How to improve students’ enthusiasm for learning Chinese
With the further deepening and reform of quality education, the importance of the Chinese subject has become more prominent. Therefore, for the new force in the 21st century-now For middle school students, it is very important to learn Chinese well, and taking positive measures to stimulate and mobilize students' interest in learning is the most important condition for learning Chinese well. So how can we mobilize students' enthusiasm for learning? Here are several ways to mobilize students' enthusiasm for learning.
1. In terms of teaching attitude, we must pay attention to image and establish an equal and harmonious teacher-student relationship.
Creating a good teacher image that students like and establishing an equal and harmonious teacher-student relationship are very important to forming a harmonious and pleasant atmosphere in the classroom. This is also an indispensable factor in mobilizing students' enthusiasm for learning. The image of a teacher in the minds of students is not simply the appearance, but a combination of teaching attitude, teaching style, and appearance. A rigid or intimidating teacher, even if he appears to have a good image, will find it difficult to make his students feel happy. On the contrary, a teacher who is rigorous in teaching, has a relaxed and natural teaching style, is lively and approachable, cares about and respects students, even if he has any shortcomings in appearance, his good image in the minds of students cannot be erased. Abandoning the scolding, mocking, and even abusive language that students cannot bear psychologically, and giving students the understanding and respect they deserve is exactly what a good teacher should have. How can students not love Wujiwu and the Chinese language he teaches? What about a subject?
2. In the teaching process, we should pay attention to the "art of asking" and pay attention to cultivating students' questioning ability
Effective classroom questioning can inspire students to think positively and improve their interest in learning. .
In the teaching process, we must be good at setting questions. The angle of "asking" should be new and attract students to think actively; the goal of "asking" should be clear; the language of "asking" should be friendly.
Balzac said: "The key to unlocking a science is undoubtedly the question mark." Classroom questioning is a teaching art. Good questions can ignite students' enthusiasm for inquiry and stimulate students' pursuit of knowledge. Desire and curiosity put students' learning nerve cells in a highly excited state, so that they can maintain sustained concentration, maintain clear perceptions, engage in rich imagination and positive thinking, and generate happy learning emotions, thus making the classroom more enjoyable. Teaching achieves twice the result with half the effort. Therefore, the questions designed by teachers based on this purpose should be closely linked to the teaching materials and around the teaching purpose. They should ask questions that are difficult, inspiring, and controversial in a planned and step-by-step manner, so as to inspire students to think actively and enable students to go through their own experiences. Thinking activities and master new knowledge. Questions cannot be focused on a few students who are good at learning or who have difficulty in learning. The whole class must use their brains when asking questions and mobilize the enthusiasm of the whole class. Teachers should listen carefully when students answer questions, let them feel important, know that you recognize their value and respect their ideas, let them fully express their opinions, and not rashly deny any of the students' opinions. Respect the personality and self-esteem of every student, and treat every student equally, especially for students with learning difficulties. Give more encouragement and less criticism; send more honey and less thorns. In teaching, I once told my students that students who can make new discoveries and new insights can be regarded as my teachers. This statement quickly aroused the enthusiasm of the students, and the students' enthusiasm for answering questions also increased.
At the same time, we should also be good at guiding students to question and encourage students to ask questions. Cultivating students' questioning habits and abilities is the main motivation for students' learning and the beginning of students' exploration and innovation.
When the great scientist Einstein answered why he could create, he said: "I don't have any special talents, I just like to get to the root of the problem." He even believed that asking questions is better than solving them. The question is more important. Learning means learning to ask questions and learning how to ask questions. Therefore, teachers should establish the concept of student subjectivity, academic and teaching democracy, advocate the creation of a relaxed and harmonious teaching and academic discussion atmosphere, support and encourage students to boldly question and argue about issues they do not understand, so that students will not only question and dare to question, but also Be good at questioning, be accustomed to questioning, and regard questioning as a basic skill of scholarship. In class, when analyzing a text or after analyzing a text, I often encourage students to question: What questions do you have about this part of the text? Do you have any questions after studying the text? etc. At the same time, during teaching, I also consciously taught them methods: ① Seize the topic and ask questions. ② Seize the central sentence and ask questions. ③Seize the end and ask questions. ④ Seize the exception and ask questions. ⑤ Seize the wonderful points and ask questions. ⑥Seize the punctuation points and ask questions. ⑦Seize the point of curiosity and ask questions. For example, when teaching the seventh lesson "The Last Lesson", the students found the sentence about Mr. Hamel in the last part. After analyzing this sentence, I simply asked: "What problems do you have with this part?" Tan Chao Question: "Why is Mr. Hamel's face pale? Why did he use all his strength to write those big characters?" In fact, we will ask and talk about these questions when analyzing the text, but the questions come from our mouths and from the students' mouths. I think , the effect should be different. I will also give timely affirmation and praise to those students who are good at thinking and dare to question boldly, "You asked this question really well", etc.
