1. Sing a song together
When singing, you are required to sit up straight, look at the blackboard in front of you, look at the midpoint of the seam on the blackboard, regard the midpoint as a color TV, and sing which song, so that you can imagine that the video of that song is playing in the color TV, and then feel completely immersed in the realm described by the lyrics. In this way, singing wholeheartedly in a quiet place will immediately relax the classroom atmosphere, and students will even forget that there is a class on the podium.
Read aloud in groups
(6) Guiding imagination
If the class is interesting, it is also a way to guide students to imagine the content of the text. That is, try to turn monotonous text symbols into vivid pictures and display them on the screen of the brain.
Generally speaking, I have four steps to guide students to turn words into pictures. Outline the figure, dye it with color, make the picture move and make it more vivid and realistic. Take the first two sentences of Zhang's "Fishing Songs" as an example: "Flying on a honeymoon in front of Mount Cisai, peach blossoms and flowing water make fish fat". When I taught this word, I said, "This is a very successful word for describing scenery. We should savor it carefully and display it on the screen of our brain. " Some students close their eyes. In general, the effect of closing eyes is much better.
1. Outline the table.
Please draw the outline of mount cisse, white honeymoon, peach blossom, running water and fish in your mind first.
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Please turn the black-and-white TV into a color TV to see who has a brighter and more beautiful picture. The students said that blue mountains, pink peach blossoms and clear running water appeared in their minds.
Step 3 make the picture move
Egrets fly freely in front of the mountain, streams flow in the streams, and cheerful jumping fish jump out of the deep pools formed by streams from time to time. ...
4. Make the picture more detailed and eye-catching.
Students can also put several close-ups in their minds: the white and thin feathers on the egret; Bright peach blossoms with pollen stamens ...
Not only articles and poems about scenery can be turned into images, but also things and people can guide students to do so. Reproduce young, moist, bright and smart eyes and rosy face with close-ups; Middle-aged moist eyes and wrinkled face. The more vivid the form and color, the more profound the education students receive. At the same time, it also cultivated students' imagination and stimulated students' interest in learning.
(7) Guide students to enter the situation.
Generally speaking, I don't elaborate and never analyze sentence by sentence, but it doesn't mean that good paragraphs don't guide students to savor. Speaking of the beauty of the article, I not only let students turn words into pictures, but also try to guide students into situations.
For example, I said, "Let's learn this lesson to experience the fun of labor and taste the fun of the countryside." "How to experience?" Let the students read a book first. After reading a book, first show the image of the vegetable garden in your mind. This image is more and more vivid, more and more realistic, as if it is not flat, but three-dimensional, not in our minds, but around us. Under the rows of fruit trees are patches of vegetable gardens. We stand in the vegetable gardens and on the ridges of fields, surrounded by green seedlings, and the air is filled with the fragrance of earth, flowers and parsley. I asked, "Did you step on the ridge?" The students closed their eyes and smiled and said to him, "I stepped on it!" " "Smell the soil, flowers and vegetables?" Students with good understanding can recall the smell of soil, flowers and vegetables. So he replied, "I smell it!" " "Then let's start to lose weight!" So the students bent down to plant saplings. For a time, the classroom was full of joy. In this immersive imagination and perception process, the students tasted the fun of the countryside and deeply understood the center of the article.
Another way to get into the situation is to operate. For example, when I was talking about the article Catchwood, I asked you if you could prepare a set of tools, assuming it was iron plate, iron model and movable type printed fonts. The students hesitated and replied, "Yes!" "Then please prepare a set of simulation teaching AIDS." So some students put textbooks as iron plates and folded them into iron models with paper strips; Some use rubber, some use bottle caps, and some use pencil sharpeners to make impressions. When the teaching AIDS are ready, we will follow the printing process written in the textbook, assuming that we are a printer, and follow the operation step by step, which not only enhances our interest in learning, but also deepens our understanding of the textbook. Guiding students to enter the situation, stimulating their interest in learning, deepening their understanding and memory of the content of the text, is also conducive to cultivating students' quality of putting themselves in the shoes.
(8) Let the students guess the teacher.
