First, create a vivid teaching situation to stimulate students' interest in learning
In Chinese class, students are interested, and then have a strong thirst for knowledge, take the initiative to learn and participate in teaching. For example, when teaching lotus, two weeks before class, I asked students to go into the library and look up all kinds of information about lotus on the Internet, and then asked each group to summarize the collected information and make reading notes. Then, I asked the students to draw a lotus picture according to the information they found and the hymns of scholars in previous dynasties. This link has enabled many students to learn more about the Netherlands and have a love for it in the process of autonomous learning. In the first class, I asked my classmates, "Classmates, have you ever shuttled through a pond full of lotus flowers by boat?" That feeling must be beautiful and happy. Do you want to see the beautiful lotus immediately? "The students said excitedly," I want to ... "So I played a program" Lotus "produced by CCTV, and the students were fascinated by the charm of lotus. When I stopped playing, the students shouted, "Don't …" I was moved by the students' love for the lotus, so I stopped teaching and let the students enjoy the lotus to their heart's content. In the second class, all the students were enthusiastic about learning, and each group came on stage to introduce the relevant knowledge of lotus. Some introduce the growth environment and distribution area of lotus; Some introduce the alias of lotus; Some introduce the uses of various parts of the lotus; Some of them introduced Dutch legends and two-part allegorical sayings ... and displayed rich materials, which enabled students to have a deep understanding of the Netherlands. Finally, the students talked about their views on the poems of literati in past dynasties, and showed them their favorite poem with their own lotus pictures. The students were so happy that they rushed to the stage to show their masterpieces. In the whole teaching process, students' autonomy and cooperation ability are reflected, and good learning results are obtained.
Second, let go of your hands and feet and let students learn independently.
Psychology thinks: "Only by constantly inspiring students to find and solve problems by themselves, can students always be in the best learning state of actively exploring knowledge and seeking answers." For example, teaching classical Chinese, how to enliven the boring classroom and let students participate in the teaching? I adopted the method of group study. First of all, I divide the article into several paragraphs, and each group is responsible for one paragraph. I ask each group to understand the meaning of the article according to the following notes and reference books, and question the paragraphs, and the team leader should take notes. Secondly, each group recommends a representative to the podium to explain the key words and sentences to the students. Finally, each group asked each other questions. Then teachers and students * * * discuss it and reach an understanding. In this cooperative learning mode, students have more opportunities to speak and exercise, which enhances their self-confidence. In classroom teaching, letting students let go of their hands and feet and learn independently is conducive to stimulating students' enthusiasm for learning, improving students' participation rate and making Chinese classroom full of vitality.
Third, let students emancipate their minds and let them debate freely.
Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world and is the source of knowledge". Chinese teaching should let students spread the wings of imagination, explore and think freely, and let students collide with the spark of wisdom in the unrestrained debate, thus injecting vitality into the classroom.
Teachers are always afraid that some controversial topics in class will affect the teaching process, so they pass by hastily. Little did I know that this stifled the thinking of many students and missed many wonderful sparks of wisdom. I attach great importance to the valuable topics put forward by students in teaching, so that they can speak freely and express their opinions. For example, when I was in Wolf, some students thought that wolves were hateful and should be killed, and some students thought that wolves were a member of the ecological environment and should be protected. Therefore, I ask the students to debate whether to kill or protect wolves. The two sides took out various materials to defend their views. In the war of words, the students cheered constantly, but I didn't deny either side's point of view, just because the two sides spoke differently. This not only protects students' enthusiasm for independent thinking, but also greatly mobilizes their thinking space in the debate, which invisibly makes them learn a lot in the debate.
In short, in order to make the classroom alive, students must be fully "active" and learn interesting and colorful.