At the same time, I think our teachers should also have a frank and open-minded attitude towards the difficult questions raised by students. "If you know something, you know it, and if you don't know it, you don't know it." . In this way, students will not regard normal learning as a burden, but as yearning for happiness, hoping to create something in the subject area you teach.
3. Flexibly use a variety of teaching methods.
Flexible use of a variety of teaching methods is an important guarantee for improving students' learning enthusiasm and ultimately achieving teaching goals. Like composition class, composition is the most troublesome thing for students. Because it is creative labor, it requires students to use their brains and fully mobilize their knowledge reserves. From topic review, conception, conception to expression, every aspect must be carefully considered and arranged properly. Otherwise, there will be a phenomenon of "one careless move and everything will be lost". Therefore, as a teacher, when "guiding" and "commenting" on composition, you must do everything you can to solve students' problems. Among them, stimulating students' interest in writing, teaching appropriate writing methods, and eliminating students' bad emotions about composition are very important links.
(1) "Composition guidance" develops interests
"Composition guidance", as the name suggests, is to guide students how to write compositions. If students only passively accept the teacher's guidance and lack enthusiasm and initiative, it will lead to the adverse consequences of not being able to write well without the teacher's guidance. Therefore, when giving guidance on composition, I pay special attention to the development of students' composition interests. In view of the phenomenon of narrow ideas and single methods in students' compositions, I focus on training students' different thinking in terms of topic review, conception, and conception. For example, in the third year of junior high school, there was an essay topic based on the topic of "integrity". During the "concept" training stage, most students mainly thought from the perspective of argumentative essays. The genre is single and the thinking is rigid. Therefore, I require students to focus on the same topic on the basis of being "clear, correct, distinct, healthy, positive, and progressive" and can "conceptualize" based on different genres. Under my prompts, inspiration, and guidance, the students' thinking began to spread. Some people advocate writing narratives: describing their guilt for repeatedly breaking promises to teachers when they were children; some plan to write expository essays: explaining in the form of instructions that "honesty" is an essential quality in a person's life; and some want to write fables: "Integrity" is personified, highlighting "happiness" and "happiness" are inseparable from the theme of "integrity"... In addition, the same material can be "conceptualized" from different angles. During the "conception" training, the purpose of educating students is novelty Pay attention to the uniqueness of ideas and originality of style. In short, through guidance and encouragement, students are bold in imagination, innovative, active in thinking, and unrestrained. They expand their ideas, broaden their horizons, increase their writing knowledge, and exercise their writing skills. , Improved interest in writing.
(2) "Composition review" generates interest
I made this attempt in the "composition review" method. First, I selected 2. 3 representative compositions. In the "Review" class, ask students with higher reading skills to read the selected compositions. After reading, the whole class will discuss and evaluate them in groups and then share one article with the whole class. , comment on one article. Finally, summarize the main problems in the composition based on the students' opinions, and guide the students to discuss and evaluate the solutions to this problem, and then distribute the remaining compositions. Give it to the students. First, make a personal comment and comment on it. 2. Find out the bad sentences and revise them. 4. Write the general comment and sign it. It can be exchanged within the group, and any additional comments can be discussed and added. After the students' comments are submitted, I will read them again, give points, and award outstanding reviewers. This introduces whole-class evaluation and group discussion into "composition review." "Class" creates conditions for students to "cooperate in learning and inquiry", greatly improves students' interest in writing, and achieves the purpose of increasing knowledge and improving writing ability in "cooperation, inquiry, discussion, and review".
