How to make students like Chinese class? In order to better explain the problem, the author still starts with personal teaching experience. Personally, as a qualified Chinese teacher, when he first joined the work, he was seriously deficient in both professional foundation and teaching experience. Not only that, the school where I first worked was the lowest rural middle school. It can be said that the school has not carried out any real scientific research and teaching, let alone someone who leads and guides how to learn textbooks, how to study teaching methods and how to design teaching plans. At that time, I was a complete layman in Chinese teaching. My Chinese classroom teaching is completely "following my feelings". But it was under such circumstances that I obviously felt that the students at that time still liked my Chinese class. In retrospect, there is probably only one reason, that is, I really liked Chinese at that time. I taught Chinese in every class with full enthusiasm every day, taught my personality in every Chinese class, and released students' emotions.
I remember an education expert once said that two college graduates were assigned to teach in the same school, with the same academic background and similar working environment. Why is there a huge difference after a few years? The formation of this difference is not the difference of professional accomplishment and professional ability, but the difference of professional emotion. A person who loves the teaching profession and a person who doesn't love the teaching profession will inevitably have completely different results. Therefore, it is often said that the key to the difference in education is the difference in teachers. From this, I think a teacher who really likes and loves Chinese is likely to like Chinese, and his students will certainly like his Chinese class. So, now we ask students why they don't like Chinese classes. We might as well make a survey among teachers in China first. Now, how many Chinese teachers do we really love Chinese? In the case that most Chinese teachers only regard teaching Chinese as their livelihood and have no enthusiasm for their own Chinese teaching, how can we arouse students' enthusiasm for learning Chinese and let them enjoy our Chinese class? How can our Chinese class be full of enthusiasm and personality when most of our Chinese teachers are worried about scores all day? A Chinese class without passion and personality, how to stimulate students' passion and make them like our Chinese class?
Of course, from the perspective of a Chinese teacher, loving Chinese is undoubtedly the most important prerequisite for teaching Chinese well, but enthusiasm alone is not enough. There is also a very important condition for Chinese teachers to make students really like your Chinese class, that is, Chinese teachers should have their own "unique skills" that can attract students and make them feel the charm of Chinese teachers. Looking back on my first few years of Chinese teaching life, there is probably another important reason why students like my Chinese class, that is, three years of normal education has taught me a good hand. All my calligraphy and blackboard writing are carefully imitated by students as copybooks. I made a rough statistic. About 50-60% students in all my classes like to imitate my handwriting. Under my guidance, the students' handwriting is good in the end. It has been 20 years since students graduated, and the first sentence I met was "Thank you for teaching them good handwriting!" Of course, I have benefited a lot from this handwriting myself. I still remember a key turning point in my teaching career. It was my fourth year of teaching. On one occasion, the district teaching and research section came to our school for teaching guidance. When the teaching and research staff checked the composition correction in our class, they found that most of the students' compositions in our class were in the same font and beautifully written. From then on, I was discovered by the teaching and research staff, and under his careful care and guidance, I was constantly pushed to the stage of open classes in districts and cities. Lead me step by step from loving Chinese to thinking about Chinese, learning Chinese and exploring Chinese, and lead me to the road of Chinese teaching and research today.
As the old saying goes, "Learn from your teacher and believe in his way." Therefore, in order to make students love Chinese and enjoy Chinese classes, Chinese teachers must have something that students can get close to and admire. Chinese teachers should have language charm and personality charm to attract students. I think if we can do this, probably our students will never dislike Chinese classes again.
The third point I want to say is that since the implementation of the new curriculum reform, people have paid more attention to the instrumentality and humanity of Chinese and how to unify it, while paying little attention to another very important attribute of Chinese-practicality. In fact, the formation of students' Chinese ability and the improvement of Chinese literacy must be achieved through rich Chinese practice activities. Therefore, people of insight in the field of Chinese have long put forward the educational concept of "big Chinese", that is, Chinese courses must be taught in an open door, closely linked with social life, and constantly introduced into the source of social life, so that students can learn and use Chinese in social life, instead of "ignoring things outside the window" to lecture a few texts, speak some Chinese knowledge, do a lot of exercises to cope with exams, and train their skills and skills. Because of the practicality of Chinese, it is decided that the improvement of students' Chinese literacy depends more on students' rich Chinese practice activities than on the growth of Chinese knowledge and skills. However, it is a pity that such a new ideological and moral curriculum reform has not received enough attention since its implementation. Nowadays, with the intensification of exam-oriented education, our Chinese teaching seems to be getting farther and farther away from rich practice. Students learn those texts in Chinese class and then do seemingly endless exercises. Students learn Chinese without rich Chinese practical activities and rich social life experience. Naturally, it is no wonder that students can't learn Chinese well and don't like Chinese classes.
Another important reason why students don't like Chinese is that they are afraid of writing. Just like a popular phrase on the Internet: "I'm afraid of classical Chinese, I'm afraid of writing, and I'm afraid of Zhou Shuren", a blog post "Who's Disgraced in the Composition of Primary School Students in the Republic of China" was popular on the Internet in the previous stage. Shame who? The answer is self-evident. Read the composition written by primary school students in the Republic of China on the Internet. As Chinese teachers, we ask ourselves, do our students still have that kind of life practice and experience? Even if we do have that kind of life occasionally, do our students still have that kind of leisurely mood? Now our students have been in a hurry by all kinds of practical exams and have no time to take care of them. Composition is inseparable from life. Writing needs more leisure and elegance. How can a student who is submerged in the sea of questions all day, a student whose life has been squeezed without any taste and interest, and whose heart is like a desert, write a good composition? A student who can't write a composition well or even can't write a composition at all, his Chinese performance will not be much better anyway. How can a student who has never had successful experience in Chinese class like his Chinese class?
Of course, there may be many reasons why students don't like Chinese classes, but from the perspective of a front-line teacher, the most important thing is that a Chinese teacher should be like a Chinese teacher first, and a Chinese teacher should have the charm of Chinese. Secondly, Chinese teachers themselves should really like Chinese and teach Chinese with a passion for Chinese. Thirdly, our Chinese class must introduce Chinese into society, life and times, pay attention to the close relationship between Chinese and life, constantly expand students' life fields, broaden students' horizons, and let students improve their Chinese ability and Chinese literacy in rich practice.