(1) Mother tongue is exciting. The new curriculum standard clearly stipulates that it is necessary to "cultivate students' feelings of loving the language and writing of the motherland", which is often ignored by our middle school Chinese teachers. Because they think that middle school students are already "big children", they don't need to be emotionally infiltrated with their love for their mother tongue like teaching primary school students. In fact, this is a very wrong view. As Chinese teachers, we often have a headache for students' mistakes in dictation and composition, and the problem of distinguishing mistakes in college entrance examination is often a low-scoring problem. So in daily teaching, I attach great importance to the cultivation of students' ability to perceive words. Every day, I will use morning reading, afternoon reading or a few minutes before class to ask my classmates to engage in word grasping activities, or to have a contest on the ability of chewing words to correct mistakes, or to have an idiom story contest and make a "beautiful speech" for a few minutes. These activities don't take much time every day, but because of persistence, the effect is particularly remarkable. First of all, it makes students interested in the words that make them have a headache, and they have a passion to get to the bottom of it. So the most direct effect is that the typo rate is greatly reduced. Every exam, the students in our class always have obvious advantages on this topic. Secondly, students have a strong interest in the ancient culture of China. Judging from the words they know, they obviously feel the greatness and magic of our ancestors' word-making, and they have a sense of worship for Chinese characters, which indirectly helps them understand classical Chinese. Thirdly, students' desire and ability to express themselves have been greatly improved, which is completely consistent with the spirit of our new curriculum standards. Therefore, using mother tongue to stimulate interest can help students understand the subtleties of Chinese characters in a deeper level, so as to love China language and splendid culture more and be more interested in learning and using it.
(2) Charm arouses interest. It is mentioned in the new curriculum standard that "teachers should strive to meet the needs of curriculum reform, keep learning, update their concepts, enrich their knowledge and improve their own quality". Teachers' charm refers to teachers' own personality charm and academic charm, which is easily overlooked by Chinese teachers in middle schools. There is a common situation among students: whoever likes a teacher will naturally like the courses he or she teaches, so students' interest in learning depends on the impression left by the teacher to some extent. Lv Shuxiang, a famous linguist, once said, "We should have fun in doing things. If you are unhappy, you will teach there with a sad face and study there with a sad face. The effect will never be good. " Indeed, a good Chinese teacher, with good handwriting, fluent Mandarin, a happy smile and a refined manner, can deeply attract middle school students who already have their own aesthetic concepts, and will subtly make students have a sense of admiration for the teacher. When they worship, they will try their best to learn and imitate. Over time, students' interest in learning Chinese will arise. This is the effect of the so-called "close to his teacher and believe in his way". Only when Chinese teachers always pay attention to their own character cultivation can they have a kind of personality charm, which is the most direct motivation for students to have interest in Chinese learning. Therefore, I have always believed that the role of teachers is very crucial for cultivating students' interest in learning.
Chinese teachers should not only have noble personality charm, but also have profound knowledge and superb teaching art in order to truly become "role models" and "idols" in students' minds. The new curriculum standard puts forward: "Teachers should study hard, carefully study textbooks, strengthen guidance and guidance to students in the cooperative interaction of equal dialogue with students, and realize teaching and learning from each other. China's textbooks cover politics, history, philosophy and classics, mathematics, physics and biochemistry, which are all-inclusive and colorful. " Therefore, Chinese teachers are required to have comprehensive abilities and qualities. Chinese teachers must read widely, learn extensively about astronomy, history, geography, ancient and modern Chinese and foreign knowledge, learn from the strengths of various schools, use them for our own use, and form their own teaching style. Flexible and diverse teaching forms and vivid and humorous language enable students to acquire knowledge in a relaxed and pleasant atmosphere, and students will naturally become interested in learning Chinese. On the other hand, the knowledge is too narrow and the teaching form is monotonous, which can not stimulate students' interest in learning and runs counter to the requirements of the new curriculum standard. For example, some teachers verbally emphasize to students to strengthen accumulation all day, but they can't recite a few poems themselves. Can this convince the students? On the contrary, a teacher who has a good command of ancient poetry and prose has set a best example for his students. If teachers don't have enough "memory", they can't make the class lively, win the students' goodwill and stimulate their interest. And these things are not innate, it needs continuous efforts the day after tomorrow. There are always some Chinese teachers who like to complain that Chinese is difficult to teach, but they never review themselves. Why are their students not interested in Chinese? What is not done well enough? How to improve yourself while asking students to do this and that? Imagine how a Chinese teacher who lives in complaints all day can teach positive students. I once made a survey in my class: What kind of Chinese teacher do you like best? Most students think that a Chinese teacher should have the following qualities: humor, profound knowledge, strong literary temperament, understanding and flexible teaching methods. This survey can further show that the charm of teachers plays an irreplaceable role in stimulating students' interest in learning.