4. Use various teaching methods to stimulate interest in learning.
(1) Make good use of modern teaching methods such as multimedia and the Internet.
Use multimedia teaching in Chinese teaching. It can effectively cultivate students' interest in learning. "Multimedia courseware" has the advantages of combining dynamic and static, integrating audio and video, intuitive images, and rich content, which adds a lot of brilliance to Chinese teaching. Pictures, images, animations, sounds, text, etc., directly affect students' senses with sound, shape, and movement. They are rich in sound and emotion, are informed, vivid, and colorful, creating a beautiful learning environment for students. In such a beautiful learning environment, reading, discovery, questioning, thinking, and exploration greatly increase interest in learning. In the past, students who read texts could only rely on their own brains to imagine the people, events, scenery, and objects in the text based on the author's descriptions. Now these characters, things, and scenery suddenly jumped out of the text through computer projection and appeared vividly in front of the students. They felt fresh and curious when they saw these vivid images, consciously or unconsciously. to match these images with the image in his mind. In this way, the understanding of the text will naturally be deepened. At the same time, through the continuous effect of sound, video, light and shadow, the text content will leave a more vivid and profound impression on the students' brains.
When teaching the poem "Ode to the Yellow River", I used poetry recitation to music and pictures to show the origin, history, provinces through which the Yellow River flows, and the appearance of "turbid currents twisting and turning, forming a nine-melody chain"; then I played "Hukou" The Yellow River is rolling, the waves are surging, and it is setting off huge waves" video material. After the students deeply felt the majestic and majestic image of the Yellow River, I asked the students to further understand the symbolic meaning of the Yellow River by appreciating the music "Yellow River Cantata" and the author's thoughts and feelings of using the Yellow River to praise our great Chinese nation. In the classroom, text and pictures are combined, and videos and audios are matched, complementing each other and bringing out the best in each other. The students watched carefully and listened carefully. All of them were affected by the majestic image of the Yellow River, and all of them were touched by the roaring sound of the Yellow River. The students uttered admirations and cheers from time to time. In the "talking about feelings" section, students rushed to speak first. They may talk about the origin and history of the Yellow River, or praise the style and connotation of the Yellow River; or express their praise for the great motherland, or praise the diligence and bravery of the Chinese people. They were passionate, emotional and spoke enthusiastically. This class created a situational atmosphere through "courseware", stimulated students' interest in learning, and achieved good teaching results.
(2) Extensively carrying out extracurricular reading and Chinese activities can also stimulate interest in learning Chinese and improve the consciousness of learning Chinese.
The subject of Chinese language itself requires everyone to read extensively, and it must not be limited to a few articles in textbooks. The knowledge of textbooks is limited, and classroom teaching is also limited. However, knowledge is infinite. With the development of science and culture, it is not enough for students to just learn the textbooks. Without a lot of reading, there will be no improvement in students' Chinese ability. Chinese teachers should be the key to opening the door to students' reading horizons, and create a good extracurricular reading environment for students, so that students can move from classroom learning to extracurricular learning. In terms of extracurricular reading guidance, I recommend useful reading materials to students, including Chinese and foreign literary masterpieces, essays by cultural celebrities, excellent newspapers and magazines, etc., and provide correct and effective reading methods. Let students use extracurricular time to do a lot of reading, develop a good habit of regular reading every day, excerpt at least 400 words each week and write more than 100 words about their reading experience. I think if we persist in this way, it will not only help classroom teaching, but students will also benefit a lot.
Chinese activities are an important part of Chinese teaching, a good position to test the results of Chinese teaching, and a battlefield to cultivate students' Chinese ability. There are various forms of Chinese language activities, such as: textbook drama performances, handwritten newspapers, poetry recitation competitions, story telling, speech contests, etc. We teachers must do everything possible to connect the text content with activities. Let students learn easily and grow happily in fresh and interesting activities.
In short, interest is the mother of success. Learning motivation and interest are important factors affecting learning. Therefore, we Chinese teachers should do everything possible to use all means and use various methods to stimulate students' interest in Chinese learning from multiple angles and different aspects, so that they will truly love Chinese and enjoy Chinese classes, and know how to learn Chinese and how to learn Chinese. Learn Chinese well, so as to better master the basic knowledge of Chinese and improve basic Chinese skills as soon as possible.