vivid language, rich and varied nonverbal expressions, full of enthusiasm and appeal are the higher realm of attraction. The skills to attract students' attention are as follows: teachers can give an example with surprising results at the beginning of the lecture to arouse students' curiosity; Tell students the teaching objectives and let them listen in class; Let the students know the key and difficult points of learning. Teachers should guide students to understand the key parts of the text and exercises before class. Emphasizing the difficulties in and after class can help students form knowledge structure and knowledge theme. ② Master the rhythm of classroom teaching. Good teaching always keeps a certain rhythm. Keeping the teaching rhythm suitable for students can not only make teachers' teaching easier, but also make students remember and understand some knowledge more effectively and form corresponding values with the help of some suggestive effects. Teachers should design a simple and reasonable transition when preparing lessons. A good transition determines the smooth progress of the class. Bad transition will hinder the effective use of teaching time. Therefore, teachers should ensure the simplicity and order of transition and control the number of transitions. If teachers handle the transition well, they will not waste teaching time and improve efficiency. (3) Teaching should be clear. Teachers should present new information in an organized, clear and step-by-step way to guide students to have a clear understanding of what they have learned. Teachers should define teaching objectives, collect information resources, list concepts that students are unfamiliar with or difficult to understand, tell students what they are going to learn, and define the main tasks of the classroom, so as to make teaching clear.

Teachers' effective teaching can stimulate students to participate in learning. In addition, teachers can ask questions effectively and students can listen effectively, so that classroom teaching can maintain mutual dialogue and communication. For example, in the practice of teaching reform, under the guidance of the new educational concept, I pay attention to cultivating students' self-study ability, attach importance to science and democracy, and borrow Wei Shusheng's six-step teaching method.

(1) orientation. Is to determine the focus of this class. For example, what are the new words in the lesson Peach Blossom Spring? Words, the usage of function words "Yan", and the differences between the ancient and modern meanings of "wife" and "transportation in different places"; Sentences, the omitted sentence patterns in this lesson are more prominent and listed as key; Which paragraph is the key? We should also understand the political ideal expressed by the author in this article and the limitations of this thought.

(2) self-study. Students read through the text and translate it paragraph by paragraph. Leave what you don't understand to the next step.

(3) discussion. Before, after, around and in groups of four, bring up what you don't understand in self-study and discuss with each other; Discuss the problem that can't be solved, and leave it to answer the question.

(4) Answer questions. It is also based on the students themselves to answer difficult questions. Each study group is responsible for answering some questions, such as the first group answers the difficult questions in the first paragraph and the second group answers the second paragraph. In this way, there are fewer and fewer difficulties. Then the teacher answers the rest of the difficult questions.

5] Self-test. Students draw up a set of 10 minute self-test questions according to the key points, difficulties and self-knowledge after learning, and the whole class will answer them. They take out their own red pens to grade and check the learning effect themselves.

[6] Day knot. Before the class is over, each student orally summarizes the learning process and main gains of this lesson in his seat, and then selects one or two students from different types to summarize them respectively, so that the information accepted by the students can get timely feedback.

The six-step teaching method is based on the interaction law of knowledge, emotion, behavior and normality, and focuses on cultivating students' autonomous learning ability.

Knowledge is to let students know the importance of knowledge and stimulate their thirst for knowledge. Love is to let students experience the joy and happiness of acquiring knowledge. Line is to let students know the direction and law of their learning activities and improve efficiency.

Verb (abbreviation for verb) asks questions effectively.

Aristotle, an ancient Greek philosopher, famously said: Thinking begins with surprise and doubt. Questioning can stimulate students' interest in learning and is one of the factors that affect the effectiveness of classroom teaching. What a teacher asks in class, how to ask it and whether it is to the point are important issues related to the success or failure of teaching. When asking questions in class, we should pay attention to the following points: closely follow the teaching objectives and design clear questions; The difficulty and size of the question should be moderate, in line with the actual level of students; Questions should be artistic, diverse and interlocking; Ask questions so that all students can actively participate, so that more students have the opportunity to be asked questions, and encourage students to ask questions and question answers.

For example, a teacher took an experimental class-"Lao Wang" in the district teaching and research activities. Before class, on the basis of collecting relevant information, the teacher asked the students to think independently and put forward questions. In class, more than half of the students questioned the last sentence of the article. "After several years, we gradually understand that it is a shame for an unfortunate person to eat too much." Teachers guide questions with questions and let students learn independently;

Teacher's guidance to students 1: Just now, students questioned the last sentence of the article, so what does the last sentence of the article mean? (Silence in the classroom)

Question 2: Yes, to solve this problem, we might as well think about "Why did Lao Wang visit the author with sesame oil and eggs at the last moment of his life?" The students seem to have a breakthrough point and begin to think and discuss actively. )

Health 1, sesame oil and eggs are luxuries for Lao Wang. Lao Wang regarded Jiang Yang and his wife as relatives, so at the last moment of his life, he gave them the most precious thing.

