Suhomlinski pointed out: "All intellectual work depends on interest." Junior high school students have a strong thirst for knowledge and exploration spirit. With the growth of age, their independent consciousness and logical thinking ability are increasingly enhanced, and their thinking is active, sensitive and imaginative. Therefore, junior high school is an excellent opportunity to cultivate literary ability. In order to succeed in Chinese teaching, the first part must realize the transformation from "I want to learn" to "I want to learn", that is, guide students to learn actively. The specific strategies are as follows.
1. Use the media to stimulate power.
A good beginning is half the battle. In Chinese classroom teaching, we should enliven students' emotions, create a pleasant atmosphere, and let students devote themselves to Chinese learning. Teachers should first grasp the lead-in link and firmly attract students from the beginning. There are various ways to import, such as story import, poetry import, situation import and so on. Teachers should choose the starting point of introduction, make full use of multimedia materials, increase teaching interest, deepen students' memory of specific knowledge, and stimulate students' desire to explore problems and enthusiasm for active participation. Only when students fall in love with this will they actively engage in learning, thus improving the efficiency of Chinese classroom teaching. For example, in the introduction and reading of the famous "Water Margin", a "Good Han Song" was first played, and the cheerful and passionate rhythm quickly aroused the enthusiasm of the students for discussion, and then the question was immediately thrown out: What kind of person do you think is a hero? Which hero in Water Margin do you like best? So as to "naturally" enter the new curriculum teaching.
2. Create a situation to enhance interest.
There is an old saying: "If you are not strong, you are not wise." People with lofty ideals have feelings. As students, they have no feelings or a weak thirst for knowledge, so it is very difficult to master a certain knowledge. For teachers, only by loving students and having sincere feelings can they use situational teaching. Chinese textbooks composed of various articles are an emotional warehouse. Therefore, Chinese class must adopt interactive situational teaching, with "feelings of articles" as the keynote and "feelings of teachers" as the inducement of "feelings of students". For example, when teaching the chameleon, The Merchant of Venice, The Emperor's New Clothes and The Moon. I ask students to adapt the text into a textbook play, play different roles and create vivid and interesting scenes. When teaching the article "Chameleon", my classmates and I performed this article in different roles. Ralph, played by Xiao Gan, swaggered ahead in a brand-new military coat, followed by the "patrolman" with a sieve played by Tai. Suddenly, a person's scream broke out in the crowd, and then everyone saw "khryukin" holding a bloody finger. "What the hell happened here?" -The vivid performance of "Ralph" who put on airs attracted the students to laugh and applaud warmly. The performance of the textbook drama only took the whole class 15 minutes, which left a deep impression on the whole class. Students are always in an exciting and interesting state of mind, and the whole teaching process has really become a process in which teachers and students participate together. In particular, the performance of the chameleon "Ralph" exposed students to visualization, which not only deepened students' understanding of the textbook, but also mobilized students' enthusiasm for learning, stimulated their interest and formed a good cognition in the comments on the characters. "The article is not heartless, every word comes from the heart." The content of the article provides favorable conditions for situational teaching. Teachers should have situational awareness and change "this situation" of the text into "I love my scene" to stimulate interest. Students are immersed in it, feel the content of the text, taste the joy of learning success, and get comprehensive and harmonious development.
Second, from "I want to learn" to "I will learn"
If students want to learn, they should change "I want to learn" into "I can learn". "It is better to teach people to fish than to teach them to fish", as Mr. Tao Xingzhi said: "A good teacher is not teaching, not teaching students, but teaching students to learn." Therefore, in this link, Chinese teachers should guide students to correctly understand literary works through effective teaching methods.
1. Bridge, master the method.
William james, a famous psychologist, said: "Sow an action and reap a habit;" Sow a habit and reap a character; Sow a character and reap a destiny. "That is to say, habit determines a person's fate. Mr. Ye Shengtao, a famous educator in China, said: "What is education? In a word, it is necessary to form good study habits. "In Chinese learning, it is very important to cultivate preview habits. In the first Chinese class of freshmen, I no longer talk about the purpose and significance of learning Chinese, and I no longer make hard rules and requirements. Instead, we should find positive and negative typical examples from listening, speaking, reading and writing to carry out free dialogue between teachers and students. We talked about the consequences of punctuation errors, jokes caused by typos, and misunderstandings caused by graffiti. At the same time, it also introduces the basic method of drawing a tick in a circle, and how to make a simple comment on this article by reading it yourself when you get a strange text. I showed the copybook of Wang Xizhi, a great calligrapher, and told the story of this "book saint" who practiced hard. He also talked about the viewpoints of "words are like people" and "writing is like people", and told the story of "singing a word and breaking a few whiskers". I tell my students that there have been many poets, writers, diplomats and thinkers all over the world. Most of them were born in remote areas. Now, as long as we lay a good foundation and study hard, there will be writers, poets and journalists among us in a few years ... I know that students will have a feeling of inheriting and carrying forward China's cultural traditions and learning Chinese well. A seed planted in a student's heart will sprout, grow leaves, blossom and bear fruit as long as it is cultivated in time. In the next class, every time I encounter a brand-new style, such as expository writing, argumentative writing, novels and other topics, I will first briefly talk about the basic methods of reading such articles, and then let students try to analyze and understand them in the text with these skills. Students have mastered certain methods while learning the text, cultivated their reading ability purposefully and consciously, and greatly improved their extracurricular reading ability.
