First, make Chinese classroom humorous.
In a survey on the qualities of the most popular teachers, we summarized the qualities of 12 good teachers, one of which is humor. Students' reason is that humor can bring happiness, make the classroom not monotonous and the classroom atmosphere not dull. British scholar Bowman once pointed out in an article: "The ideal teacher should reach the artistic teaching level and be good at using humor to stimulate students' interest and make them learn better. "Humor is a skill, and not everyone is born with it. So since we are not born, it means that we can cultivate ourselves. I think we can cultivate and improve our sense of humor from the following aspects:
First of all, point out the shortcomings and advantages of students tactfully and quickly in class, and affirm and deny them with a smile. Humor is not glib, nor is it sarcasm or satire. Only when people are treated equally, calm, intelligent and thorough will they be humorous.
Secondly, humor is a manifestation of wisdom and must be based on rich knowledge.
Thirdly, if you want to learn humor, you must first learn to be generous, not haggle over every ounce, and keep an optimistic attitude. Only with an open mind can students be open-minded and feel all kinds of fun and happiness in class.
Humor is a lubricant to adjust the relationship between teachers and students and a good way to adjust the classroom atmosphere. It can promote students' understanding and make them feel happy while understanding knowledge.
Qian Menglong, a special teacher, once went to other places to do a demonstration class. At first, the classroom atmosphere was serious and tense. After Mr. Qian stepped onto the platform, he smiled and said, "I'll ask you to guess a riddle." Although you have made a fortune, you want to become a talent every night. " When this word came out, it was like a stone thrown into a calm lake. It arouses students' curiosity and desire to explore, enlivens the classroom atmosphere and shortens the distance between teachers and students. The students are thinking positively. After a while, a classmate raised his hand and answered, "Qian Menglong." The whole class responded with warm applause. The students approached Mr. Qian at once. Students suddenly feel that this is a humorous teacher, and it must be a pleasure to learn from such a teacher. The effect of such a funny conversation can be imagined. Before the class started, the students were already excited and eager to try. Laughter fills the status gap between teachers and students, and humorous communication is like a bridge to communicate teachers and students' thoughts and feelings, which makes teachers and students form a harmonious atmosphere of equal personality, empathy and common pursuit.
Second, make the communication language vivid.
Chinese teaching is humanistic, the teaching content is vivid and affectionate, and it is necessary to "write" when learning. If teachers' language has no "emotion" in the classroom, they can't share the same sorrow, joy and sympathy with it, so the classroom will be dull and tasteless, and students can't reach the teaching goal in perception and understanding. Therefore, experienced teachers will stimulate students' enthusiasm through their own classroom teaching language, arouse students' emotional and ideological excitement and create a good classroom atmosphere.
Teachers use infectious language to create an immersive atmosphere for students and strike a chord with each student. Such a language can move people's hearts because it contains a passion, a deep voice, an expression of emotion and soul. It can often attract students and achieve excellent teaching results. However, it is worth noting that passion does not mean melodramatic. Only the teacher's truly emotional words can ignite the fire in students' hearts, otherwise it will be counterproductive.
When teaching the Battle of the Great River, while reading the Torrential Current, the soldiers' assault boats cut the waves and flew to drifting treetops, destroyed houses and crumbling telephone poles. In Anzhaoyuan, they rescued the kindergarten teacher Zhou who was trapped by the flood for three days and three nights. In Weizhou Bay, they gave hope to Jison, who had waited for nearly nine hours to climb the treetop. ..... Where there is flood, there are flags flying; Where there is danger, there is a flashing military emblem. People in the flood saw the red five-star and camouflage clothes, as if they had seen their savior. "Teachers fully put their emotions into the text and read the strong fighting spirit of PLA soldiers in extensive reading. It left a deep shock to the hearts of students; Deeply moved by the lofty and great flood fighting spirit of the uncle of the People's Liberation Army.
In order to help students understand the meaning of "love", the lyrics of the popular song "The most romantic thing" are quoted in the teaching of Qingpingle village residence: "The most romantic thing I can think of is to grow old with you. Collect dribs and drabs of smiles along the way, and then sit in a rocking chair and shake them slowly ... "Because students are familiar with this lyric, the teacher's explanation can touch students' heartstrings, open up channels for emotional expression in ancient and modern times, and broaden students' thinking space. It is a language with a strong sense of the times and in line with the teaching situation.
