The famous educator Suhomlinski once said: "Learning interest is an important driving force for learning activities." Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Interest is the internal driving force of knowledge, which can make students full of enthusiasm for learning, promote students to actively explore, observe keenly, enrich their imagination, think deeply, exercise their will, concentrate on acquiring knowledge and creatively complete their learning tasks. Modern information technology stimulates students' cerebral cortex, increases hormone secretion, excites the central nervous system, and concentrates students' attention, thus improving their interest in learning.
For example, Watching the Tide is reading the text by yourself. The content of the text is easy to understand and the level is clear. This is a good reading textbook. In teaching, I don't explain reading skills in a boring way, but use the "Qiantang River Tide" to stimulate students' language expression with real images, thus achieving the teaching purpose. After the students read the text for the first time, I let them watch the video of Qiantang River Tide, let them feel the surging scene of Qiantang River Tide and let them feel the ability of language expression in detail. Then let the students be small tour guides and explain Qiantang River Tide. The students all have the desire to express themselves, scrambling to be small tour guides. With perceptual knowledge and vivid pictures as hints, students can master the language more accurately. They can read the momentum when the tide comes and feel the grandeur when the tide comes. In this class, students learn actively and happily in a relaxed classroom atmosphere and master certain reading skills. Another example is Three Gorges. Because students have little life experience and lack perceptual knowledge of the Three Gorges, it is difficult to arouse students' understanding and interest in the Three Gorges and participate in the study of the text. So I use multimedia to play the beautiful scenery of the Three Gorges with sweet music, create an atmosphere and mobilize students' visual and auditory aesthetic synaesthesia. In such a special atmosphere, students are full of thoughts, naturally enter the wonderful natural realm, have an urgent desire to read the text, actively participate in the learning process, and receive good teaching results.
In Chinese teaching, the proper use of modern information technology can not only successfully break through the difficulties in learning, but also make students feel the desire to explore and be infected emotionally, so as to concentrate freely, actively participate in learning and experience the fun of learning.
Second, using information technology, let students explore independently, participate deeply and experience the happiness of success.
Suhomlinski said: "In the depths of human soul, there is always an inherent need to regard yourself as a discoverer, researcher and explorer." In Chinese classroom teaching, autonomous learning is not "full authority" delegated, but teachers "stand by". It is the concrete practice of this model that students are assigned learning tasks by using the network environment, and students constantly overcome difficulties to complete tasks through online inquiry and human-computer interaction. There is a huge amount of information in the network environment, and teachers and students have equal information opportunities. More often, students may know more information than teachers. Teachers can make full use of network technology to carry out teaching, break through the shackles of textbooks, expand a broad learning space in front of students, show the thinking process, provide rich emotional representations, stimulate and induce students' thinking, build a bridge to logical thinking for students, and stimulate students to actively explore, thus improving students' learning efficiency.
For example, in the class of teaching the ancient poem "Looking at the Sea", I adopted the autonomous inquiry learning mode under the network environment, allowing students to explore independently with their own problems through hands-on operation and necessary information technology, and give full play to their initiative. First of all, I designed an information base that is beneficial to students' knowledge acquisition and application. Information related to ancient poetry, such as author, background, self-study, poetry, appreciation, etc. , in the form of pictures, words, audio and video, and allows students to select, absorb and process the information provided by the computer according to their own cognitive level through programs, so that students can truly and correctly learn and understand ancient poetry in the process of autonomous learning. Secondly, we should guide students to discuss and communicate and promote understanding. Teachers should use multimedia teaching methods to teach students how to understand ancient poetry and cultivate the spirit of cooperation. For example, students can understand the meaning of the topic by choosing the solution first and prepare for understanding the content of ancient poetry. Then, arrange enough time for students to learn by themselves and give them the opportunity to learn by themselves since the enlightenment. With the help of the information provided, students think seriously, ask questions, discuss, communicate and comment in groups. Students take the initiative to learn, while imperceptibly cultivating students' autonomous learning ability. When the whole class communicates, make full use of multimedia courseware to let students feel the text in the situation provided by the computer. Because of the characteristics of ancient Chinese, there will inevitably be difficulties. Therefore, in the teaching of ancient Chinese, it is necessary to reflect the students' dominant position and give full play to the leading role of teachers, and the main points still need to be carefully taught by teachers.