2. Connect and compare, and learn to migrate.
Connecting comparative art was inspired by me in an open class. After all, the articles learned by students are limited, and teachers can't cover everything, but sometimes they can transfer from a study work to other related literary works as a resource to connect with comparative art, so that students can learn to move and expand and improve their Chinese level. For example, when learning the Zhuge Liang model, in order to let students have a deeper understanding of its value and Zhuge Liang's political views, we can link it with some poems. For example, get through to Lu You's "Anger": "The real name of entry, who is better in a thousand years." It can be seen that this model not only has political value, but also has literary value. At the same time, you can also get through to the book Shu Xiang written by Du Fu, a great poet in the Tang Dynasty: "Look at the world diligently and offer the heart of a child to two generations. But before he conquered, he died, and since then the heroes have been crying on their coats. " From the poet's memory and reverence for Zhu Gekongming, we can see the regret of the hero's unrequited love, and thus more deeply appreciate his sincerity in assisting the two dynasties. Furthermore, the model can be linked with the novel Romance of the Three Kingdoms by Luo Guanzhong in the Ming Dynasty, so that students can deeply feel that Zhu Gekongming has become the embodiment of wisdom in people's minds. After such expansion and migration, students' memory is enhanced when learning the article "The Model", which is no longer limited to understanding the content of the article, and they have a deeper understanding of Zhuge Liang's heart of boxing.
Third, from "I will listen" to "I will speak"
Real Chinese reading and appreciation is a psychological process with different opinions and great personality. There are 1000 hamlets for every 1000 readers. Therefore, the new Chinese curriculum standard clearly points out: "Reading is students' personalized behavior. Teachers' analysis should not replace students' reading practice, but should cherish students' unique feelings, experiences and understanding. "This gives Chinese teachers a brand-new orientation, that is, fully trust students' ability, fully tap students' potential, let students learn independently, and let them express their true reading feelings and experiences. This requires Chinese teachers to guide students to express their feelings about literary works, which is the third part of Chinese learning-"I want to say".
1. Evaluate and encourage students to dare to speak.
Classroom evaluation is an indispensable part of classroom Chinese appreciation teaching and should be paid full attention to. Teachers' praise or criticism, affirmation or negation of students' "I want to say" in class has a powerful guiding and inspiring role. The difference of feeling and understanding ability makes students feel different about literary works. Therefore, there is no unified "standard answer" to the feeling and understanding of literary works, and teachers should give priority to encouraging evaluation of students. As Mark Twain said, "I can be happy for two months with just one compliment."
In Chinese teaching, teachers should encourage students to develop "free" association with the articles they have learned, and confidently express their "independent feelings" and "unique opinions" about the characters and even opinions in the articles. Encouraging evaluation is conducive to students' successful experience in the classroom, stimulating students' internal needs and motivation, and gaining enterprising strength, that is, the courage to say. For example, when studying this book with Zhu Xue, a student said, "I think the word' fine' in the sentence' swim fish and fine stones' is wrong, but it should be' play'." It should be said that the student's reading has reached the stage of inquiry reading, and he found the problem. I lost no time to enlighten and induce them, so that the students could read and compare Fish and Fine Stones and Fish and Playing with Stones together, and then discuss collectively, and finally form two opinions: some students think that the water written here is clear, and the word "fine" should be used to highlight the clear characteristics, while others agree to use "play". I agree with both views, especially praising the students who asked questions. Since then, there have been more "different" voices in the class and the atmosphere of discussion has become stronger.
2. Set a topic skillfully and let the students talk about it.
"Lovers talk more than half a sentence." A good topic is to "throw" the opportunity for students to speak, and also open the students' chatterboxes and make them feel that they have something to say. In classroom teaching activities, choosing the right topic is the key to stimulate students to speak. If we choose a topic close to students' life and design different levels of activities according to their different characteristics and hobbies, we can let students play their strengths in flexible and diverse activities. Teachers should first be familiar with students, understand their thoughts and ideas, and choose materials and topics according to the actual life of students, so that students feel that they have something to say, and they can't help saying it in Kan Kan. For example, in a topic composition training, I put forward "pursuit" as the topic of composition training, hoping that students can be specific. Some students put forward to concretize their pursuit into running water, because they have been pursuing their dreams all their lives. Many students agree with this idea, but then some students put forward different views: although running water is an endless pursuit, it is deteriorating and losing itself, so it is not a lofty goal and ideal, but a helpless surrender to reality. As a result, the classroom and outside are full of speculative atmosphere, which enlivens the classroom atmosphere and develops students' thinking.