First of all, we should attach importance to image in teaching attitude and establish an equal and harmonious relationship between teachers and students.
It is very important to create a good teacher image that students like and establish an equal and harmonious relationship between teachers and students, which is also an indispensable factor to mobilize students' enthusiasm for learning. The image of teachers in students' minds is not a simple appearance image, but a synthesis of teaching attitude, teaching style and appearance image. A teacher who is stiff or angry with form, no matter how good his appearance is, can hardly make his students happy. On the contrary, a teacher with strict teaching attitude, relaxed and natural teaching style, lively life, approachable, caring and respecting students, even if there are any shortcomings in his appearance, can not erase his good image in the eyes of students. Get rid of students' unbearable abusive, sarcastic and even abusive language and give students the understanding and respect they deserve. This is what a good teacher should have. How can a student not love my dog, but like the language he teaches?
Second, pay attention to "the art of questioning" and cultivate students' questioning ability in the teaching process.
Effective classroom questioning can stimulate students' positive thinking and improve their interest in learning.
In the teaching process, we should be good at setting questions. The angle of "asking" should be new, and students should be attracted to think positively; The goal of "asking" should be clear; The language of "ask" should be kind.
Balzac said: "There is no doubt that the key to a science is a question mark." Classroom questioning is a teaching art. Good questioning can ignite students' enthusiasm for inquiry, stimulate students' thirst for knowledge and curiosity, and make students' learning nerve cells in a highly excited state. Only in this way can they persistently concentrate, keep a clear perception, carry out rich imagination and positive thinking, and have a pleasant learning mood, so that classroom teaching can achieve twice the result with half the effort. Therefore, the problems designed by teachers should closely follow the teaching materials, and put forward some difficult, enlightening and controversial questions in a planned and step-by-step manner around the teaching purpose, so as to inspire students to think positively and enable students to master new knowledge through their own thinking activities. The problem should not focus on a few students who study well or have difficulties in learning. The whole class should use their brains when asking questions to arouse the enthusiasm of the whole class. Teachers should listen carefully when students answer questions, make him feel important, know that you recognize his value, respect his ideas, let them express their opinions completely, don't rashly deny any opinions of students, respect each student's personality and self-esteem, treat each student equally, especially those with learning difficulties, encourage more and criticize less; Send more honey, less thorns. In teaching, I once told students that students who can make new discoveries and new ideas can be regarded as my teachers. This statement quickly mobilized the enthusiasm of students, and the enthusiasm of students to answer questions also rose.
At the same time, we should be good at guiding students to question and encouraging them to ask questions. Cultivating students' questioning habits and abilities is the main motivation for students' learning and the beginning of students' exploration and innovation.
Einstein, a great scientist, said when answering why he could create, "I don't have any special talent, but I like to get to the bottom of it." He even thinks that asking questions is more important than solving them. Learning is learning to ask questions and how to ask them. Therefore, teachers should establish students' subjective concept, academic concept and teaching democratic concept, advocate creating a relaxed and harmonious atmosphere for teaching and academic discussion, and support and encourage students to boldly question and argue questions they don't understand, so that students can not only question and dare to question, but also be good at questioning and get used to questioning, and take questioning as a basic skill in academic research. In class, when analyzing or after analyzing the text, I often encourage students to ask questions: Do you have any questions about this part of the text? Do you have any questions after learning the text? Wait a minute. At the same time, I also consciously teach them methods in teaching: ① Grasp the topic and ask questions. ② Grasp the central sentence and ask questions. (3) to the end, ask questions. (4) Seize the exception and ask questions. ⑤ Grasp the highlights and ask questions. ⑥ Punctuate and ask questions. ⑦ Grasp curiosity and ask questions. For example, when teaching the seventh lesson "The Last Lesson", students found a sentence about Mr. Hamel in the last part. After analyzing this sentence, I simply ask: "What's your problem in this part?" Tan Chao asked, "Why is Mr. Hamel pale? Why bother to write those big characters? " In fact, when we analyze the text, we are all asking and talking about these questions, but the questions come from our mouths and students' mouths. I think the effect should be different. For those students who are good at thinking and dare to question boldly, I will also give timely affirmation and praise, such as "that's a good question you asked" and so on. At the same time, I think our teachers should also hold a frank and open-minded attitude of "knowing is knowing, not knowing is not knowing" to the difficult questions raised by students. If they don't understand for a while, they should discuss and study with the students until the problem is solved. In this way, students will not regard normal study as a burden, but hope to be creative in the subject you teach, just like they are eager for happiness.