Let the students guess. Teachers can easily enhance students' sense of participation. In my opinion, a teacher should teach students some conventional learning methods and help them formulate some rules, plans and systems for Chinese learning, so that students can have laws to follow, rules to follow, rules to follow, and rules to follow, so that students can fully understand. However, in the application of specific teaching methods, students should be confused on some small technical and technological issues. The more airtight a guess is, the more willing students are to guess, the more interested they are in learning, the closer they are to the teacher, and the deeper they understand the teacher.
Once, more than 300 teachers from more than a dozen cities came to our class. I'm talking about the story of the nuclear ship. According to the students' opinions, translation is easy before it is difficult. Finally, the bow is left, because the position relationship of this character is not well understood, and the translation efficiency may not be high. I said, "The teacher has come up with a good idea. In this way, everyone can understand the text easily. Who can guess what the teacher is thinking? " As soon as I finished, a classmate raised his hand and replied, "The teacher must have asked three students to play Su Dongpo, Lu Zhi and Fo Yin respectively, and asked them to perform their roles according to the text. While they are doing it, the teacher will guide them, and everyone will read and correct together, and the difficulty will be solved! " I am very happy to hear that. I asked, "You guessed so right. How do you know what the teacher thinks? " He said: "I often guess what the teacher can say today in class." If I guess more, my guessing ability will be stronger. "
Let students guess the teacher, which can stimulate students' interest in learning, narrow the distance between teachers and students and help enhance students' ability to understand others.
(9) Use a little classroom language appropriately.
There are some class terms in our class, such as "pony's hoof pit", "leftover bits and pieces", "centenary", "last three quarters" and "triangle". As soon as I said these words, only our classmates understood. There are also some students who have nicknames of commendatory words. I use them properly in class to adjust the classroom atmosphere.
Sometimes, I find that some students are bored again, so I give them two questions and say, "Students who actively speak are not allowed to answer these two questions. Who do you think will answer them? " The students recommended: "One answer in a hundred years!" Who is "Hundred Years"? It's those students who don't like to talk. Everyone calls them "a hundred years of lethargy". I often ask questions for these students to answer. After a long time, he won't be "sleepy for a hundred years."
Some students are very smart, much like that smart one, so they gave him a nickname "disposable". That's what I called in Chinese class: "Please have a rest and come to the front to do the problem."
There are also some class terms, which are easy to arouse students' interest, enhance teachers' and students' feelings, and enhance the cohesion of the class and students' self-motivation.
Ask students to speak, read and write.
Students should carry out four practical activities in Chinese class: listening, speaking and reading. Write it. Only in this way can we develop four abilities. If the teacher turns the classroom into a lecture hall, the final effect is generally not good. Because students have lost the practical opportunities of speaking, reading and writing. Many students in "third world" schools deliberately can't concentrate for 45 minutes, especially middle and lower students. Most of them listen and lose the opportunity to practice, digest and understand. After a long time, the more you owe, the less interested you are in class.
I often think that in class, it is really thankless to liberate students' ears, but block their mouths and tie their hands and let the teacher sing a monologue. Let students speak, read and write as much as possible, and make students interested in learning.
For example, I usually write the key points on the blackboard, and occasionally let students write, so that students are more interested in paying attention to the key points of learning. If several students are invited to write at the same time, students' interest will be stronger.
Reading the text, the teacher's model essay reading is a form, and students' reading aloud, model essay reading, simultaneous reading, group reading and role reading are also learning forms to stimulate students' interest. Considering that students pay attention to the duration and constantly change the form of lectures, students can always have a strong interest in learning from one class to another.
I have a habit of lecturing: teachers don't tell students what they can explain clearly and don't do what they can do for them.
(eleven) the organization of learning competitions.
Organizing competitions properly in class is also an effective way to stimulate students' interest. The game can be set at a time but not at a task, or at a task but not at a time.
For example, when we talk about "The Story of Yueyang Tower", there is a competition to see who can write dictation quickly, so it is limited to one minute. Let's start with the second paragraph and see who writes more. As soon as I say "start", everyone will devote themselves to the game. Results Except for three students, most students wrote more than 40 words a minute, and 15 students wrote more than 50 words.
Speaking of Face-to-Face Lang, everyone feels very good about some paragraphs. Although the textbook does not require rote memorization, students are still willing to recite it. Ok, let's have a one-minute recitation contest. Results In one minute, the students recited more than 60 words, and the fastest student recited a paragraph of 120 words.
Sometimes, the amount of competition is not fixed. There are four interpretations of this text to see who can recite it fastest. At 45 seconds, the first student raised his hand to indicate that he had finished reciting, and at 90 seconds, the last student recited.
