First, create various situations to stimulate students' interest in learning

In today's curriculum reform, we should stimulate students' interest in learning from many aspects and tap the potential factors of students' interest. Grasping students' attention as soon as class begins, arousing their interest and making them quickly enter the "best learning state" is the first step in a good class.

1. Teachers should be organizers, guides and collaborators of teaching activities. The teacher's role is to stimulate students' initiative of thinking and participation. Therefore, teachers should create conditions according to students' cognitive laws, guide students to actively study and explore, and become organizers, guides and helpers in students' learning process. For example, the third paragraph of Kingfisher is about the agility of Kingfisher, which is difficult for students to understand. Teachers can design such a question: "Where do you see the agility of kingfishers?" Students quickly find words such as "hard to escape", "sharp", "flying like an arrow" and "picking up", but they may not be able to find key sentences such as "only the reed pole is still shaking and the water waves are still rippling". At this time, by demonstrating the scene of kingfisher fishing, students can see that kingfisher is alive, flying and so agile. The teacher asked, "Did the shaking of reeds and the rippling of water waves last long?" ? Where did the kingfisher go? "The students all begin to understand and understand the meaning of this sentence. Read the text repeatedly, and appreciate the accuracy, vividness and refinement of the words used by the author.

2. Teachers should pay attention to the individual differences of students, so that every student can get all-round development. Respecting students and facing all students is an important means to stimulate students' interest in learning. In order to stimulate students' interest in learning Chinese, we must face all students, respect them and be teachers that students trust and like, thus arousing students' interest. For example, students should be inspired by persuasive language in class; When students answer questions, the teacher should look with expectation. The wrong answer can't be ironic, it will hurt students' self-esteem, and we can't ignore it. Instead, we should patiently guide these students to answer correctly and then affirm them. In this way, students feel the joy of successful exploration, stimulate their interest in learning Chinese and enhance their confidence in learning Chinese.

3. Create a rigorous and lively classroom atmosphere with students as the main body. Teachers must believe that students have the potential to try, and be confident and persuasive in their exploration activities. Create a classroom atmosphere in which teachers and students are psychologically compatible, so that students feel that teachers are both teachers and the closest friends they can talk to. Under normal circumstances, after half an hour of class, some students will feel uncomfortable because of sitting for a long time, which will lead to distraction and decline in classroom efficiency. Experienced Chinese teachers will lose no time to make students stand up and imitate an action, recite a slogan together and read a group of dialogues in groups. In class, I found that a student sitting in the front seemed a little impatient, so I used my quick wits and asked him to perform a program: a series of actions describing the eagle flying in the text. I read aloud, he performed in turn, and the students' wonderful performances won warm applause from the teachers and students attending the class. A random arrangement becomes a bright spot!

4. Use multimedia to stimulate interest. Rousseau said: "The art of education is to make students like what you teach." Audio-visual teaching method has the unique effect of shape, color, light and painting, bright expressive force and intuitive image, which can best mobilize students' various senses, stimulate their strong interest in learning and make students unconsciously enter the teaching content.

Second, stimulate students' interest in learning while enjoying success and happiness.

In a Chinese self-study class, a little girl was too lazy to do the mechanically repeated questions in her exercise book, and she was only interested in making sentences and looking at pictures. I don't know when the teacher suddenly walked up to her and took her exercise book. At the moment, she is afraid and nervous. However, the teacher was not furious because of the large blank in the workbook, but was interested in the sentences made by the little girl. The sentence is like this: "Hua Gu listens attentively to spring." After reading it, the teacher smiled gently at the little girl and praised: "Very good, very imaginative and very spiritual!" Then he asked, "Why not say' Listen to the footsteps of spring'?" The little girl was praised so much for the first time, and her heart was warm and her courage was big. She retorted, "Sometimes when spring comes, there is no footsteps, but the green yarn comes with the wind." The teacher didn't speak, just patted her on the head and walked onto the platform. Her practice has become a model for saying sentence-making questions. Appreciation and encouragement have brought endless motivation to the little girl. In the later days, she studied with great enthusiasm and worked hard, and became the first in her class. This shows that ten lectures are not as good as one praise to students, and ten praises are not as good as one success to students. Every student is willing to make progress and success in his study.

Third, in the process of asking questions, stimulate students' interest in learning.

Thinking and asking questions are often linked. Asking questions is the result of thinking with the brain and the starting point of students' creation. Einstein said, "It is more important to ask a question than to solve it." For example, in the article "Honest Children", when talking about the third paragraph, a careful little girl asked a question: "Why did my aunt ask who broke the vase, and my cousin answered' not me' with an exclamation point at the end of the sentence, while Lenin answered' not me' with a period?" That's a good question. I immediately made a small experiment and pointed to a broken glass and asked a student, "Did you break it?" Without thinking, the student said, "Not me!" At this time, the students will understand that the exclamation mark in the article means that the cousin is not broken, and Lenin's answer is a full stop, which means that he is lying and his tone is not very sure. At this time, the students felt the pleasure of asking questions and solving problems by themselves, so they raised their hands and raised their own questions. * * * discussed with them and got a satisfactory answer. It can be seen that in teaching, teachers encourage questions, which will greatly improve the enthusiasm of learning. In short, as long as we skillfully use various methods and means, we can stimulate students' interest in learning and urge them to have a strong thirst for knowledge, so as to achieve twice the result with half the effort.