First, be a passionate teacher.
In the monotonous and hard work year after year, many teachers will have job burnout and even have no enthusiasm for their work. Once there is no passion and no motivation, there is no creation. Xue Ruiping, an education expert, said, "Now I understand that passion and love are not enough for education. However, I cherish passion. Because, without this pure and silly passion, teachers can't concentrate on training and inject rational and artistic elements into their own educational and teaching behavior. In my eyes, there are only two kinds of teachers: one is that when it comes to education, his eyes are bright and his mind is hot; The other is beyond this. I think there are many factors that make a teacher, but' glow' and' fever' are absolutely the most important and basic. " Xue Ruiping's "fever" and "glow" should refer to his love for education, students, Chinese language and writing, and Chinese teaching. Only in this way can we be a passionate Chinese teacher and make the classroom full of passion. I believe that only when teachers have passionate feelings about education, ambition to realize self-worth, strong will to face difficulties despite difficulties, and optimistic and enterprising attitude towards life, will they have a sense of happiness, and this happiness will be passed on to the children under the podium, so that they can benefit for life.
Famous special-grade teachers Qian Menglong, Wei Shusheng and Zhao Qianxiang all have a touching story about their persistent pursuit of getting on the podium. It is with their enthusiasm for Chinese education that they have made extraordinary achievements in Chinese education and teaching. Stendhal once said: "In passion, the flame of the soul has enough power to melt all kinds of materials that create genius in one furnace." Makarenko said, "A teacher must never be expressionless. A person who is not good at expression can't be a teacher. " Chinese teaching, intellectual development and emotional cultivation are the main goals of Chinese teaching. The study of emotion in Chinese teaching plays a vital role in achieving Chinese teaching objectives and improving Chinese teaching quality. Because, under the control of passion, students can often find great potential and get unexpected development, which makes Chinese classroom teaching a great success.
Second, ignite students' passion with passionate language.
"What you say must be done". Language is the most favorable medium for expressing emotions. Oral communication is the main form of classroom teaching. In class, Mr. Han Jun always begins with a cadence and profound recitation, conveying his understanding of poetry and burning passion to students, so that they can walk into the text in a clear, cadence and lyrical tone, join in the text, love and hate with the author, laugh and cry together. Therefore, in his recitation, the students felt the kindness and simplicity of Dayanhe, felt his love for suckling children, and heard the poet's heartfelt call for love for wet nurses-his recitation ignited the passion of students and teachers, and the emotions of teachers and students fluctuated completely with his slow, urgent, high and low tone, completely immersed in the joys and sorrows of the protagonist. It is through this highly personalized recitation that Han Jun cultivated students' sentiment and stimulated their aesthetic taste. This is the unique charm of Han Jun's Chinese teaching. His success tells us that as a Chinese teacher, we should be good at igniting students' passion through passionate language. Because this can not only show the charm of teachers' own teaching, but also guide students into the text, learn to learn and learn to live.
Third, use flexible teaching methods to make the fire of passion burn more and more brightly.
Chinese learning is diverse. A single teaching method often limits students' creative thinking and easily leads to students' boredom. Flexible teaching methods, like kaleidoscope, can fascinate students, satisfy students' curiosity, stimulate students' interest in learning, and make students' passion burn more and more vigorously.
Teaching has the law, but teaching cannot. Although there is no fixed method in Chinese teaching, we must pay attention to teaching methods. Choosing appropriate teaching methods is an important aspect for teachers to prepare lessons. In each class, teachers should combine the text with the students' reality, choose targeted teaching methods, and be flexible, so that students can feel the learning pleasure brought by innovation in the creative teaching process. Mr. Lv Shuxiang once said, "A teacher who truly masters a teaching method will improvise. His class is full of energy. ..... If a teaching method is a key, then there is a master key on top of various teaching methods. Its name is' live'. " Indeed, when adopting any form of teaching methods, we must not forget the word "live". Therefore, teachers should adopt different teaching methods according to different articles, such as reading, discussion, debate and speech. Of course, teachers can also use multimedia, with colorful pictures, emotional music and vivid and diverse practice methods, to turn abstraction into images and complexity into simplicity, to stimulate students' interest in learning and mobilize their emotional input, so that students can feel the artistic beauty of articles more deeply, induce students' rich imagination, satisfy students' curiosity and always have a strong interest in learning Chinese.
