Humorous and interesting teaching language can enhance the interest of classroom teaching.

Suhomlinski said, "If you don't want knowledge to be static, you should turn language into an important creative tool." Therefore, teachers should make good use of language humor in a timely and appropriate manner, activate the classroom atmosphere, and let students study in a pleasant environment, but they should not act arbitrarily. Humor in teaching can often break through some key points, difficulties and key points, and students are deeply impressed by their knowledge and skills. For example, a teacher is teaching the problem of "chickens and rabbits in the same cage": chickens and rabbits in the same cage have 84 heads and 190 legs. Please count how many chickens there are. How many rabbits are there? After reading the questions, the students talked about it one after another. Some did mental arithmetic, some did written arithmetic, but they couldn't work out the result. A student said that it would be easy if every chicken had as many legs as every rabbit. So, a teacher said, "Please all rabbits raise their front feet and stand at attention." The whole class burst into laughter, opened their magical eyes and stood up. "Now, chickens and rabbits have the same number of legs. There are 84 heads on it. How many legs are there below? " "84 X 2 = 168 (articles)" The students answered together. "How many legs are missing compared with the original conditions?" "Missing 190- 168=22 (item)" The students answered immediately. "Where are these 22 legs?" "It was picked up by the rabbit." "So now you know how many rabbits there are?" "There are 1 1 rabbits." Many students shouted with joy. It should be said that the problem-solving method of "chicken and rabbit in the same cage" is difficult for students to understand. The teacher used humorous and interesting language and visualized teaching methods, and the students immediately understood that there were 22 legs missing, and each rabbit was missing 2 legs, so there were 1 1 rabbits. Students are easy to understand. For another example, when I was teaching, I found that some students were absent-minded, so I said, "I found that some students were' not involved in the play'. Let's' replay' what just happened, shall we? " At this point, the whole class burst into laughter and led these students who deserted into the classroom, so that they could feel the teacher's direct criticism and avoid emotional conflicts. Achieve the educational realm of "moistening things and being silent".