How to improve junior high school students' interest in learning Chinese

How to improve junior high school students' interest in learning Chinese

Chinese is a basic subject. Therefore, it is very important to learn Chinese well, and it is more important to cultivate students' interest in Chinese from an early age, because interest is the best teacher. Interested students can mobilize their motivation to actively think and explore knowledge. With interest, learning is no longer a burden, but fun. According to the characteristics of students' age and physical and mental development, there are mainly the following points to cultivate junior high school students' interest in Chinese learning.

1. Stimulate students' interest in learning Chinese with interesting introduction.

"A good beginning is half the battle." The beginning of a class is like the prologue of a drama. Although it is only a few minutes, it is related to the harmony and success of the whole class and plays a role in affecting the overall situation and radiating the whole class. In order to stimulate students' desire and interest in learning, when revealing the topic, sometimes the topic is introduced by reviewing old knowledge, and sometimes the interest is stimulated by creating situations. For example, when teaching the Little Painter in the Snow, you can show your pictures of chickens, ducklings, puppies and ponies on the blackboard and ask everyone with a smile, "Do you like these cute little animals?" The students said in unison, "I like it." So he went on to say, "Do you want to know how they became small painters?" "think!" Suddenly, the whole class became active and a strong thirst for knowledge arose. In this way, the wonderful lead-in is like an invisible "magnet", which can attract students' attention, mobilize students' emotions and provide a good wedge for the whole classroom teaching.

Second, playing games can stimulate students' interest in learning Chinese.

Junior students pay attention for a short time intentionally, but not for a long time. In order to keep students' interest in learning in the whole teaching activity, we must never create a single situation, but constantly change forms, constantly satisfy their curiosity and constantly adapt to their physical and mental characteristics. Let them "move" in their tired study, and let them get innovation in playing, learning, thinking and thinking. To carry out a variety of game activities. Primary school students in lower grades are competitive. Playing games is one of their favorite activities, and they will be energetic when playing. For example, learning new words, memorizing new words, composing children's songs, driving trains, guessing riddles and other game activities can be carried out.

Third, stimulate students' interest in learning Chinese with interesting illustrations.

Every text in the lower grades is illustrated. Teachers can make full use of illustrations to help students understand words and phrases, understand texts, cultivate students' innovative thinking ability and cultivate students' oral communication ability. At the same time, they can also stimulate students' desire for knowledge and concentrate their attention, so that students can always be attracted by the learning content. For example, when learning the single vowel "е", you can ask the students by projection: "Who wants to express the meaning on the picture in one sentence?" After thinking about it, the students raised their hands one after another, and some said, "The big white goose on the picture is facing down." Some said, "The picture shows a big white goose looking in the mirror." At this time, the teacher can quickly ask: "Do you think it looks like the single vowel' е' that we learned in the mirror?" After the observation, the students said in unison, "I like it." In the whole process of learning Pinyin, teachers should pay attention to let students connect the harmony of pictures with the sound or shape of vowels, so that students can feel that they have learned Pinyin in a relaxed and happy environment with the help of text illustrations.

Four, combined with the actual life, to carry out practical activities to improve the interest in learning Chinese.

Chinese teaching emphasizes the cultivation of students' ability and attaches importance to the teaching of practical activities. Practicing activities are almost all arranged in newly compiled texts, which shows that teachers should try their best to tap the curriculum resources of texts after the new curriculum reform, carry out colorful Chinese practice activities, and enhance students' awareness of learning and using Chinese in life. Through the guidance of teachers, students can lay a solid foundation for learning Chinese in the future and make them successful learners who are willing to learn, take the initiative to learn and cooperate with others.

Junior students, who are young, are not good at applying what they have learned to practical activities, which requires teachers to teach while doing and urge students to learn while doing. For example, the teaching practice of "Beautiful Path" is to mobilize students to find the garbage in the corner of the campus and think about where it comes from and how we should deal with it. Through practical activities, let students understand that since there is garbage inevitably in life, we can't live and study in the garbage dump. The garbage must be disposed of. Is there any good way to deal with garbage? Now let's carry out activities, deal with garbage and post all our "golden ideas" for your reference and appreciation. Send our good ideas to the staff of the garbage transfer station for reference. This activity educates students to develop good hygiene habits from an early age. At the same time, it also cultivates students' interest in learning Chinese.

Fifth, use interesting comments to stimulate students' interest in learning Chinese.

The art of education lies not in imparting skills, but in inspiring, awakening and encouraging. In class, teachers should give appropriate comments on the questions answered by students in time, and pay attention to the following points:

1. The evaluation language should come from the heart. If a student asks a valuable question that others can't ask, you can go over and hold his little hand and praise him: "It's amazing that you can find the question that others can't ask!" Then students will dig up more valuable problems.

2. The evaluation language should be diversified. Rich evaluation language will make students feel fresh and interested in learning.

3. Evaluation language should be full of motivation. Teachers' inspiring language full of true feelings can give students the motivation to succeed. The words "really capable", "really smart" and "what a unique view ……" flow into students' hearts like honey and become inexhaustible motivation. For example, at the end of the teaching of the article "Encouraging Seedlings", ask the students: "What have you learned from this text?" A student said, "I want to tell the farmer, don't worry, the crops don't grow tall in a day or two, not in three or four days. They will grow tall after a long time." The teacher thinks his answer is in line with the language and intellectual development level of grade two students. So I encouraged him and said, "Your idea is really good. If farmers listen to you, they won't make such mistakes again. " Then he asked, "Can we do other things like him?" The student said, "No". Under the guidance of the teacher, the student finally replied, "Whatever you do, don't worry, sometimes it will make things worse."

4. Be good at capturing the correct factors from students' wrong speeches. When there are mistakes in students' answers, teachers should guide them a little until students answer the correct opinions, so that students are willing to answer questions and dare to answer them.

Sixth, guide students to question and cultivate students' interest in Chinese.

The new curriculum standard and syllabus clearly put forward: "Cultivate students' ability to ask and solve problems. "Since ancient times, there have been many great discoveries and inventions in the development of human culture. However, there is another invention behind these discoveries, and that is the skill of being good at asking good questions. Therefore, teachers should cultivate students to question actively and explore boldly in teaching. The questions asked are not only determined by textbooks, but also designed by teachers for students. Because of students' age, knowledge, region and other factors, teachers' designs may not arouse students' interest. Students' favorite and most suitable activities are those designed by their own brains.

For example, when teaching grandpa and Xiaoshu, the teacher encourages students to ask questions like this: What about Xiaoshu in summer? What does grandpa do under the small tree in summer? Winter is coming, who will dress the young trees? Do you have any questions to ask? The students suddenly had a commotion and asked, "If you don't wear clothes for the young trees in winter, will the young trees freeze to death?" What will happen? "Why did Grandpa use straw instead of quilt to make clothes for young trees?" Small trees can bring benefits to people. What will our environment be like if we only know how to use small trees without caring for them? What will happen to the earth? "... through a series of questions, students' learning has become inquiry learning, and students are willing to learn and have a strong interest in Chinese learning.

Interest is the motive force of activity. Piaget, a famous psychologist, pointed out: "Children are active people, and their activities are dominated by interests and needs." Through the above methods, let students have a strong interest in the content and situation, and put themselves into it. "Listening to the ear, listening to the heart, listening to the four bodies, moving in motion" has reached the realm of understanding, making Chinese learning a yearning for students, creating wonderful Chinese space for students themselves, and making the Chinese classroom atmosphere vivid and touching.