(Author: Caocun High School, Fuping County, Shaanxi Province)
Ignite students' interest in learning Chinese.
Author: Tingpang Primary School
Interest in learning is the internal motivation to promote students to study hard, which can arouse students' great enthusiasm and achieve good learning results. Cultivating students' interest in learning Chinese is the key to learning Chinese well. So how to cultivate students' interest in learning Chinese? The first is to attract interest by need, so that students can understand why "I want to learn" and how to make interest come from students' "I want to learn". Secondly, tell stories, make up children's songs, play games and hold competitions to stimulate interest. Thirdly, establish a harmonious relationship between teachers and students, fully tap the emotional factors contained in Chinese textbooks, and increase interest with emotion. Finally, thinking is fun, and intellectual activity itself is used to stimulate students' interest in learning.
Keywords: learning interest training methods
In the new curriculum reform, I think the cultivation of non-intellectual factors is of great help to students' learning enthusiasm. Whether cooperative learning, inquiry learning or autonomous learning, students should be encouraged to learn actively. To make students study happily, we must stimulate their interest in learning. Learning interest is the preference for learning content and learning activities, and it is the internal motivation to promote students to study hard. It can make students have great enthusiasm and achieve good learning results. A successful Chinese teacher should consciously cultivate students' lasting interest in Chinese in teaching, so as to keep them in a better learning state and make them happy to learn Chinese, be good at learning, know how to learn and forget themselves in learning. In this regard, through more than ten years of Chinese teaching career, I realized that we can cultivate students' interest in learning Chinese from the following points:
First, attract interest.
Interest in learning is based on learning needs. Learning demand refers to the response of society and education to the demands in students' minds. Under the influence of society and education, students turn the requirements of society and education into their own requirements, that is, "I want to study".
(1) Let students understand why "I want to study".
Man is a socialized animal, and his survival and development cannot be separated from society. Therefore, people should actively adapt to society and be able to communicate well with most people in society and deal well with them. If a person can't get along well with others, he can't get what he wants at will, and he can't survive. In order to adapt to the society, we must learn, learn the skills of dealing with people and learn the means of making a living.
Bacon said: "Reading history makes people wise, reading poems makes people wise, calculus makes people precise, philosophy makes people deep, ethics makes people logic, and rhetoric makes people eloquent." Learning Chinese is a golden key for us to open these treasures of knowledge, an important way for us to improve our literary quality, shape our character and realize our soul, and also for our better survival and happy life.
(B) How to make fun of students' "I want to learn"
First of all, we should untie the shackles of students, let them truly become the masters of learning, and let them have their own reasonable requirements to meet their own internal needs. Psychologists believe that when something arouses students' strong interest in learning and can immediately create such a situation that can satisfy students' interest, students' learning process will be full of passion and enthusiasm. Yes, how can you feel boring when you are engaged in your favorite learning style? Students are not bound, and the reality meets their needs. Can the class be inactive?
Therefore, in classroom learning, I often encourage students to have their own favorite learning methods or effective learning methods, so that they can take the initiative and operate happily; In achieving the goal, let them work out the goal that they can achieve according to their current level, so that they can have a successful experience and form a good learning mood; In the activities of ability training, I often create different levels of training programs to reflect the selectivity of courses and adapt to or meet the needs of students at different levels. On the basis of satisfying their reasonable needs as much as possible, guided by teachers' values, let them truly become their own masters and masters of learning, so as to build freely and develop happily!