(3) The words are exciting. Interest in the subject content itself plays a particularly important role in teaching activities. If a student is interested in the subject itself, he will master this knowledge deeply and with great interest. Otherwise, students may just master what they have learned in a formal and reluctant way. Under the new curriculum standards, teachers should not only educate students to study hard to complete their tasks, but also further cultivate their love for this subject. For example, a middle school student finds Chinese difficult to learn, but he still insists on learning. If he is not interested in the language itself just because he realizes the importance of learning it. At this time, he mainly relies on his own will to complete the task of learning. However, not everyone in modern middle schools can learn like this, so it is very important to use the text to attract their interest. The textbook is a carefully arranged model essay, with lyrical, narrative, argumentative and explanatory contents. In the teaching process, according to the characteristics of teaching materials, I mainly stimulate students' interest from the following points:
(1) A well-designed lead is half the battle. The emotions generated in one's heart have touched the hearts of others and produced the same or similar feelings. This is an emotional song. In Chinese classroom teaching, in order to enliven students' emotions, create a pleasant atmosphere, and let students devote themselves to Chinese learning, teachers should first grasp the link of importing texts and firmly attract students from the beginning. Choose the starting point of introducing language, make full use of the background information of the article, the people and things with educational significance in social life, the thoughts and wisdom of predecessors such as classic works, beautiful poems, aphorisms, classic songs and so on. , will increase the interest of teaching, enhance students' memory of specific knowledge, stimulate students' desire to explore problems, and stimulate students' impulse to try themselves. Let classroom teaching attract students like a magnet. For example, when studying the article "Sun Yat-sen" (excerpt), I compared the old concept of "Every man for himself, and the devil takes the hindmost" in China's feudal era with the universal love of "the world is for the public", and infected students with my reverence for Dr. Sun Yat-sen, thus producing the text. After stimulating students' love for Dr. Sun Yat-sen, the enthusiasm and benefits of learning articles will naturally be much higher. For another example, in Waiting for the End, I designed the protagonist in this way: love is an eternal melody, and many touching love stories have washed people's hearts from ancient times to the present: butterfly lovers's become a butterfly Qi Fei, Jiao Zhongqing's duet with Liu Lanzhi, and romeo's magnificent double suicide with Juliet are all beautiful movements. Today, we will enjoy an ordinary, warm and touching modern love story "Waiting for the End". The introduction of teachers is mainly to use the familiar materials of students, so that they can naturally make new contacts and comparisons, stimulate interest and guide them into a positive aesthetic state.
(2) In the classroom, use various means to effectively mobilize students' learning psychological factors, psychologically stimulate students and stimulate their interest in learning. In the teaching process, teachers can use questions, teaching AIDS, pictures, projections, music, performances, games, multimedia and other means to create situations related to the classroom teaching content according to the actual needs of the teaching content, and pay equal attention to knowledge, emotion and meaning when setting the situations, so as to reproduce the classroom teaching content to a certain extent, effectively mobilize students' psychological factors, stimulate students' interest in psychological learning and improve efficiency.
Chinese reading materials often use beautiful language to express things. Multimedia makes real sounds and vivid pictures coexist, makes abstract figures, numbers and boring words become pleasing and changeable pictures, can show the essential characteristics and internal relations of things and phenomena, vividly and intuitively reproduce teaching information to students' senses, and students can easily feel the beauty of language and words. Classroom teaching can not only be vivid, vivid, intuitive and infectious, but also conform to the cognitive characteristics of middle school students, and it is easy to produce emotional shock. But also can stimulate students to acquire knowledge actively, so that each student's subjective initiative can be fully exerted. With the rapid development of multimedia technology, Chinese reading teaching has taken off and achieved a qualitative leap, which has a positive role in promoting the reform of Chinese teaching in middle schools.
In the teaching process, Chinese teachers can make use of students' curiosity and thirst for knowledge, and make similar associations or doubts through points related to the text, which can effectively stimulate students' imagination and interest in exploring questions. Ask the students where their home is. Are the concepts of home and residence the same? How do you feel about home? Through these questions, students' interest and enthusiasm in learning and exploring Bing Xin's Where is My Home come out. In classroom teaching, playing the music "I want to have a home" can effectively stimulate students' psychology and further deepen their emotions. In the specific classroom teaching operation, the author thinks that teachers must fully respect the students' expression results, and can't use "standard answers" to bind students' thinking, encourage students to express their unique opinions and implement equal dialogue. Teachers should be good at making use of the situation, seize the fleeting inspiration of students, strike while the iron is hot, and collide with one spark after another in the dialogue between teachers and students and between students. For example, when I was teaching China, I told my students my feelings about reading, and his deeds inspired me in five aspects. I asked the students if they could get more benefits than the teachers after reading this article. After the students became interested, they spoke enthusiastically. At first, some students couldn't agree with others at once. I didn't give them positive comments first, but encouraged them to find corresponding descriptions or comments from the article to support their own statements. As a result, the laughter in the classroom stopped, the students went deep into the article to read and meditate, and then the time was ripe. I ask students to cooperate in exploration. After discussion, the students are good at telling some benefits of reading, and the answers are as many as 10: some say that where there is a will, there is a way, and people must have ambition; Some people say that it is not enough to have ambition, but also to persevere; Some say that we should not bow our heads in the face of difficulties and setbacks; Some say that diligence can make up for it, and you should be diligent in reading and doing things; Some say to be modest; Others say that there is no end to learning, and it is never too old to learn; Some say it is patriotic; Some people say that success requires opportunities and bole; Some say that talent is measured by ability rather than education; Some people say that success requires a certain degree of talent. I affirmed their views one by one.