In classroom questioning, we must pay attention to improving the sense of hierarchy and effectiveness of teaching language, try to correct too many ways of cutting in from the front, and ask "yes" and "no" in the same way. If so, it will inevitably lead students to answer "yes", "right" or "no" and "wrong" in unison.
Third, let the suspense of instructional design "hang up"
When the storyteller is telling a story, whenever the story reaches the climax of tension or the critical moment of tension and conflict, he suddenly says, "I want to know what will happen next time, and listen to the next decomposition" to arouse people's appetite and attract you to continue listening. Listening to books is like this, and so is teaching. Suspense is a magical "door" from the unknown to the known. When the door was suddenly opened, the suspense was gone. So everything is light; However, when the "door" was not opened, there was chaos and speculation, and everyone was eager to know the answer. So if we want to surprise everyone and create a climax, we'd better close the door gently before announcing the "result". If we can find such a door in classroom teaching, we can stimulate students' curiosity and desire to explore, actively participate in learning and thinking activities, and guide students into a learning process from "don't ask" to "want to ask", from "want to ask" to "dare to ask" and from "love to ask". The teaching effect inspired by such a class must be very wonderful.
A good suspense can not only attract students' attention, but also turn unintentional attention into intentional attention, improve students' interest in learning and enhance their enthusiasm for analyzing problems. Over time, the accumulation of "suspense" can also improve students' ability to analyze and solve problems. Timely and appropriate suspense setting is the key to "suspension" and "effectiveness"
First of all, setting suspense at the beginning of a new lesson can stimulate students' desire and pursuit, stimulate students' desire for knowledge, thus attracting students' attention and stimulating their enthusiasm for attending classes. In the process of teaching new lessons, ask questions to students in time, add some mystery to the content, keep students' interest, actively think and answer questions raised by teachers and classmates, and get the satisfaction of learning. In the summary of the class, if you set a little suspense, you can paint a magical color for the content of the next class and promote students' thinking and learning. Some students will also open their textbooks and seek answers. It can be said that this is also a positive preview, and it can even stimulate students to get out of textbooks and expand their knowledge.
Secondly, suspense is not a difficult problem without an answer. Suspense setting should be difficult, appropriate and related to students' learning practice, so as to keep the blood fresh and curious, and to be active in thinking. The setting of suspense must be combined with students' emotions. When students are full of emotions, the setting of suspense can achieve twice the result with half the effort.
Therefore, setting appropriate suspense can not only attract students' attention, but also eliminate the fatigue caused by passive thinking, so that students can learn independently and actively integrate into the dynamic classroom.
In "Borrowing Arrows from Grass Boat", Zhou Yu said: "Yes, sir, as I think, what the army lacks now is arrows, and I want to ask Mr. Wang to be responsible for building 100 thousand." The teacher seized the words "same" and "scrambling" and set the first riddle "Why did Zhou Yu know perfectly well past ask? Why do you want Zhuge Liang to make a hundred thousand arrows that determine success or failure? " When students are studying the third paragraph of Zhou Yu's activities, they can't help but suddenly realize that Zhou Yu was deliberately framed. Then he scrambled to "I have to tell the generals not to prepare materials for him to make arrows." Set the second riddle, "So can Zhuge Liang finish it in three days?" When the students learned the fourth paragraph, when Zhuge Liang borrowed a boat from Lu Su, the teacher set a third riddle, "Since it is an arrow, what's the use of borrowing a boat?" The students went on reading with great interest and wanted to find the answer. When it comes to borrowing arrows from grass boats, students know the true face of Lushan Mountain. Finally, the teacher caught the word "clever calculation" and set the last riddle "Where is God? Where is the beauty? " In class, students enjoy learning and solving puzzles in the maze. Another example is the ending of The Little Match Girl, which discusses "Why does the little girl freeze to death in the street when the New Year comes?" The students concluded that the tragic fate of the little girl was caused by the capitalist exploitation system. The teacher struck while the iron was hot. "What would this little girl look like if she lived in our socialist China?" Although the text is over, this suspense cannot calm their hearts for a long time. Students naturally begin to compare, contact and understand the differences between the two social systems.