Second, stimulate interest with interest
From the psychological point of view, interest is a positive cognitive tendency of people to objective things, and it is a complex personality quality, which promotes people to explore new knowledge and develop new abilities. Teaching interest is an important factor to stimulate students' enthusiasm and interest in learning. However, interest is not spontaneous, and it depends on teachers' intentional stimulation to stimulate students' interest in learning and help students form learning motivation, so as to actively participate in the teaching process. Pupils are lively and active, like to play, have weak intention memory, are easily attracted by new things, are used to games, like all kinds of vivid and interesting images and touching stories. Therefore, Chinese teaching must get rid of the boring language knowledge explanation and rote learning mode. Whether in the process of inputting new language materials or in the process of practicing and using language materials, teachers should attract children to learn and use Chinese consciously or unconsciously by organizing lively classroom activities suitable for children's age and psychological and physiological characteristics, such as games, learning to sing, drawing, telling stories and performing, so as to prevent them from feeling the pressure and burden of learning as much as possible and let them complete their tasks in relaxed and happy activities.
(1) Tell stories and compose children's songs.
1, tell a story
Children are naturally fond of listening to and telling stories. Stories are easy to attract students' attention. Infiltrating the teaching content into the story can stimulate students' interest in actively exploring knowledge. For example, in pinyin teaching, in order to let students master their own spelling rules, I made up a story: three children, Xiao I, Xiao U and Xiao U, went out to play, but they were too young to know the way. At this time, two big bosses came, big Y and big W. Big Y said to little I, "I am big Y, you are little I, come with me!" " "They formed the" easy ". Big W said to small U: "I am big W, you are small U, just come with me!" " "They formed the wu. Nobody brought Xiaoyu. She cried. Big y said, "don't cry, don't cry, I'll take you there, but you have to dry your tears first." Little ü quickly erases two points and forms "yu" with big Y, so that students can easily remember these abstract and boring pinyin knowledge in the story and cultivate their interest in learning pinyin. While I make up my own stories, I also guide students to expand their imagination and integrate the learning content into the stories. Although the story made up by students is a little simple, it is full of childlike interest. At the same time, it also cultivates students' imagination and language expression ability, and stimulates students' interest in learning Chinese.
Step 2 make up children's songs
Children's songs are a musical form that is easy to learn and remember, especially for junior students. So I use a lot of nursery rhymes in pinyin teaching and literacy teaching. Such as "Xiao ü meets jqx, wiping tears and laughing." "When you are thirsty, you should drink water. "Thirst" means three drops of water. You should use your mouth when you drink water. "Drink" is next to the word. " Wait a minute. Through nursery rhymes, students not only remember new words, but also create a rhythmic classroom rhythm, making the classroom more interesting.
(2) Play games and combine learning with playing.
We know that junior high school students' intentional attention time is short, and unintentional attention is dominant. According to this feature, if we want to keep students' interest in learning Chinese in the whole activity, we can't just do it in a single form, otherwise the interest spark that has just been ignited will be extinguished. Guiding students to change their forms and constantly satisfying their curiosity are important measures to promote students' learning. . We must study the psychological characteristics of students, so as to combine learning with playing, realize learning in playing, realize learning in playing, and combine learning with playing. When preparing lessons and giving lectures, we should explore the playfulness in teaching materials, consider the playfulness when designing teaching plans, and find the correct combination of games and teaching content to play games, so that students can really "move" and learn, think and innovate while playing. Through the development of games, we can arouse students' enthusiasm for learning and stimulate their interest in learning Chinese.
For example, in the teaching of "sticky nose", I created a game link: the teacher first put a picture of "baby face without nose" in the middle of the blackboard and invited students to participate in the activity. The students are very interested. When other students were playing games, the audience below was very excited and showed him the way. After writing through games, we have the experience of practical activities, which reduces the difficulty of writing and improves students' interest in writing. In this way, while imparting knowledge, the classroom teaching atmosphere is pushed to a climax.
Of course, the reason why interspersed games can arouse students' enthusiasm in class is because the game itself is interesting and exciting, attracting the enthusiasm of all students like a magnetic block. But the game must be knowledgeable, and the content of the game should reflect the close connection with the old and new knowledge, not flashy.
(three) to carry out competitions and compete with each other.