(3) Create situations to stimulate aesthetic feeling. Educational practice has proved that in classroom teaching, teachers and students are not only simple knowledge transfer, but also accompanied by spiritual contact and emotional exchange. Therefore, in Chinese teaching, teachers should create a good learning atmosphere and optimize the classroom teaching situation. As we all know, literature reflects life with images, giving people the feeling of being there, experiencing events and seeing people. The literary works selected into the textbook mainly include novels, essays, poems, plays and other forms. In teaching, teachers should capture the bright spots of literary works, and then indulge in rendering with rich emotional accumulation and knowledge, thus creating an infectious situation for the classroom, arousing students' intuitive aesthetic feeling, shocking students' hearts and being infected by beauty, thus causing strong aesthetic shock and making students fall in love with Chinese from the heart. For example, in Shang Bingxin's prose "Xiaxia", I used the media to show the appropriate and harmonious color beauty, and combined with elegant music with harmonious melody, created a beautiful situation, so that students can really walk into the work, appreciate the artistic realm full of philosophical implications created by the author, and get aesthetic pleasure in understanding things.
(IV) Stimulating Practical Interest The new curriculum standard emphasizes that "teachers should flexibly use various teaching strategies, organize and guide students to learn to learn in practice" and "broaden students' learning space, increase practical opportunities, and cultivate innovative spirit and practical ability". Chinese teaching should be brave enough to go out of the classroom and into the vast nature. The new curriculum standard mentions that "teachers should guide students to actively participate in practical activities and understand nature ..." As Chinese teachers, we should always lead students to participate in practice, enrich their personal experiences and increase their perceptual knowledge. A survey shows that our students' living conditions are better today, but their physical quality has declined; Intelligence has improved and moral character has declined. Why is this happening? There are many reasons, but I think it is very important that students be divorced from nature. Students are like caged birds. They have never seen mountains, rivers, sky or even land. How can students who grow up in such an environment have rich imagination and heartfelt care for nature? The great educator Suhomlinski once said, "When children step into school,
Don't put their thoughts in the frame of blackboards and literacy textbooks, and don't let the four walls of the classroom isolate them from the colorful world, because the clouds and rains in the world contain inexhaustible sources of thinking and creation. "It is not difficult to see that in order for students to restore their existing vitality and creativity, we must completely break this cage-like education method and let students feel, understand and sublimate freely in nature and life. Maybe this is the way to really inspire students.
Because our school is located in the suburbs, most of the students are rural students, and the Chinese foundation is generally poor, and there is not much accumulation. Therefore, some teachers think it is difficult for rural students to make a difference in Chinese because of basic reasons. In fact, this is a completely wrong view. Although we are not very good in some aspects, we have a unique condition that students can really get close to nature. As middle school students, they have thought about life to some extent. Teachers can make full use of various opportunities to guide students out of the classroom, feel the greatness and harmony of nature carefully, and cultivate students' spirit of hard struggle. I often lead students into rural life. Through observation and conversation with nature, middle school students get endless writing inspiration in their works. More importantly, students truly appreciate the strong will of all things in nature. They learn what books can't teach them. Here, the strong life of the grass, the feelings of the stalwart trees, the freedom that the birds strive for, and the fighting that the eagles strive for … all these make students deeply shocked by life. From things to people, simple farmers let students deeply understand the hardships and strength of "facing the loess and facing the sky". Although some students live in the countryside, they have never experienced rural life and gone deep into their inner world.
These activities undoubtedly make students full of respect for life. Let them have great interest in Chinese in the process of thinking. Followed by the improvement of students' reading and writing level, students have a deep headache for Chinese, and they really love Chinese. Literary societies spontaneously organized by students have sprung up like mushrooms after rain. In the past, these institutions needed teachers to repeatedly emphasize that students should be treated as tasks. Now, students' initiative makes various organizations carry out colorful activities, such as some students' poetry creation or reading activities, activities of traveling in the sea of books, activities of understanding life and so on. Undoubtedly, it is highly consistent with the spirit of the new curriculum.
In short, under the new curriculum standards, there are many ways to stimulate students' interest in learning. The author only talks about some experiences based on his own teaching practice. Under the upsurge of new curriculum standards, how to further cultivate middle school students' interest in learning Chinese requires Chinese teachers to explore constantly.