Even on a hot day in midsummer, when the class started at 3 pm, I heard that a learning contest was being held. The students' spirits did it one brace up, forgot the heat and fatigue, and devoted themselves wholeheartedly to the contest.
There are one or two or even three or four short-term competitions in a class, which makes the class ups and downs, relaxes students' thinking, stimulates students' interest in class, improves learning efficiency and enhances students' sense of competition.
(12) Discuss with students more.
How to teach Chinese is more in line with students' reality, which requires more discussion with students. In line with students' reality, students' interest in Chinese classes will be strong.
After discussing with my classmates, I decided on six steps of Chinese class: orientation, self-study, discussion, answering questions, self-test and self-summary.
To a certain step, I often discuss with students and listen to their opinions. For example, when positioning the text "Be a Teacher", it is necessary to determine whether the task is four, or three, five or more. Advanced students accomplish several tasks, while backward students accomplish several. In a few words, confused for a minute or two, let me understand the needs of students, and the students clearly defined their own tasks. When students teach themselves to discuss, I also participate in a discussion group to discuss which questions are difficult and whether it is necessary to answer them. In this way, when it comes to the fourth step, I have a good idea of which key issues to self-test in the fifth step. I often discuss with students, and sometimes I simply ask several students to write a self-test question. Because the knot is not always summed up by a classmate, sometimes the opinions of classmates are sought to see if it is necessary to sum up. Most students don't think it is necessary to sum up a lesson.
I learn to teach Chinese, mainly not from books, but from consulting with students. The students taught me a lot of knowledge that was not available in books, and also told me many effective teaching methods.
In the process of discussion between teachers and students, it not only stimulates students' interest, but also enhances students' sense of participation and sense of responsibility and obligation as a classroom owner.
(13) Apply the idea of liking classes.
I instruct students to practice Qigong. Facing the tasks of study, exercise and labor, I apply a favorite idea and a happy idea. After a long time, people's subconscious will change, and individual students who hate labor and are afraid of sports will often become fond of labor, willing to exercise and loving learning.
Every day before, during and after class, students should be guided to play an idea, that is, I like class and I am very happy in class. After a long time, the consciousness and the subconscious will be able to cooperate and coordinate, and the subconscious will compile a program that likes to attend classes and is happy in class, so that students' ideas will undergo profound changes and students' interest in Chinese classes will of course become stronger and stronger.
Although the classroom is small, if you go deep into it, you will find that there is a vast world, endless knowledge and, of course, endless research fun. Of course, there are more than 13 ways to stimulate students' interest in classroom teaching. I entered the door of scientific research just to stimulate students' interest. There is a broader, more fascinating and deeper world ahead that attracts me. I must speed up my exploration.
Sometimes I ask students, "Would you like to recite it? Which article do you like to recite best? Reciting poems is ok! " "Recite Chen Yi's meiling three chapters." "yes." "Recite" Born in Worry and Died in Happiness "!" "That will do." So I said, "Please stand up, stand up straight, and keep your head straight. Please adjust your expressions again, just like an actor's performance. Ok, get ready, get up! " When all the students recite hard, it is obviously easy to boost morale.
3. Oral composition
Before giving a formal lecture, I like to let students write oral compositions. I came up with a topic at random, such as "Thinking of YYWCA Liaoning Winning 72 Gold medals", "Advantages and Disadvantages of China's Entry into WTO", "Gains and Losses of Land Concession" and "Fighting Three Wars". After listening to the topic, the students thought about it a little, and then stood in their own positions and talked about their own articles. Don't worry about scoring less, don't be afraid of criticism, and your personality is fully liberated.
4. Qigong meditation
Sometimes I organize teaching by instructing students to do qigong meditation before class. Please stand up, your feet are shoulder width apart, your feet are parallel, your back is straight, your head is straight, and your eyes are slightly closed, so that you can look at your nose, nose to nose, and mouth to heart. Then I felt that there was a blooming lotus in my abdomen, and I was relaxed all over. If I feel comfortable breathing deeply, I will take a deep breath. In this way, students can easily rule out ideas that have nothing to do with the classroom. Meditation is to guide students to close their eyes and imagine themselves as a cloud floating in the air, then become a full moon, overlooking the earth, a light blue star twice the diameter of the moon, and then think that they are a star roaming in the vast space. At this time, we can see that the earth is just a small star with extremely weak light. The so-called "the earth is very small from the sky, and the heart area in the body is extremely wide." In this way, personal gains and losses, honor and disgrace will easily become smaller, and naturally they will be freed from tension.
