Psychologists believe that interest in learning is not innate, but generated and developed under the influence of acquired conditions and education. Aiming at the phenomenon that students are not interested in learning, the author analyzes and expounds it. The author suggests that teachers should start with changing ways and means, cultivate students' interest in learning and effectively improve their learning ability through the mutual cooperation between parents and teachers.
Keywords interest-rational parent-teacher inspiration training method
Introduction: As a new teacher, I am deeply touched by the change from student to teacher. Both students and teachers think that learning is a burden on your life. I find learning boring. So I want my students to get rid of the idea that learning is interesting and happy ... so that students, parents and teachers don't have headaches and students can learn independently. ...
Due to the fetters of traditional educational concepts and the influence of exam-oriented education, we often pay attention to the teaching results in teaching, ignoring the process of students acquiring knowledge and their emotional experience. In the long run, students will lose their enthusiasm and initiative in learning, and they will feel tired of learning and regard learning as a burden, which will greatly affect the learning effect. So how should teachers stimulate students' interest in learning and let them learn actively in the teaching process?
1. Understand why you are interested. Most of my students are seven or eight years old. They have just entered the school gate and are full of curiosity and novelty about everything. From the psychological characteristics, they are eager to learn knowledge and are willing to accept new things, but their feelings and perceptions are unconscious and emotional, and they are easily attracted by interesting and novel external stimuli. From the age characteristics, because of young age, attention is unstable, it is difficult to concentrate, and willpower is quite weak. It is often difficult to achieve the expected educational purpose by understanding things only by interest. Therefore, learning interest plays a decisive role.
2. Stimulate students' thirst for knowledge. Teachers can "create certain problem situations" around the teaching content to stimulate students' desire for knowledge and interest in learning. For example, in the first grade, when Mr. Li was teaching "crows to drink water", he asked the students such a question: Why can crows drink water from bottles? If you are a crow, how do you drink the water in the bottle? As soon as the question was put forward, the children were eager to try in hands in the air, and expressed their views one after another, which not only inspired the students' thinking, but also successfully completed the teaching task.
It can also provide students with a "teaching platform for performance". Children have a strong desire for self-expression. In teaching, teachers should be good at using teaching materials, let students go deep into the teaching content, play a role in it, and deeply understand and digest the teaching content. For example, when teaching Sparrow, Mr. Jiang dressed up several students who were performing with headdresses prepared in advance, and appropriately matched the situational music, so that the students could fully enter into the deep and great love for the old sparrow, and then connect with reality and tell about their parents' care for themselves in life.
In addition, students can speak, do, draw and sing, enrich classroom teaching from different channels and forms, let students participate in teaching with multiple senses, stimulate students' thinking and stimulate students' interest in learning.
3. Taste the charm of appreciation and show students' personality. Isabella Chow said in The Complete Book of Appreciation Education: "Seeking knowledge is the greatest happiness in the world, but many students feel infinite pain." The reason is the lack of appreciation in children's lives. Nowadays, children get more criticism and reprimand in life than appreciation and encouragement. Therefore, students can't germinate too much interest in learning and lack the happiness of acquiring knowledge. As advocated by the new curriculum reform, let teachers bend over to talk with classmates, be the organizer, guide and collaborator of the class, and return the class to the children. In teaching, I attach great importance to the whole process of students acquiring knowledge and participating in teaching. In all aspects of organizing teaching, I seize the opportunity to use the teaching mechanism of guiding appreciation and encouragement to amplify the progress of students, and strive to find the most suitable praise language, appreciate them and encourage them. Vigorously practice pygmalion effect, tap students' learning potential, change students' passive thinking, highlight students' personality characteristics, and make the classroom full of laughter and excitement. After three years of teaching practice, some students stand out, the classroom teaching atmosphere is active, the teaching efficiency is significantly improved, and the relationship between teachers and students is increasingly harmonious.
4. Go deep into life, be close to parents and build a joint network platform. The growth and progress of students can not be separated from schools, families and society. The growth of children is a matter for each of us. Although trivial, it is a top priority in human life. Based on this awareness, in my teaching work, I went deep into the students' real life, visited every student's family, and established a close relationship network with their parents, so that every growth process of students was concerned and cared for, and they had educational space to display their talents. Feel difficulties, experience setbacks, learn to care, learn to be grateful and learn to be strong in life, study and work. Parents no longer dote on their children and worship them like the sun, but grow up with them and share the joy of growth together.
