First, do a good job of pre-class guidance
First of all, indicate the goal, explain the learning content of this lesson and the problems to be solved, such as cognitive, emotional and ability goals. Secondly, write on the blackboard, analyze the questions and guide the students into the state. Third, arrange preview tasks and increase self-study links. (1) Use reference books to remove word barriers; (2) Reading the text with emotion and perceiving the main content of the text as a whole; (3) Write down the difficult problems found in the preview process, so as to ask questions in class. In this process, students do it themselves, think positively, find problems actively and try to solve them, which stimulates students' enthusiasm for learning and changes from "asking me to learn" to "I want to learn". Before class, you can also use stories, questions, experiments and other methods to import. Good lead-in before class can create various interests and stimulate students' enthusiasm for exploration. In this way, there will be strong cohesion, attraction and appeal in teaching, and it will also stimulate students' initiative and creativity. Let students "want to know" and "be happy to know" and devote themselves to Chinese class. As people say, the beginning of a class is like the prologue of a play, because the lead-in before class is to improve students' psychological preparation, and it also clarifies the purpose of this class, and also provides a learning foundation for students to learn new content, which stimulates students' interest in learning Chinese and makes them want to learn. This will get twice the result with half the effort.
Second, the establishment of a harmonious relationship between teachers and students
Years of teaching practice have made me deeply feel that the whole mystery of teachers' skills lies in how to love students. Teachers should manage a learning atmosphere full of "love" inside and outside the classroom, give consideration, care and help to students from all angles, treat each student sincerely with an equal attitude, communicate with students in a democratic, equal and pleasant way, let students realize the care and love of teachers, and truly form a friend-like and harmonious teacher-student relationship.
As junior high school students, compared with primary school students, they have their own independent thoughts and more complicated psychological activities. They are eager for communication and attention. But compared with primary school students, they know how to hide this inner desire and let it be closed. After a long time, they will send out a kind of loss, which is manifested as boredom with learning. As a teacher, we should take the initiative to approach students, get to know them, and make ourselves a trustworthy friend of students. "Kiss your teacher and trust his way." Students often like the subjects they teach by loving their teachers. The distance between teachers and students is closer, and the feelings are harmonious. Students will have an exciting spirit, a desire to learn Chinese well, a more conscious and active learning, and a stronger interest.
Third, link Chinese classroom with life.
1, Chinese should be linked to life as much as possible.
A prominent feature of Chinese course is the China life. However, in the actual Chinese teaching, there is little contact with life. Suhomlinski once said that a very important reason for students' low interest in learning and lack of motivation is that what they learn is only a reserve of dead knowledge. A good student only extracts what is stored in his memory when the teacher asks questions. Besides, knowledge has little to do with life. In the teaching process, students often ask the teacher what is the use of learning these things, but often the teacher's simple explanation can't convince the students. Only by combining the phenomena in daily life with the learning content in teaching can students realize that life is full of Chinese.
2. Reasonably grasp the difficulty of knowledge.
In teaching, because students are not interested in learning, many teachers want to arouse students' interest by reducing the difficulty of knowledge content or telling students that learning is actually very simple through other channels. But this approach has little effect. In addition to this hint will mislead students to a certain extent, since learning is very simple, it is not too late to wait until time is needed. In addition, there is a very important reason, that is, students lack a sense of accomplishment after overcoming difficulties when dealing with problems. This can be explained by the phenomenon that students are more willing to do math problems than Chinese. Therefore, when preparing lessons, teachers should consider students' ways to overcome learning difficulties in detail. In any case, they cannot avoid these difficulties and solve them instead of students. Let students gain the mystery of learning and the sense of accomplishment of overcoming difficulties in the process of inquiry. This is different from the idea of hierarchical teaching that people emphasize at present. It is not until the teacher asks questions that students know what questions to answer, which is very unfavorable to students' thinking and fails to achieve the original intention of hierarchical teaching. The feasible and effective method is to design some difficult problems according to your own understanding and let different students answer them. For example, in poetry appreciation, some students can see the literal meaning of the poem, some students can understand the poet's feelings contained in the poem, and some students can understand the historical content and artistic expression techniques adopted in the poem. In this way, students can speak freely and complement each other. Everyone has something to say, but there is always something left unsaid. I may not have answered completely, but I have made some achievements, and my interest in learning will be stronger.
Fourth, to improve students' interest in learning Chinese, we should pay attention to encouraging students in time.
In the class I teach, there is a girl who belongs to the middle and lower reaches and is not interested in learning Chinese. However, this female classmate has one characteristic, that is, she dares to express her true thoughts and opinions in her usual essays, so I encourage and praise her in her essay book, which aroused her great interest in essay writing and expected my comments in the essay book every week. Over time, she became very interested in doing homework, and then extended her interest to Chinese learning. At the end of the semester, she stood out and her grades improved greatly.
In short, in Chinese teaching, we should pay attention to stimulating students' interest in learning Chinese, which not only reflects the quality of our teachers, but also affects students' mastery of knowledge and the formation of skills. This requires teachers to be good at exploring and studying teaching materials in the teaching process, so as to sum up better and more practical new teaching methods, so that students can fully understand, experience and acquire new knowledge, thus stimulating students' interest in learning Chinese and improving the effect of Chinese classroom teaching.