Ye Shengtao, a famous educator, said, "What is education? Simply put, in a word, it is to develop good habits. " What we mean by "habit" here is "good reading habit", that is, a conscious and sometimes even automatic learning mode gradually developed through repeated practice in the process of Chinese learning, without the effort of will and external supervision. The Chinese Curriculum Standard stipulates that Chinese teaching should "improve students' Chinese literacy in an all-round way", "pay attention to edification and influence" and "develop good study habits". All the above shows that exploring and cultivating students' good reading habits in junior middle school Chinese teaching activities is of great practical significance to Chinese teaching and is conducive to improving students' Chinese literacy in an all-round way. So, how to cultivate junior high school students' good reading habits?

I tried many ways. The following is my experience based on my years of teaching practice and the teaching experience of many authoritative teachers:

First, cultivate junior high school students' good habit of reading aloud with emotion.

Since I was engaged in junior high school Chinese teaching, I have shortened the lecture time many times, leaving more time for students to read and cultivating their reading ability. After all, the improvement of this ability can only rely on students' own practice. However, it is not easy for junior high school students to read aloud with emotion. Adolescent junior high school students, their sense of independence has increased, and they often have resistance to the requirements of some groups and are unwilling to open their mouths and read aloud. How can we stimulate junior high school students' interest in reading aloud and cultivate them to develop the habit of reading aloud with emotion?

First, teachers can create situations in the classroom by explaining the writing background of the text, or using multimedia to match the classroom atmosphere with the emotional tone of the text, so that students can enter the state and enter the state, and then students can play the role in the text and read aloud with emotion. In this way, students will naturally devote themselves to reading, and then read their own emotional experience.

Second, in the process of analyzing the text, teachers should try their best to read instead of say, and give students the task of appreciating the emotion in the text, so that students can read the text repeatedly, experience the emotion in reading and stimulate students' interest in reading emotionally. When it is found that students are not sure about the emotions in the text, or it is difficult to understand them, the teacher should guide and guide them to read and try again and again until they are satisfied.

Third, teachers can regularly carry out some extracurricular reading competitions and speech competitions in the class to form an emotional reading atmosphere in the class. In this way, it is bound to stimulate the competitive spirit of junior high school students and gradually fall in love with emotional reading, thus forming the habit of emotional reading.

Second, cultivate the good study habits of junior middle school students' independent inquiry.

Mr. Tao Xingzhi once said: "Teacher Wang's responsibility is not to teach, but to teach, but to teach students to learn." Many junior high school students never think about problems in class, and they don't know where the key and difficult points are. Their study is completely passive, and they only have mechanical notes after class. Therefore, in junior high school Chinese teaching activities, the main responsibility of teachers is to teach students how to learn and stimulate students' interest in learning Chinese. In practice, I aim to cultivate junior high school students to develop a learning style of independent inquiry, so that students can become the main body of learning, participate in Chinese learning independently, and improve the enthusiasm of junior high school students to learn Chinese. Around the teaching materials, I guide students to study independently, and explore from three aspects: preview before class, classroom inquiry and after-class practice: First, preview before class. Pre-preparation tasks are assigned before class, requiring students to: (1) know the author and writing background of the article; Find out the new words and phrases in the text, find out the pronunciation and understand the meaning with the help of reference books; Compare the notes in the article and understand the main idea of the article. (2) Summarize the main content of the article in your own words. (3) Mark the incomprehensible sentences in the text.

Second, classroom inquiry. In class, I use interactive inquiry teaching mode to guide students to read and interpret texts repeatedly. Generally, there are two steps: (1) teachers ask questions, guide students to read the text repeatedly, interpret the text from multiple angles and levels, and finally solve the problem. (2) Students ask questions and teachers and students explore and solve problems together. This teaching mode allows students to experience the fun of autonomous and inquiry learning, which greatly stimulates their interest in learning Chinese.

Third, practice after class. In order to let students master the text better, I mainly focus on topics closely related to the content of the text in the choice of extracurricular exercises and homework, so that students can review the text after class and explore the answers independently.

In the long-term teaching practice, I found that this inquiry-based teaching mode can not only greatly stimulate junior high school students' interest in learning Chinese and improve their Chinese performance, but more importantly, it can get rid of the traditional Chinese "rote learning" hat and enable students to develop good study habits of active participation and willingness to explore.

Third, cultivate junior high school students' good habits of studying hard and accumulating hard.

"Dull", "rigid" and "rote learning" have become synonymous with "Chinese" in the minds of many junior high school students. They are willing to spend more time studying math and physics than reading literature. So, how can we make junior high school students study hard and form the habit of studying hard? My approach is to be strict and make full use of the school library. According to the suggestion of Chinese curriculum standards for extracurricular reading, I classified the list of literary works and posted it on the bulletin board of the classroom, requiring students to borrow at least one book from the library every month, and they must finish reading it and write reading notes. Reading notes should be more than 3,000 words, including the author's brief introduction, text content, excerpts of famous sentences above 10, and feelings after reading. At the end of the month, I asked my classmates to put books, library cards and reading notes on the desktop for me to compare and collect reading notes for detailed correction. For those serious students, I not only praise and encourage them in my reading notes, but also call on everyone to learn from them in class; For students who can't complete the task, they will be fined 600 words for the first time, and the reasons for not completing the task will be explained in detail in front of all the students on the podium for 5 minutes for the second time.