Fourth, let students learn through cooperation.
Chinese curriculum standard: students are the main body of learning and development. Chinese classroom must pay attention to students' individual differences and different learning needs according to their physical and mental development and the characteristics of Chinese learning. Cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. Chinese learning is an important way to cultivate students' initiative to explore, unite and cooperate, and be brave in innovation, which should be actively promoted.
"Group cooperative learning" is an effective way to give full play to students' main role in classroom teaching, and it is also an important way to guide students to learn actively at present. Using group cooperative learning in class can improve the frequency and efficiency of students' learning, communication and expression in unit time, realize complementary advantages, and is conducive to the cultivation of inquiry consciousness and cooperative spirit, as well as the development of students' oral communication and problem-solving ability. But we must also consider the following questions:
One is how to make students cooperate and carry out meaningful cooperation, and how teachers teach students the basic methods of cooperative learning. For example, the distribution of roles, reasonable division of labor according to personal personality and expertise, to create equal opportunities for all students to participate.
The second is whether this kind of study is needed in every class. Is the student's group study a formality, or just a formality? Teachers should pay attention to creating a free learning atmosphere and control the discussion, such as whether someone makes personal attacks during the discussion, whether someone monopolizes the right to speak and someone doesn't say a word, and whether someone whispers. Teachers should "observe words and observe colors" in their inspection and participation, and make timely adjustments.
Whether the teacher's teaching design is appropriate, is it a show or a teaching need? This requires not only the recognition of teachers, but also the recognition of courses and students. Only in this way can students really devote themselves to research and discussion. In short, it depends on whether it is time to carry out group study. The mastery of this time depends on the actual operation of teachers' teaching, and the artistry of teaching is shown here. Teaching should reach the point where students can't stop. Most students speak enthusiastically, and children want to express their thoughts and feelings. This is a good opportunity to discuss in groups. Only when students have gone through the process of independent thinking and have the need for communication can cooperative learning be valuable and effective.
Fifth, let students "struggle" in their studies.
"Chinese Curriculum Standards" specifically points out: "Students' personalized behavior should not replace students' reading practice with teachers' analysis. "There are many expressions with the word" self ":"have one's own experience "and" present one's own experience ". In classroom teaching, I let students think whatever they want, and say whatever they say without interference from other people's thinking, instead of echoing others' ideas, so as to fully mobilize students' enthusiasm, initiative and creativity, let students show their individuality, be original and gradually cultivate students' habit of asking, analyzing and solving problems.
In Chinese teaching, compared with the study of text content, students are not interested in the practice of each unit, so the enthusiasm of classroom participation is naturally not high, and the effectiveness of learning is reduced. Seeing this situation, I set all the exercises as competition units, and let the students compete in groups. This move immediately received a warm response from the students. The drooping hands struggle to lift, and the children's eyes have beautiful colors. Even students who seldom speak in class actively participate in classroom activities. "Congratulations, you got it right!" Students in the same group will follow "yeah!" "Sorry, wrong answer!" After saying his word, the students in other groups looked at you with eager eyes, as if they had a once-in-a-lifetime opportunity to let him answer this question. The classroom atmosphere heats up rapidly, students fully participate, teachers guide in time, and knowledge is unconsciously integrated in learning and competition. Compared with the simple "full house irrigation", did it take a lot of effort?
Appropriate introduction of competition mechanism in the classroom can stimulate students' interest in learning in the competition, and also cultivate students' spirit of unity and cooperation. It can stimulate students' interest in learning and improve classroom teaching effect.
