How to stimulate students' interest in learning in Chinese class

1. Carefully design the lead-in link to stimulate students' interest in learning

Interest is highly directional, and the lead-in link is located at the beginning of a class. A well-designed lead-in link can attract students and stimulate their interest in learning. After all, a good beginning is half the battle. In class

, according to the students' situation and the content of the text, tell a joke, a story or a question, design a suspense, tell an anecdote, show a picture or make a demonstration ... In short, try to grasp the students' psychology, attract their attention and arouse their interest in learning and desire for knowledge. For example, when talking about Su Shi's "Niannujiao Chibi Nostalgia", I will play the recording first, so that students can enjoy the opening song "Rolling the Yangtze River to the East" of the Romance of the Three Kingdoms, creating a vivid and touching teaching situation, which will make students move and feel it, producing a * * * sound, and inspire students to enter a new teaching realm. Express "emotion" through "environment", and then deepen "environment" through "emotion", so that students are infected in a specific atmosphere and naturally enter the artistic conception of the work. Another example is Zhu Ziqing's Moonlight on the Lotus Pond. I adopted the new method of taking the old belt and the intuitive demonstration method. Connect the Spring written by Zhu Ziqing in junior middle school with the Back, and then demonstrate the beautiful picture of "Moonlight on the Lotus Pond" with multimedia. By reviewing the old knowledge, the learning content of the new lesson can be skillfully introduced. This kind of introduction not only reviews and consolidates the old knowledge, but also paves the way for the study of new knowledge, which plays a connecting role, facilitates the connection between old and new knowledge of students, and facilitates the formation of a systematic and complete knowledge system in students' minds. Visual demonstration can vividly display the main contents of teaching and arouse students' concentrated attention and interesting thinking. It provides perceptual materials for students to understand new knowledge, arouses students' enthusiasm for exploration, and bridges the transition from image thinking to abstract thinking. This new method of taking the old with the new and intuitive demonstration method can also arouse students' great interest in learning.

Teacher Yu Yi said, "Teachers are cultivators of students' minds, and teaching should be taught to students' hearts." Practice has proved that: carefully designing the lead-in link of the text, using appropriate methods to pluck students' heartstrings, and stimulating students' curiosity and interest in learning will surely receive good teaching results.

second, explore the implication charm of teaching materials and stimulate students' interest in learning

Carefully design the lead-in link of the text and use various methods to stimulate students' interest, which can really get good results. However, there are many articles in Chinese classes, and the knowledge of Chinese is complicated. How can each class be the same and the methods are the same? The long-term and best way to stimulate students' interest is to study the teaching materials carefully and explore the profound charm of the text, so as to stimulate students' interest in learning and thirst for knowledge and achieve the purpose of classroom teaching efficiency. For example, in the lesson of Lu Xun's novel Xianglinsao, regarding Xianglinsao's death, some people say that Xianglinsao was a victim of feudal society; Some people say that Sister Xianglin was forced to death by Master Lu and others. Some people say that people like Liu Ma killed them. So, what is the cause of Xianglinsao's life tragedy? Because I pay attention to explore the deep meaning of the text, and carefully set up the situation, I guide students to explore rich imagination, arouse students' strong interest and improve the teaching effect.

Third, use emotional language to stimulate students' interest in learning

In class, teachers pay attention to the art of language expression. The language is vivid, vivid and emotional, which can often infect students, give them a strong attraction and stimulate their curiosity and interest in learning. For example, when teaching Yu Dafu's "Autumn in the Old Capital", I read several fragments with deep affection, and the students were read by my emotional contagion. Under normal circumstances, students always think that classical Chinese is boring and difficult to learn, and it is full of "what is it", and they have to recite it. When it comes to the content of classical Chinese, they are "afraid" and take the lead. In view of these situations, I pay attention to using language to stimulate students' interest in learning. For example, if I talk about Su Xun's "Six Kingdoms", I will first tell the students about the demise of the Six Kingdoms in vivid language, thus arousing their interest. It is equally effective to organize teaching with strong emotional language in teaching to stimulate interest and improve classroom efficiency.

Fourth, encourage students to "speak" and stimulate students' interest in learning

Speaking is a way for human beings to exchange ideas, express emotions and transmit information. "Say" is particularly important in a market economy society. Students will eventually go to the society and serve the society with the skills they have learned. We should not only understand the society through reading, but also use language to reflect the society and express our views on problems. Most of the students we teach come from rural areas, and their psychological quality is not very good. Fragile, shy, timid, not good at speaking in class, lack of self-confidence. These phenomena are manifested in them to varying degrees. It is difficult for students to form a conscious "speaking" without taking certain measures. At first, I made it mandatory that every student should give a speech on the podium for 1-5 minutes. Initially, students were allowed to prepare the first day and start performing the next day, starting with retelling the story until the students removed the psychological obstacles, and then they increased the difficulty and raised the requirements. I gave a topic in class and the students improvised their opinions and opinions. Over time, students have formed a habit. From being forced to the podium at the beginning to competing and looking forward to it, they consciously and calmly go to the podium. This is a kind of progress and the best performance of being interested in Chinese. As Teacher Wei Shusheng said: "Once students have developed this good habit, they are like an aircraft that breaks through many obstacles and enters space orbit, and can basically run by inertia."