On the Art of Introduction in Chinese Classroom Teaching _ Taking the Introduction in Chinese Classroom as an Example

Lead-in is the first link in Chinese class, which is very critical and should be paid attention to. A successful lead-in method can create a situation, create an atmosphere, mobilize emotions, stimulate interest, and enable students to give full play to their main role and actively participate in learning. It is helpful for students to better master basic knowledge and explore and learn new knowledge. There are many ways to design Chinese import. Combining with students' cognitive psychological characteristics, designing effective lead-in to stimulate students' interest in learning Chinese will make teaching more than half successful, and students will not feel bitter, but will get fun from it.

First, tell stories to stimulate interest.

Interest is always directly proportional to learning efficiency, and it is also the source of learning. Confucius said that knowing is not as good as being kind, and being kind is not as good as being happy. Only when there is "good" can there be "happiness", and it is possible to change from unintentional attention before (after) class to intentional attention in class because of the wonderful introduction of the teacher. The content of the story should be closely related to the theme, short and vivid, and easy to stimulate students' learning motivation. For example, in the lesson "Two Stories about New Stories from the World", I naturally told a story about an ancient clever boy: when Wang Rong was seven years old, he tried to swim with other children. Look at the roadside. There are branches everywhere in Li Shu. The children are fighting for it, but they are unwilling to move. People asked him and replied, "There are trees on the roadside, but there are many seeds, which will make plums bitter." Accept it and believe it. In addition, there are short stories that students are familiar with, such as "Wen Yanbo took a ball from a tree hole", "Sima Guang smashed a jar" and "Cao Chong called an elephant", which can also be told or performed by students, thus arousing their interest in learning. For example, when Yu Yi, a special-grade teacher, taught "Immortality of the People's Heroes", he said: "Every student has such a picture in his picture book-the Monument to the People's Heroes. What do you think of when you see this picture? On a sunny morning, I visited the Monument to the People's Heroes in Tiananmen Square. Ah! Towering into the sky, up to ten floors. Seeing it, the tall image of the martyr is in sight; Hard, granite and white marble are so majestic, symbolizing the iron will of revolutionary martyrs. Standing in front of the monument, recalling the hard years of the China revolution and seeing the happy life after liberation, I feel reverence. I deeply feel that we must inherit the legacy of the martyrs and March forward courageously in the new Long March. Now let's know and admire the Monument to the People's Heroes in the order of the author's activities and the orientation of the Monument, and receive the education of revolutionary tradition. "This introduction describes the towering and hard texture of the Monument to the People's Heroes, which allows students to have a general concept before learning the text. The language is very emotional, which makes it easy for students to follow the teacher's thinking and their emotions are easily stimulated.

Second, according to the teaching content, teachers assume the problem situation, guide students to speculate, and produce conflicts of views, which not only activates students' enthusiasm for thinking, but also enlivens the classroom atmosphere.

The process of learning knowledge is a process in which students learn, think, explore and innovate while obtaining information. How can you sing "one-man show" regardless of students' psychology? Moreover, in the teaching of this drama, students are actors, not audiences. How to teach the actors to perform this drama well is the responsibility of our teacher "director", and the key of actors' acting is their heartfelt love of singing, which requires our teachers to consider how to mobilize students' psychological enthusiasm when designing teaching methods. Starting from the fact that long-term exam-oriented education and cultural classes crowd out music and art classes and suppress students' feelings, the author first guides students to carry out activities closely related to the content of the text. After consulting the students, the author copied the lyrics of Mother to the students and played the song before class. Yan Weiwen's affectionate and beautiful singing deeply touched the students and inspired their feelings for their mother. Next, combining the composition class with oral communication, we held an oral performance of "Tell me about my mother". In order to dispel the students' embarrassing scenes, the author and the smart card in the class took the lead in giving a speech on "Motherly love is boundless", and two other students performed a textbook drama on "Mother is the best teacher for children". Since then, the students' emotions are hard to suppress, and they have told their mothers' love for them, and some students even burst into tears. In this passionate teaching scene, we began to learn the text "My Mom" and the extracurricular reading "Ugly Mom", and formed two groups of activities for men and women, which were carried out enthusiastically and orderly. Students are active, active, happy, enthusiastic and multi-angle in and out of class to study and study such articles and talk about the true feelings of "I didn't know maternal love before". In the practice of the later composition "What did I do for my mother on March 8th", I received very good results. Many parents call or come to school to communicate with me in person, saying that their children have grown up and matured during this time.

It can be seen that in the design of the above teaching methods, students' learning enthusiasm has been fully mobilized, and they have become the masters of learning, and teachers are only the guides and participants of their activities. Such an active and emotional classroom, such a competitive classroom with singing, acting, asking and answering questions, which student is unwilling to participate and whose soul is untouched? Teaching and educating people, everything is subtle

Third, the famous poems, with feelings into the heart.

As the saying goes, "Read 300 Tang poems by heart, even if you can't write, you will recite them." China is a country of poetry, and some children begin to "recite" naively under the instruction of their parents before they go to kindergarten. Bai Juyi said: those who touch people's hearts should not be sentimental first. Poetry has touched generations of China people with its concise language, implicit philosophy and rich artistic conception. Middle school students have accumulated a lot of poems (including ancient poems and modern poems) in their past studies. If teachers can introduce beautiful poems into new lessons and give them vivid feelings, they can easily arouse students' emotional experience and make their thoughts and feelings resonate with the content of the text, thus receiving unexpected results. For example, Zhu Ziqing's Spring, Lao She's Winter in Jinan and He Qifang's Autumn. Teachers can recite ancient poems describing the corresponding seasons with students and enter a new lesson. For another example, when I was studying shells in two short articles, I tried to introduce them with Xi Murong's poems: all the years have become/an illusory myth/let it grow green/blossom and fall/eventually fall/fall in a daze/who can give me a satisfactory answer ("Youth without Complaints") ... As soon as the bell rings, the students are on pins and needles.

Teaching has the law, but teaching cannot. We often say: "One minute in class, ten years after class." The introduction of Chinese Classroom is both artistic and creative. There are thousands of ways to import, and articles summarizing this experience can be seen everywhere on the Internet. However, all the methods and techniques can only be used as a reference. After all, the art of teaching lies in innovation. We must expand our thinking and explore and summarize in time according to the requirements of the new curriculum standard, the characteristics of the subject and the specific content of each article. Our pursuit should be to walk in the front line of Chinese teaching with unique wisdom and unique personal style.