Third, flexible use of a variety of teaching methods.
Flexible use of various teaching methods is an important guarantee to improve students' learning enthusiasm and finally achieve teaching objectives. Like composition class, composition is the biggest headache for students. Because it belongs to creative labor, students need to use their brains and fully mobilize their knowledge reserves. From the examination of questions, conception, conception to expression, every link should be thoughtful and properly arranged. Otherwise, there will be a phenomenon of "one careless move will lose the whole game". Therefore, as a teacher, we should try our best to solve problems for students when guiding and commenting on compositions. Among them, it is very important to stimulate students' interest in writing, teach appropriate writing methods and eliminate students' bad feelings about writing.
(A) "composition guidance" to develop interest
As the name implies, "composition guidance" is to guide students how to write a composition. If students only passively accept the teacher's guidance, but lack enthusiasm and initiative, it will lead to bad consequences without the teacher's guidance. Therefore, when guiding composition, I pay special attention to the cultivation of students' interest in composition. In view of the narrow thinking and single method of students' composition, I pay attention to cultivating students' divergent thinking from the aspects of examination, conception and conception. For example, in the third grade, there was an essay topic with "sincerity" as the topic. In the "conception" training stage, most students mainly think from the perspective of argumentative writing. Single genre, rigid thinking. Therefore, I ask students to pay attention to the same topic on the basis of being clear, correct, distinctive, healthy and positive, and to "conceive" according to different genres. Under my prompt, inspiration and guidance, the students' thinking began to spread. Some people advocate writing a narrative: count the guilt of breaking promises to teachers many times when I was a child; Intended to write an explanatory article: explain in the form of explanation that "honesty" is an indispensable quality in one's life; Others want to write a fable: personalize honesty and highlight happiness. Happiness cannot be separated from the theme of honesty ... In addition, the same material can be conceived from different angles. In the "conception" training, aiming at novelty, students are educated to pay attention to the uniqueness of conception and the originality of style. In short, after guidance and encouragement, students are bold in imagination, innovative, active in thinking and unrestrained. They broaden their thinking, broaden their horizons, increase their writing knowledge, exercise their writing ability and improve their interest in writing.
(B)' composition comments' to stimulate interest
I made such an attempt on the method of "composition review". First of all, I chose 2 or 3 representative compositions. In the "criticism" class, find students with higher reading level to read the selected composition. After reading it, the whole class first discusses the evaluation in the group, and then communicates with the whole class. Read and comment on one. Finally, according to the students' opinions, summarize the main problems in the composition and guide students to explore ways to solve this problem. After the class discusses and evaluates, hand out the rest of the composition to the students. Personal evaluation first requires: 1, tick good words and sentences and comment. 2. Find out the sick sentences and modify them. 3. Write what needs to be added. 4. Write the general approval and sign it. Personal opinions can be exchanged in the group, and other opinions can be discussed and added. After the student's comments are handed in, I will read them again, give a score, judge the excellent proofreaders and reward them. In this way, the whole class evaluation and group discussion are introduced into the course of composition evaluation, which creates conditions for students to "cooperate in learning and exploring", greatly improves students' interest in writing, and achieves the purpose of increasing knowledge and improving writing ability in "cooperation, exploration, discussion and evaluation".