Psychological research shows that competition can stimulate students' self-improvement, self-esteem and the internal driving force of competition. Properly carrying out learning competitions in the classroom can promote students' learning motivation to change from a potential state to a positive state. The ideal study is to walk on the road with hope, so that students are willing to make unremitting attempts and unremitting efforts because of their hope for the future.
Therefore, teachers should create conditions for students to participate in the competition. The selection of competition activities should be determined according to students' age, physiological characteristics, cognitive structure and personality characteristics of teaching materials, and should be appropriate, vivid, novel and interesting. For example: composition contest, reading contest, recitation contest, dictation contest and so on. Listening, speaking, reading, writing and practicing these lively and diverse fun competitions can not only urge students to put all their energy and wisdom into their studies, but also stimulate their internal drive and cultivate their positive spirit. And entertaining, let students use their brains, hands and mouths in a cheerful and intense atmosphere, promote their thinking with interest, and develop a variety of abilities. Really let students learn in competition and grow in learning.
For example, in order to let students lay a good foundation in Chinese from childhood, I pay special attention to the cultivation of students' literacy and writing ability. After each unit, I will hold a dictation contest for the students. All students who write correctly will climb the "ladder" in the classroom garden, summarize at the end of the term, and commend and reward them. Although it is a daily competition, students pay special attention to it, and their enthusiasm for participation is very high, and the effect is good. It can be seen that the contest is conducive to mobilizing students' enthusiasm for learning and stimulating students' interest in learning.
Third, increase interest with emotion.
Emotion has an infectious function, that is, one's emotion has the effect of influencing others' emotions, which is like the phenomenon of "induction" in physics. In addition, young students have a strong sense of learning from teachers, which determines that teachers' own emotions are a subtle and implicit education for students. As Suhomlinski said: "Teachers' indifference to textbooks will affect students' emotions, making the materials they tell seem to be separated from students." "Teachers who love their subjects are also full of feelings of loving knowledge, science and books."
Emotion also has the function of migration, that is, a person's feelings for others will migrate to objects related to others. The idiom "love me, love my dog" is a vivid and typical summary of this unique emotional phenomenon. Using this function correctly in teaching is conducive to cultivating students' positive attitude towards Chinese learning. "People are not vegetation, how can they be ruthless?" In teaching, teachers' love, understanding and respect for students are projected in students' hearts, which will cause students' corresponding emotional reflection, and then transfer their love for teachers to the classes taught by teachers. This is the expression of Xue Ji's "believing in his teacher and his way".
It can be seen that emotion can enhance students' interest in learning. So how to use emotion to increase interest?
(A) to establish a harmonious relationship between teachers and students, to stimulate and improve students' interest in learning.
Harmonious teacher-student relationship can produce emotional expectation effect, so that every student can feel the teacher's expectation and teacher's deep love for students, thus stimulating students' strong desire for knowledge. Every class, teachers should be full of enthusiasm, so that students can be inspired and inspired by the teacher's "spirit"; We should love and care for every student, respect every student, let every student feel that "the teacher is expecting me", advocate "smiling teaching", express our love for students with our own eyes and intonation, and create a relaxed and happy classroom atmosphere. No one will refuse a heart that cares for themselves, and students are no exception. When teachers treat students sincerely and take the initiative to care about their study and life, teachers can win the trust of students emotionally, arouse students' sense of closeness and dependence on teachers, and then stimulate students' desire and interest in learning, resulting in the learning effect of "loving their teachers, believing in their ways and learning their ways", and students are naturally willing to accept this teacher's class. In this way, the relationship between teachers and students will be very harmonious, teaching and learning will proceed smoothly in this pleasant and harmonious atmosphere, and students' interest in learning will continue to improve.
(B) fully tap the emotional factors contained in Chinese textbooks, with passion and interest.
It has been said before that a Chinese teacher should be as attractive and infectious as an actor. In my opinion, a Chinese teacher should be a director. With his thorough understanding of the script, his emotional language and his passionate actions, he brought the actors into the realm of expectation, and then excavated the connotation of the textbook and showed its characteristics.