Second, when the article said that Jiang Yang wanted to go into the house to withdraw money, Lao Wang said, "We don't want money." He just came to thank you, like a true friend.

The teacher asked: Did Jiang Yang feel it?

Health (Qi A): No. ..

Born 3, a senior intellectual, Lao Wang is an inferior civilian. Economically, they are not in debt. Therefore, "eat more and occupy more" should not be material.

4. Emotionally, their contribution is unequal. Mr. and Mrs. Jiang Yang expressed only general sympathy for the unfortunate to Lao Wang. What Lao Wang longs for is an equal care.

Teacher: OK! You got it?

I see. After more than two years of thinking, introspection and anatomy, Jiang Yang further understood the truth of being a man: treat others equally and love each other sincerely. ...

In this kind of class, students consult relevant materials before class, read articles with questions, and raise their own questions about the content of the text in class, which not only points out the teaching direction for teachers, but also enables teachers to get a breakthrough in teaching from students' questions. In class, teachers guide questions by asking questions, paving the way for students to explore reading ideas. Students' thinking has stepped up, breaking through the tendency of simplifying the analysis of text characters and changing the bad practice of teachers' thinking.

Avoid asking inefficient questions in class. Such as (1) "question and answer". We can hear such questions in many open classes, daily classes and even some large-scale competition classes, such as "Do you know", "Right", "How", "Good", "Do you like it" and so on. These are all uninspiring questions, sometimes just to add atmosphere. On the surface, the classroom is lively, but it does not solve any substantive problems. Instead, it dismembered the whole teaching content. At the same time, the dialogue of equal interaction between teachers and students, students and students advocated by the new curriculum is vulgarized into a question and answer. On the surface, it seems to be the interaction between teachers and students, but in fact, it has turned the traditional "full-house irrigation" into "full-house questioning"

(2) the "surface" problem. For example, "How many paragraphs does this article have?" "How many characters are written in this novel?" Some texts clearly write three subheadings, asking students "how many parts of the text have been written" and so on. These are so simple that students can answer them without thinking. On the surface. These questions are aimed at guiding students to perceive the text as a whole and understand the main contents of the text, which seems essential in the teaching process, but the whole teaching activity process has not caused students to think. This kind of questioning not only wastes a lot of teachers' classroom teaching time, but also occupies the space of students' classroom activities, which is not conducive to the development of classroom teaching. It cannot increase students' knowledge accumulation. In practical teaching, these problems are at least inefficient, although they cannot be said to be completely ineffective.

(3) the "adult" problem. The design problems do not conform to the students' reality, and can not be based on their age and psychological characteristics, regardless of their knowledge level and acceptance ability. Students are at a loss, confused and too difficult, which can not only promote the in-depth development of classroom teaching, but also make classroom teaching deadlocked and student activities form ice, which is also a more terrible invalid problem. For example, in the teaching of Wonderful Cloning, this is for students. Although the textbook talks about the concept of "cloning" and the application of "cloning technology" with examples, it doesn't talk about what "cloning technology" is, and many professional terms are involved here. The teacher asks such a question, can it be a question that junior high school students can answer?

(4) The problem of "inflation". This problem has been widely popular in the new curriculum reform, and some Chinese teachers have tried their best to follow suit. "Expansion problem" often appears in the classroom expansion part of Chinese classroom teaching. Some teachers expand for the sake of expansion, and regard Chinese class as political class, history class, geography class, etc. In Chinese class, they talk about ideological and political education, environmental protection and the development of tourism resources. Five minutes before the end of Yugong Mountain, the teacher asked, "What do you think of Yugong's practice? What would you do if you were a foolish man? " These two questions are aimed at guiding students to talk about environmental protection. Is this a problem to be solved in Chinese classroom teaching?

(5) "Repeatability" problem. A certain question has been raised many times in all aspects of classroom teaching, or in different ways, which is essentially the same question. For example, what is the theme of this article, what is the central idea, and what kind of thoughts and feelings the author has expressed. This situation is not uncommon in our usual teaching, which leads to long classroom teaching, little effect, slow progress, time-consuming and laborious, and poor results.

In short, efficient classroom should be guided by the teaching concept of students' lifelong development; Take solid teaching content as the carrier; A variety of learning methods should be used as an intermediary; Relying on a positive classroom atmosphere; It should be oriented to reduce students' academic burden. Let as many students as possible participate, let as many students as possible learn, and let as many students as possible learn. Do less useless work.

Teaching quality is always the lifeline of the school. In order to improve the teaching quality, we must create an efficient classroom.