After learning "Battle of the Great River", in order to make students understand the text more thoroughly, before class is over, a class is set aside separately for a "performance competition" among groups. Announce the competition methods before the competition: ① Take the natural group as a team; 2 self-editing, self-directing and self-acting; ③ You can add reasonable imagination; ④ The time is within 10 minute; (5) student awards, awarded the winning prize. As a result, the whole class took part in their own performances, and even the most inarticulate students got roles such as "soldier A" and "soldier B". They can adapt all the text parts into scripts and perform them with great investment. To our special surprise, a group of players made their own complete props: uncle PLA's military uniform and sandbags for fighting floods. Judging from the great enthusiasm of students, the competition among groups has stimulated their inner potential, which is another condition for students' creativity. At the same time, in the process of group division and rehearsal, the students not only realized the strength and courage of the PLA uncle, but also realized the fun of cooperation and the strength of unity. Conditional can also be promoted between classes, grades, and even schools, in order to explore students' inner quality to the greatest extent on the premise of learning knowledge well.
In short, to establish a happy classroom atmosphere, we must actively create conditions, give full play to the leading role of teachers, rationally arrange teaching contents, cultivate students' interest in learning, stimulate students' strong thirst for knowledge, let students actively explore, discover and solve problems, and become "independent and active thinkers", so as to enjoy the fun of learning, reap the joy of success, and let innovation accompany children to grow up happily.
To sum up, a good and positive classroom atmosphere can make students learn more effectively, not only acquire knowledge, but also make students' passive learning a kind of mental relaxation. As for the creation of classroom atmosphere, there are many methods, such as: environmental rendering, physical suggestion, simulating situational method, etc ... But no matter what method, it is teachers' pursuit and innovation of teaching methods. On the basis of respecting the characteristics of classroom teaching atmosphere, we should seek differences, innovate, change and be unique, so as to make our Chinese teaching art more perfect and attract our students to swim happily in the ocean of knowledge! The subtitle of The Great Teaching Theory written by the educator Comenius is "The Universal Art of Teaching Everything to All". Students need a relaxed, positive, cheerful and democratic classroom atmosphere to acquire knowledge easily in class. Only in this class can students dare to speak and be willing to express their views and opinions. Only in this way can our Chinese class be happy!
Suqian Luo Xu Central School is a solid school.
References:
1. Yang Jiujun and Yao co-authored A Special Study on Chinese in Primary Schools (Suzhou University Press, 200 1 Edition, p. 165).
2. China Primary School Chinese Teaching Forum (No.4, 2003, 18)
3. Comenius' Theory of Great Teaching' (People's Education Press, 1980, p. 158)
4. Wang Biao's Chinese Teaching: Ontology and Method (Zhejiang Social Sciences 1999 1 Edition, p. 99).
5. Hu Dongfang's The Value of Education in Life (Guangxi Normal University, September 2003, p. 1 18)
6. Chinese Curriculum Standards (Jiangsu Education Press, 2005).
Chinese teaching under the new curriculum standard should highlight students' wisdom, take the opportunity of accumulating ideas, mobilize all teaching means, and realize the goal of new curriculum reform in many ways. Stimulation of happy emotions is an important guarantee for effective teaching. Therefore, it is necessary to create a truly colorful and interesting Chinese teaching, so that students can become discoverers, researchers and explorers of learning.
First, respect individuality and publicize the banner of humanity.
"Chinese Curriculum Standards" points out: "Cherish students' unique feelings, experiences and understanding, and let students deepen their understanding and experience in active thinking and emotional activities. "The new Chinese teaching must publicize the people-oriented banner, give full play to the basic role of promoting students' comprehensive and harmonious personality development, and improve their comprehensive Chinese literacy and humanistic literacy.
When teaching the lesson 10 in volume 16, the students all admired the eloquence of the hero. The teacher should seize their learning excitement and skillfully ask, "Do you want to be a smart diplomat like Stefanie?" The students are eager to try. "Well, now let's travel through time and space to Chu. I am an arrogant and unreasonable king of Yue, and you are small diplomats sent by Qi. Excuse me, is nobody here? Send you brats to visit Chu? " The class suddenly became active: some students learned the appearance of the banquet and bowed their heads and said, "King Chu, you don't know that we are in Qi, adults visit big countries and children visit small countries. You see, I was sent here. " Some students said, "We, the King of Qi, have heard that the King of Chu likes children best. It is said that the king of Chu has something to say to the child, so I sent him. " Another student said: "In Qi State, adults are responsible for making suggestions, so we are fully qualified to give us children the rough work of running errands." ……
Returning the class to the students, how wonderful and personalized the answer is. Students are full of interest and free to release their humanity, spirituality and understanding, thus giving birth to a happy mood.