For example, when the whole class exchanges the sentence "Is there frost already?" In Li Bai's Thoughts on a Quiet Night, students questioned: "How can a poet regard moonlight as frost?" At this time, I use multimedia to show Frost's pictures, and let the students know Frost through explanation. Then I immediately asked the students to close their eyes and imagine a bright moon hanging in the air and silver moonlight shining on the ground on a late autumn night. The students realized that the poet left home, saw the bright moon, saw the scenery and thought of his hometown under the moon on a quiet night. From raising his head to lowering his head, he touched his homesickness and fell into deep thinking. Then, recite ancient poems and have an emotional experience. The new curriculum standard points out: "Students should fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be influenced by emotions in reading." Because the network is involved in the teaching of ancient poetry, it stimulates students' various senses in a lively form, induces students' reading emotions and cultivates good aesthetic taste. So I ask students to read, experience and taste again and again. Show multimedia courseware, let students enjoy two pieces of music, relieve study fatigue and cultivate students' sentiment. Then let the students choose a suitable piece of music to set the music for this poem and read it aloud, giving them the opportunity to choose independently. Students are influenced by emotions in reading and have their own unique emotional experience. Finally, expand channels and enrich accumulation. On the basis of reading ancient poems, students perceive and feel the beauty of ancient poems, the profound artistic conception and the author's thoughts and feelings. On this basis, I designed a link to appreciate ancient poetry. For example, after studying Silent Night Thinking, with the help of the browsing function of the computer, we can guide and expand the reading of Li Bai's works, such as Gulangyu Journey, Looking at Lushan Waterfall, and Homesickness Poems, such as "Thinking of Shandong Brothers on Vacation in the Mountain", "Feeling at Jianglou" and "Boarding in Guazhou". Finally, after-school extension is triggered, so that students can participate in selective, open, hierarchical, practical and innovative Chinese extracurricular activities. Students can draw, sing, recite and write ... they can collect Li Bai's poems or homesick poems and choose one they like to memorize. In this way, students can finish it on their own initiative, and students unconsciously realize the accumulation of ancient poems, enrich their knowledge and improve their ability.
Through the creation of this network and students' autonomous learning under the guidance of teachers, students can make clear their learning goals at all stages of the learning process and realize them step by step and integrally through their own efforts. Successful feedback information gives students full confidence and sense of accomplishment. It is very beneficial to the formation of students' cognitive structure and the construction of the meaning of what they have learned at present. It can be seen that the application of modern information technology not only solves the difficulties in the text, but also fully mobilizes students' learning enthusiasm and initiative, stimulates the spirit of independent inquiry, and makes students experience the joy of success.
Bruner believes: "Knowledge acquisition is an active process, and learners should not be passive recipients of information, but active participants in the process of knowledge acquisition." Therefore, classroom teaching should highlight students' dominant position, and teachers should give students time and space to attend classes and choose novel and unique teaching methods. In Chinese classroom teaching, the application of modern information technology can not only stimulate students' interest in learning, but also cultivate their minds, which is helpful to create a good learning environment for students, guide students to participate in Chinese learning activities with the sense of being masters, and truly become the masters of learning. Practice shows that the use of modern information technology is a powerful measure to stimulate students' learning interests and hobbies, improve teaching efficiency, and is more conducive to comprehensively improving students' Chinese quality. If Chinese classroom teaching is a blooming bud, then multimedia teaching is a green leaf on the icing on the cake. The two complement each other and merge with each other, creating a pleasant and interesting situation for students, so that they can experience the fun of learning and the happiness of success.