First, help students set learning goals and stimulate students' interest in learning.
Setting clear learning goals and having lofty ideals will generate strong learning needs. Learning objectives can stimulate students' interest in learning, enhance their confidence in learning, and motivate them to study hard, make continuous progress and achieve their goals.
1, long-term goals and short-term goals.
Long-term goals are often relatively large and take a long time to achieve. For example, it is a long-term goal to be admitted to a key middle school after graduation from junior high school and a key university after graduation from high school. Short-term goals are usually specific and can be achieved in a short time. Mid-term and final exams should reach a goal as scheduled. Short-term goals can also be as small as a unit or even a class. Whether it is a long-term goal or a short-term goal, it can stimulate students' learning motivation, make students actively and enthusiastically devote themselves to learning, and make continuous efforts to achieve their own goals, thus improving their academic performance.
2. The goal varies from person to person.
Students have different foundations and abilities, so should their goals. Every student cannot be required to achieve the same goal. For students with good learning foundation, strong learning ability and stable academic performance, it is appropriate to set higher-level learning goals for them, which can further stimulate their motivation to continue learning. However, for students with poor learning foundation and low learning ability, blindly asking them to set too high learning goals is not only unhelpful, but harmful. Because too high a goal, for them, it is often difficult to achieve and out of reach. Once such a goal is required, the result is often a blow of failure, which makes them lose confidence in learning success and even lose interest in learning.
Therefore, teachers should make a comprehensive analysis of each student to help them choose the appropriate learning goals. Generally speaking, the learning goal is slightly higher than the students' original learning foundation and level. As far as short-term goals are concerned, the target score of this semester is higher than that of last semester, and it is gradually improved until it reaches the ideal height. Students will have a lasting interest in learning around the set goals and steadily improve their academic performance.
Second, lively teaching stimulates students' interest in learning.
Teachers can't use the old model of "word for word" in teaching, but can only instill knowledge into students and treat students as passive recipients. Teachers should not only be satisfied with students' comprehensive absorption without objection, but also pay attention to inspiring students' thinking and cultivating students' ability to solve practical problems by using knowledge. This kind of teaching is mechanical, and students' learning is often passive. There is also a lack of emotional communication between teachers and students, so it is difficult for students to have a strong interest in teachers and the subjects they teach. On the contrary, teachers should pay special attention to cultivating students' interest in learning in the teaching process and strive to be lively and interesting. Teachers should use heuristic teaching, teachers should be directors, students should play a leading role, students should actively participate in the whole process of classroom teaching, and truly reflect the "student-centered classroom teaching model". Teachers should encourage students to raise their hands boldly, speak enthusiastically, ask questions and discuss. Teachers should actively evaluate the questions answered by students and protect their enthusiasm for learning. Teachers should prepare not only textbooks but also students. It is estimated that some students will ask questions. Teachers should have various knowledge and answer all kinds of questions flexibly and scientifically. So this also puts higher demands on teachers.
Teachers should carry out in-depth classroom teaching reform and keep exploring, so that classroom teaching is conducive to the cultivation of students' interest in learning, create a harmonious and relaxed teaching environment, and let students learn consciously and actively in a lively atmosphere.
1, the introduction is original.
Guidance is very important, especially for new teachers. Lead design should be diverse and innovative. Clever lead design can attract students' attention, arouse students' strong desire for knowledge, and consciously or unconsciously have a strong interest in what they have learned. Students are eager for knowledge, so they have the motivation to learn, feel relaxed and easy to learn. A good start is also the foundation of a good class.
2. The problem design should be moderately difficult.
The questions raised by teachers in class are often the key and difficult points in teaching. Some problems can't be understood by students at once, so we should do it step by step. For difficult and deep questions, teachers should make it easy, simplify it, and break a difficult question into several small questions for students to answer easily. If you insist on students' answers even if you don't know everything, it may dampen students' enthusiasm for learning and affect their mood. Students with different levels should also be selected to answer questions with different difficulties. Some problems can also be solved by collective wisdom in the form of discussion, so that students can express different opinions, which is easier for students to accept and understand through comparison. Teachers should give appropriate affirmation or encouragement when students answer questions. When a student answers a question satisfactorily and is affirmed by the teacher, he will have a sense of satisfaction and pride. When students realize their own value, their interest and enthusiasm for learning will be even greater.
3. Actively create opportunities for students to practice.
Teaching must combine theory with practice. Through practice, students can deeply understand what they have learned and improve their ability to solve problems. Practice is also a positive thinking activity. Practical activities are more interesting than simply learning theoretical knowledge. Teachers should do everything possible to create conditions for students to have more time to go to the blackboard and the podium, or to practice and inspect in the field. In active practical activities, students' attention will be highly concentrated. The knowledge learned is also easy to be clearly perceived and deeply understood. The effect of learning will be extraordinary.
Third, eliminate all kinds of factors that affect students' interest in learning.
Teachers should always go deep into reality, understand students' study and life, and educate students to actively eliminate the factors that affect their interest in learning. Some students lack the spirit of studying hard, adopt a perfunctory attitude towards learning and regard learning as a burden; Some students don't master the correct learning methods and spend a lot of time, but their learning efficiency is not high and they can't find interest in learning. Some students take a detour when they encounter problems, but they are ashamed to ask teachers and classmates, which leads to problems being shelved and accumulated, and their interest in learning will inevitably decline; Even some students are interested in playing football and video games and have no intention of studying in class. In real social life, there are still unreasonable social phenomena such as disrespect for knowledge, disrespect for talents, and ignorance to make big money. These negative things are killing students' interest in learning and shaking their learning confidence.
Teachers should discover and understand the above-mentioned problems in time, find out the reasons and crux of not being interested in learning, so as to prescribe the right medicine in time, eliminate the factors that affect students' interest in learning, help students to correct their attitude again, stimulate their interest in learning and consciously put themselves into learning.