Second, emphasize sentiment and experience the fun of learning.
"Chinese Curriculum Standards" suggests: "We should give full play to the special functions of Chinese language and literature, such as integrity, flexibility, visualization and strong sense of language. It is necessary to change the disadvantages of dismembering language, mechanical training and rote learning, and pay attention to edification and feelings according to the age characteristics of students. Let students experience the fun of learning in reading, feeling, appreciating and admiring, and turn passive learning of Chinese into independent and happy enjoyment of Chinese. "
In the teaching of "Guilin Landscape" in Book 1 1 of People's Education Edition, in order to let students appreciate the beauty of Lijiang River, let them watch the multimedia courseware first, then close their eyes and daydream about the image described in the article, connecting the colors, shapes and modality of mountains and water into an active scene. Put a movie in your mind, swim in the beautiful scenery in an imaginary boat, and fully appreciate the novel realm of "the boat is in the blue waves and the people are in the picture world". When reading aloud, students are required to enter the state in an emotional way, find out the sound point of their feelings with the author, and properly express the meaning of the quiet, clear and green water of Lijiang River through their own vigorous reading. Students realize that they must re-read "truth" and lengthen "quiet", "clear" and "green" voices in order to express their feelings. It is this reading and understanding that makes students realize the skills of reading aloud, the ability to analyze words and sentences, and the level of choosing words and making sentences.
Guide students to understand the meaning expressed in the language, the feelings between the lines, the philosophy in reading, learning methods and writing methods, so that students can gradually learn to read, achieve the purpose of "learning" and "being good at learning", thus triggering a happy mood.
Third, optimize the evaluation and create a harmonious atmosphere.
Rogers, an American psychologist, said: "Only in an intimate, harmonious and harmonious atmosphere can students have a sense of security in their studies and exert their greatest potential." Proper use of evaluation methods in teaching can stimulate students' interest in learning and create a relaxed and harmonious learning atmosphere, which will play a positive role in improving classroom teaching efficiency and students' Chinese literacy.
In classroom teaching, if teachers have diverse, flexible, vivid and rich comments, students can be as energetic as the spring breeze. After reading the text, the teacher commented on the students like this: "What a good reading!" "Everyone admires you for reading well!" "The teacher was moved by your reading!" "The teacher thinks you can be an announcer when you grow up!" "How well you read this sentence! Please read it again and listen carefully! " ..... such a vivid, friendly and clear language, how can students not be deeply infected after listening to it? How can there be no motivation? In teaching, the teacher's evaluation is organically combined with the teaching content, and the room for manoeuvre of the language can go beyond the simple comment category and tend to be more vivid and rich. Teachers also need to use body language properly. A hopeful look, an approving nod, an encouraging smile, a pat on the shoulder, and even a kind silence all convey a kind of care and respect.
The ancients said, "Those who touch people's hearts should not be sentimental first." Educational evaluation is not superficial, understated, beat-beat, and formula-memorizing, but an activity of mutual affinity, which comes from the heart of generation. It creates a harmonious atmosphere for students to enjoy a happy mood.
Mr. Gao Wantong, a famous special-grade teacher, once said: "If there is a secret to learning Chinese well, it is' like Chinese'; If there is a secret to speaking Chinese well, it is' let students like Chinese'. " Teachers can turn learning into fun, the teaching effect will be greatly improved, and at the same time, they can give children a truly happy childhood. Chinese teaching under the new curriculum standard should put forward and implement life education more, so that students can have free air, spiritual impact, growth experience and exploration pursuit. Carry out happiness to the end and let students "enjoy" Chinese learning forever.
References:
1, Chinese curriculum standard for full-time compulsory education (experimental draft), Beijing Normal University Press, July 2006, 5438+0.
2. Teaching Method of Chinese in Primary Schools, People's Education Publishing House, Chinese Room in Primary Schools,1995,65438+February edition.
3. Freedom of Learning, published by American psychologist Rogers in 1969.