5. recreate your most brilliant moment
Sometimes, three minutes before class, I will ask every student to turn back the clock, go back to the most successful, brilliant and efficient moment in the past, and feel the deep happiness and pride at that time, so as to expand and migrate it to today's study life.
Play the role of an outstanding person
Sometimes, before class, I ask each student to play the great man or outstanding person I admire most, imagine his voice, expression and smile, and act like that outstanding person. Many students think like this for two or three minutes, and they feel full of courage to make progress and strength to overcome difficulties. We call this practice "spiritual charging".
After organizing the pre-class teaching, the students ushered in the upcoming Chinese class with a relaxed and happy mood.
(2) Design introduction
Well-designed leads can also stimulate students' interest and give a class a good start.
For example, in class, "Premier Zhou, where are you?" I designed such a lead: "There is such a person that people all over China think he is their relatives and friends; He is knowledgeable and versatile, giving timely and specific guidance to national defense diplomacy, education, culture, health, industry, agriculture and soldiers; He is full of energy. When the party committees and governments in all parts of the country were seized of power, the public security law was shattered, and the army was severely impacted, he tried his best to prop up the crisis and handle everything personally. He lived a clean life, with no children and no inheritance. The United Nations made an exception and lowered the flag at half mast for his death. " In this way, the mood of the whole class was quickly immersed in the memory of Premier Zhou, and the interest in learning this lesson became stronger.
In the introduction of Six Analects of Confucius, I said this: "The light of fire and electricity can illuminate the road of the world, and the light of thought can illuminate the spiritual world of people. Who is the greatest thinker in the world? UNESCO has identified the top ten thinkers in the world, such as Newton and Copernicus ... Who knows who ranks first among these ten thinkers? He is our Confucius in China. " Having said that, the students' interest in learning Six Analects of Confucius is even stronger.
A good lead is like a magnet, which can gather people's scattered attention at once.
A good lead is an electro-optic Shi Huo of thought, which can enlighten students and inspire people.
(3) Design blackboard writing
I usually give lectures on the blackboard with several books. Writing on the blackboard is to attract students' attention, stimulate their interest in learning and deepen their understanding of teaching materials. The following five forms of blackboard writing are easy to stimulate students' interest.
1. Font change
For example, when talking about argumentative essays, I like to imitate Songti or blackbody calligraphy to write topics; Talking about discussion, I like to write topics in regular script or Weibei style; Narrative running script; Classical Chinese mostly uses official script to write topics. When I wrote carefully, my classmates read it carefully, and some even imitated it while watching it. Students feel that Chinese characters are ever-changing and mysterious, which stimulates their interest in class and practice.
2. Write wrong words on purpose
Deliberately writing one or two words on the blackboard not only improves students' ability to find mistakes, but also makes students who love to write typos take warning. For example, when I wrote The Story of Ailian on the blackboard, I deliberately wrote the name of the author Zhou Dunyi as Zhou Shuyi. At that time, there was a lot of discussion below. Students who like to slip the number carefully observe these two words. Taking this opportunity, I asked my classmates to correct my mistakes and received good teaching results.
Sometimes when writing on the blackboard, I simply leave the words that are difficult to write and easy to make mistakes blank, and then invite students who love to write typos to fill in the blanks in front to stimulate students' interest in correcting typos.
Step 3 change the form of expression
When refining the content of teaching materials, we should not only adopt the form of horizontal continuation as far as possible, but also change the form frequently, or adopt tabular format, network type, pyramid type or tree type. For example, I like to use trees to express the structure of Chinese knowledge; When summarizing unit textbooks, most of them use tabular format; Summarize Chinese knowledge and use online style.
4. Chart and picture styles
For example, when I talk about articles such as Tbilisi Underground Printing Factory, Monument to the People's Heroes and Great Hall of the People, I try my best to draw charts to stimulate students' interest in learning and understand the articles more thoroughly. There are also some articles and poems. In order to make the students understand, I just draw a stick figure. It is difficult for students to understand that in ancient times, the yang of the mountain was south, the yin of the mountain was north, and the yang of the water was north. I drew a high mountain with a big river under it. Draw a red sun in the south of the mountains and rivers. As soon as the students saw it, they immediately understood that it was the south of the mountain and the north bank slope of the water that could see the sunshine, so the south of the mountain and the north of the water were both sunny, and vice versa, which was very interesting to the students.