Fourth, use a variety of teaching methods to stimulate interest in learning.
(1) Make full use of modern teaching methods such as multimedia and Internet.
The application of multimedia in Chinese teaching can effectively cultivate students' interest in learning. "Multimedia Courseware" is used in the classroom with its advantages of dynamic and static combination, sound and picture integration, intuitive image and rich content, which adds a lot of brilliance to Chinese teaching. Pictures, images, animations, sounds, words, etc. It shows students in class that it directly affects students' senses with sound, shape and action. The combination of sound and emotion, equal emphasis on knowledge, vivid and colorful images have created a beautiful learning situation for students. In such a beautiful learning situation, students' interest in learning has greatly increased through reading, discovering, questioning, thinking and exploring. Students who used to read the text should rely on their own brains to imagine the people, things, sights and things in the text with the author's description. Now these characters, things and scenery suddenly jump out of the text through computer projection and are vividly presented to students. They feel fresh and curious. Seeing these vivid images, students will consciously or unconsciously use their own images to confirm these images. This will naturally deepen the understanding of the text. At the same time, through the continuous action of sound, picture, light and shadow, the content of the text will be more vivid and profound in the students' minds. When I was teaching Ode to the Yellow River, I showed the origin, history, flowing through the provinces and the face of "turbid water turning around to form a nine-song chain" through the recitation of music poems and pictures. Then play the video of Hukou "The Yellow River is rolling, the waves are rough and the tide is rising". After the students deeply felt the magnificence and great image of the Yellow River, I asked the students to further understand the symbolic significance of the Yellow River by listening to the music The Yellow River Cantata and the thoughts and feelings of the author praising our great Chinese nation through the Yellow River. In class, words and pictures are combined, and video and audio are matched to complement each other. Students look carefully and listen carefully. Every one of them was infected by the magnificent image of the Yellow River, and everyone was moved by the roaring sound. The students exclaim and cheer from time to time. In the "talk about feelings" session, students scrambled to speak. They either talk about the origin and history of the Yellow River or praise its elegance and connotation; Or express admiration for the great motherland, or praise the hard work and courage of the people of China. They are passionate, and Kan Kan talks about it. This class created a situational atmosphere through "courseware", stimulated students' interest in learning, and received good teaching results.
(2) Extensive extracurricular reading and Chinese activities can also stimulate the interest in learning Chinese and improve the consciousness of learning Chinese.
The subject of Chinese itself needs extensive reading, and it must not be limited to a few articles in textbooks. The knowledge of textbooks is limited, and so is classroom teaching. However, knowledge is infinite. With the development of science and culture, it is not enough for students to study only by textbooks. Without a lot of reading, students' Chinese ability will not be improved. Chinese teachers should be the key to open students' reading horizons, create a good extracurricular reading environment for students, and let students move from classroom learning to extracurricular learning. In the aspect 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, and suggest correct and effective reading methods. Let students read a lot after class, form the good habit of reading regularly every day, extract at least 400 words every week, and write more than 100 words on reading comprehension. I think this persistence is not only helpful to classroom teaching, but also beneficial to students.
Chinese activities are an important part of Chinese teaching, a good position to test the achievements of Chinese teaching and a battlefield to cultivate students' Chinese ability. There are various forms of Chinese activities, such as: textbook drama performance, handwritten newspaper compilation, poetry reading contest, story meeting, speech contest, etc. Our teacher should do everything possible to link the content of the text with the activities. Let students learn easily and grow up happily in fresh and interesting activities.
In short, interest is the mother of success. Learning motivation and interest are important factors that affect learning. Therefore, our Chinese teachers should try their best to stimulate students' interest in learning Chinese from various angles and different aspects, so that they can really love Chinese from now on, enjoy Chinese classes, know how to learn Chinese and learn Chinese well, so as to better grasp the basic knowledge of Chinese and improve their basic skills as soon as possible.