Urgently seek ways to improve students' interest.

Deceive students and coax them. But pay attention to skills and be deterrent.

In addition, improving classroom interest is the key. Give you an article to read.

How to stimulate students' interest in learning Chinese

First, clear the purpose of learning and strengthen interest awareness. Combined with primary school Chinese textbooks, educate students about their learning objectives; Combine the experience of Chinese and foreign writers and some great men to educate students by example; Guide the application of Chinese knowledge in daily life and form a strong sense of Chinese application. Let students learn Chinese well from an early age, which is not only the need to revitalize China, but also the need of their own development, thus generating endless interest motivation. To achieve this goal, Chinese teachers in primary schools should take corresponding measures and make unremitting efforts.

Second, enliven the classroom atmosphere and improve the interest in learning. According to the needs of Chinese textbooks for primary schools, methods such as listening to recordings, telling stories and acting small plays are introduced into the classroom. For example, if you teach the article Wolf and Sheep, let the students listen to the tape recorder and play the story of Wolf and Sheep, and then show the enlarged text illustrations on the blackboard. If possible, you can use slides to let students see that the sheep goes downstream first and the wolf goes upstream later, paving the way for understanding that the wolf "deliberately finds fault" Let two pupils wear headdresses or masks to perform wolves and lambs. Students are actively involved, the classroom atmosphere is active, learning enthusiasm is high, and interest is strong. In addition, careful design, such as passwords, finding friends, winning the red flag and striving to be a bad doctor, and reading the text in different roles are all effective ways to improve the interest of primary school students in learning Chinese.

Third, create problem situations to stimulate interest in learning. For example, "grasping characteristics and describing characters" is a difficult point in composition teaching in grade three. When I found that some students copied the selected composition, I took advantage of a photo sharing opportunity to deliberately send other people's photos to students who like to copy the composition. Let the students know that describing a person's appearance is like taking pictures and writing about this person. If you want to look like this person, you should write about his characteristics. Then I show my composition in the water. The owner's name does not appear in the passage, but all the students can guess which one is in the class. I talked about my writing experience: first, we should observe familiarity; Second, we should carefully compare and find out the characteristics; Third, it should be described in a certain order. Finally, let the students observe each other and write the characteristics.

Fourth, satisfy students' psychology and consolidate their interest in learning. To improve the quality of Chinese teaching in primary schools on a large scale, and not to let a poor student fall behind, it is necessary to meet the psychological needs of every student. In particular, it is necessary to give appropriate encouraging evaluation to the labor achievements of middle and low grade students, experience the joy of learning success, and gain the motivation to learn. For example, when I carry out various competitions such as oral answer, reading aloud, performance, composition, etc. in my class, I divide the students into three groups: tackling key problems group, charging group and leaping group. The content and requirements of the competition are different, and the excellent ones are evaluated and encouraged respectively. Everyone is eligible to participate in the competition, and everyone may win the prize. Always meet all students' expectations for success, encourage underachievers to make progress, and constantly cultivate and consolidate primary school students' interest in learning Chinese.

Fifth, encourage divergent thinking and deepen interest in exploration. In teaching, methods such as persuasion, multiple questions and answers, and variant training are adopted to encourage students to put forward different opinions (including wrong opinions) from different angles, ask more questions about why and boldly imagine different answers. For example, the article "Wolf and Sheep" is about the wolf finally pouncing on the sheep. Inspire students to put forward various hypotheses: "the sheep was eaten by the wolf", "the sheep was bitten by the wolf" and "the sheep was saved". Ask the students to give reasons and make sense in the process of imagining the ending of the story. On the basis of giving full play to students' intelligence, give timely praise and encouragement to students who dare to put forward different opinions.

Six, to carry out a variety of activities, cultivate a wide range of interests. For example, collect all kinds of books, mobilize students to do one or two good things, and make a teaching model or a wall chart; Organize students to run blackboard newspapers or handwritten newspapers and set up various interest groups; Carry out Putonghua contest, dictionary contest, intelligence contest, calligraphy contest and composition contest; Organize students to visit, spring outing, autumn outing, hold sports meeting, etc. So as to cultivate students' extensive interests in colorful activities, accumulate Chinese knowledge for students, improve their writing ability, stimulate their enthusiasm for learning, and play the role of "sneaking into the night with the wind and moistening things silently".

Seven, contact the students' reality, and guide the interest transfer. For example, if a student likes watching TV, I will let him be the editor of the class newspaper "One Word News". Student Wu Mou likes reading comic books, so I made him a librarian. Some students like telling stories, so I asked them to write their stories into compositions, which naturally led students' interest in "playing" to reading and writing.

Eight, teachers devote themselves to exploring the source of interest. For example, in order to stimulate students' strong interest in word tempering, I have extensively collected the evolution of Chinese characters, crossword puzzles, stories of ancient people refining words, anecdotes about writing misspelled words in legends and so on. , thus improving students' interest and ability to eliminate spelling mistakes and carefully check words and phrases in an atmosphere of strong interest; In order to stimulate primary school students' interest in listening and speaking, according to the difference of students' knowledge level, I design knowledge points into different levels of reactive and jumping questions, so that students at different levels have interest and ability in listening and speaking; I also set up a three-minute program in class to give every student a chance to talk about interesting things they have heard, seen or experienced personally. In order to stimulate students' interest in reading and writing, I encourage students to acquire knowledge through reading, collecting stamps, painting, interviewing, small experiments, small productions and small activities. Recommend some high-quality articles to relevant newspapers and periodicals for publication, so that those "dried tofu" can arouse thousands of waves in students' hearts and bring lasting fun to primary school students in learning Chinese.