5. Let the students write on the blackboard
Let students write on the blackboard, or summarize the content of the text, or write a paragraph, which can stimulate students' interest more than the teacher monopolizes the blackboard in one class.
Writing on the blackboard is an art as well as a science. When I put myself into it, I think teaching is more interesting, and students also think class is more interesting.
(D) Pay attention to the teaching mode
Teachers' expressions, postures and gestures directly affect students' interests. If the teacher is listless and sleepy, how can he ask the students to be cheerful? Over the years, the work pressure inside and outside the school is great, and there are also some troubles. No matter how much these troubles are, I also warn myself not to bring these unpleasant emotions into the classroom. The classroom should be a paradise, and teachers should be happy, optimistic, positive, enterprising, enthusiastic, sincere and confident. I often tell myself that I should teach better today than yesterday, so that I can be refreshed and energetic when I am extremely tired.
Although there will be fierce competition in the classroom sometimes, even teachers need to be strict, but this must be based on sincere love for students, and teachers must never be allowed to vent their unpleasant feelings in the classroom.
I always think that teachers' teaching attitude not only affects students' interest in learning, but also affects teachers' own interest in teaching. Most teachers who like to learn facial expressions and gestures have a strong interest in class and think that class itself is a kind of enjoyment.
(5) Phonetic changes
There are a hundred ways to say a word, the same sentence is alive, and people who can say it make people laugh; I won't say it. It makes people jump. The changeable pronunciation is obviously easy to stimulate students' interest in learning, and the sound change can be started from five aspects.
1. Adjust the volume
Loud volume is easy to attract students' attention. Sometimes students are more interested in speaking children's sentences with loud volume, and then using low volume. Sometimes when I give lectures, I will ask the students, "Is it better for the teacher to speak quietly or loudly?" The students asked to speak in a low voice. So I spoke at a very low volume, and the students craned their necks, tilted their heads and listened attentively. I used less effort and achieved better teaching results.
Adjust the tone
The same sentence can be said in different tones, such as A, B, C, D, E, F, G, etc. Some teachers have a high tone, but the volume is not high, which sounds good. This is the so-called treble teaching. Some teachers speak in a low voice, but at a high volume, which sounds very powerful. This is the so-called bass teaching. If the tone is high and the volume is high, listening for a long time is easy to make people tired. Conversely, a low tone and low volume also make people feel powerless. When I give a lecture, I often change my intonation according to the content of the textbook, the students' reality and even my own physical condition.
Adjust the speed of speech
The change of speech speed also affects students' interest. Sometimes I speak slowly to attract students' attention to what I say, and sometimes I speak a series of parallel sentences quickly, which also attracts students' attention. The text of "Humble Room Inscription" can be read for 12 seconds on the premise of fast and uninterrupted, and it can be read for 92 seconds on the premise of slow and continuous, with a difference of 8 times, but the two have different functions in stimulating students' interest. In fact, both students and teachers like to listen to the cadence of others, and they like to listen to the sparse and dense pronunciation of others.
4. Emotional people
Changes in volume, intonation and speed of speech can all affect people's interest, but these are the shapes of sound, not the god of sound, and the changes in the god of sound are more appealing to people. What is the god of sound? Is the feeling of talking. For example: "Be kind to others." This sentence can be expressed by dozens of different feelings, such as emotion, enthusiasm, indifference, like and dislike. Different feelings will produce different effects. I often ask myself to read the same article with different feelings. After comparison, I choose feelings that are in line with the actual situation of the article to infect students and stimulate their interest.
Enter the role
In a word, people with different identities, occupations, educational levels and personality qualities will be very different. When I was reading texts and extracurricular books, I tried to get myself into the role, which naturally stimulated students' interest in listening.
Speaking is also an art and a science. Anyone can talk, but it's not easy to say yes. It is agreed that others are happy and they are happy, but it is hard to say that others are unhappy and they are uncomfortable. If you want to speak well, you have to study the volume, tone, speed and mood, and enter the right role, so as to stimulate students' interest.