When teaching the text "What do I want to see", I start with "emotion" and grasp the emotional clues of the article to organize teaching. On the one hand, teachers' emotional model is used to stimulate students' passion, on the other hand, students are guided to read aloud with emotion, which makes them fall in love. After reading, the students are still immersed in the situation of the text. After the teachers and students looked at each other for a moment, I asked them to talk about their feelings. They openly said that they were very excited inside. I then asked: What makes you so excited and moved? The students replied that it was these characters' deep attachment and strong love for the national flag that moved them. Let me ask you again, with what kind of mood I read this text. Is there any difference in the expression of my feelings? The students thought for a while and analyzed that my treatment of "I want to see it" was different, and each time I expressed it more strongly. I asked again: Why do you want to read this way, so as to guide students to learn the content of the text, mainly by reading aloud and tasting words and phrases, so that students and the author can feel emotions-emotions-passions together.
Therefore, we should make full use of Chinese texts to arouse students' emotion, passion and interest. Only in this way can our education have an effect on students, and students can develop morally, intellectually and physically in an all-round way.
Fourth, make fun of thinking.
Learning content can stimulate students' interest in learning, while students' intellectual activities themselves can stimulate students' stronger interest. In the process of guiding teaching, teachers should do everything possible to make students' brains turn and move, so that students can see, listen, read, write and think, absorb knowledge and nutrition, and acquire Chinese ability. How to make students actively participate in serious thinking, broaden their thinking and cultivate their interest?
Encourage questions
Confucius said long ago: "Learning without thinking is useless, and thinking without learning is dangerous." Thinking and asking questions are often linked. Asking questions is the result of thinking with the brain and the starting point of students' creation. Moreover, primary school students all have the same characteristics. They all like to ask questions and are curious about everything. Einstein said: "It is more important to ask a question than to solve it. Therefore, as a teacher in teaching, we should encourage children to ask more questions, so that children can dare to ask, be willing to ask and be good at asking questions. Encourage students to develop "problem consciousness" and "participation consciousness", let students know that many outstanding figures at all times and in all countries have knocked on the door of success by "whimsy" and "whimsy", and ask students to ask questions boldly. For example, in the lesson "Stubborn Little Red Army", most students suddenly said to "Chen Geng:' No, I was cheated! ""This sentence raises many questions: (1) Who cheated Chen Geng? (2) How did the Little Red Army "cheat" Chen Geng? (3) Why did the Little Red Army "cheat" Chen Geng? Grasping these students' doubts as the exploration point and taking "cheating" as the breakthrough point, we can guide students to explore the "cheating" of the knowledge of the Little Red Army and Chen Geng, and finally let them "cheat". Grasping "cheating" establishes the exploration point of this paper, and meets the psychological needs of students' reading expectation from the students' interest. The students' inquiry mood is high, which exercises their thinking ability, satisfies their thirst for knowledge and stimulates their interest in learning.
(b) clever questions:
The designers of questions in the teaching process have certain rules, and these questions are designed to train students' thinking systematically. Therefore, we should be careful in the design of problems. The design of problems should be hierarchical, one after another, and a set of problems should be connected in series. Grasp the students' hearts so nervously and urge them to enter the learning state at once. For example, in the teaching of "Fish Swim to Paper", * * involves three questions: How do fish swim to paper? (Because fish are very vivid. Why can deaf-mute young people draw fish vividly? Because he loves fish to the point of forgetting himself. Where can we see from the text that young people love fish to forget themselves? These three questions are closely linked, which inspires students to think positively and cultivate their interest in learning.
In fact, there are many ways to ignite students' interest and enthusiasm in learning Chinese. As long as we work hard, we can really make students master Chinese learning, regard learning as a way and way to get happiness, let us spontaneously and actively get a sense of satisfaction and accomplishment after learning, and fully achieve the purpose of "I want to learn, I want to learn, and I love learning", thus igniting students' interest in learning and letting them learn to learn.