Summary: Einstein said: "Interest is the best teacher." As a teacher, we should try our best to make every student interested in learning, optimize the design of teaching process, and fully adopt different teaching methods and methods, so that students can understand the wonderful changes in the world, feel the wonderful learning, enhance the internal motivation of learning, expand students' curiosity, meet the learning needs of students with different cognitive levels, and let every student truly realize that learning is the happiest thing.
refer to
1, Yu Caizhu. Optimize teaching design to stimulate learning interest ... qikan.com/article/xink/xink200809/xink20080965.html.
3 Isabella Chow. Isabella Chow's works, a complete collection of appreciation education. Sichuan Children Publishing House.
4 Editor Liu Qiang. How to cultivate students' interest in learning English? Selected Papers of Contemporary Primary and Secondary School Teachers in China.
Posted in China Paper Download Center.
How to stimulate students' interest in learning in classroom teaching
Author: Wu Yonghan article Source: Reprinted Zhejiang Chinese Teaching and Research
Suhomlinski, a former Soviet educator, said: "All mental work depends on interest." Scientists have found that when a person does the work he is interested in, his talents can be brought into play by more than 80%, and vice versa by less than 20%. It can be seen that if teachers can stimulate students' interest in learning, they can mobilize students' initiative and enthusiasm in learning and achieve the effect of getting twice the result with half the effort, high efficiency and low consumption. Unfortunately, however, some teachers in China ignored this point. They stick to the old teaching mode and engage in spoon-feeding and spoon-feeding teaching, which limits students' thinking and suppresses their creative ability, thus pushing students into the hutong of learning Chinese and pushing them to the opposite of learning Chinese, resulting in the consequences of not learning, being tired of learning or even not learning. To change this unhealthy phenomenon and improve the quality of Chinese teaching, we must try our best to stimulate students' interest in learning Chinese. So, how to stimulate students' interest in learning Chinese? I have the following experience:
First, care for students.
Good teacher-student relationship is the premise of cultivating interest in learning. If the relationship between teachers and students is tense and students are unwilling to listen to this teacher's class, it is difficult to stimulate students' interest in learning even if the teacher is knowledgeable. Therefore, smart teachers always try their best to make students like to listen to their own classes. Teachers play a leading role in the relationship between teachers and students, so teachers should take the initiative to take measures to improve the relationship with students. The most basic thing is to care for and care for students, respect students, and have more contact and communication with students at ordinary times. Especially for underachievers, teachers should not discriminate against them and criticize them blindly, let alone "get angry at the sight of poor students". In that case, after a long time, students will feel disgusted, afraid or disgusted with the teacher. This kind of emotion will directly lead them to dislike the courses taught by teachers. Therefore, for the underachievers, we should cherish them and be extra patient with them. Even if they have shortcomings, they shouldn't be angry with them. They should be inspired and induced by goodwill, and even if they are criticized, they should feel that teachers care about them. In this way, a good teacher-student relationship is established, students like you and your class, and their interest in learning Chinese is easy to cultivate.
Second, the clever use of lead
A movement should have a beautiful overture, a drama should have a fascinating prologue, and an article should have a fascinating beginning. Carefully design the introduction of each class, do everything possible to make a sound first, so that a class can have a good start and stimulate students' interest in learning.
There are various forms of introduction in Chinese class, which can be deeds commemoration, poetry recitation, story introduction, question introduction, review of old knowledge, background introduction and so on. Teachers can choose according to the actual situation. For example, teaching the article "Premier Zhou, where are you?" Wei Shusheng, a famous educator, designed such a lead: "There is such a person that people all over China think he is their relatives and friends; He is knowledgeable and versatile, and has given concrete and timely guidance to national defense diplomacy, education, science, culture, health, industry, agriculture, military affairs and commerce. He is full of energy. When party committees and governments across the country were seized of power, public security laws were smashed, and the army was severely impacted, he was ordered to deal with everything personally. He lived a clean life, with no children and no inheritance. The United Nations made an exception and lowered the flag for a week to mourn his death. " After listening to such guidance, the whole class was immersed in the memory of Premier Zhou, and their interest in learning this course became strong.
Russell, a British educator, said: "All disciplines should start with new wisdom and enlightenment in essence. The teaching language should be fuse, shock wave and stimulant. It must have the effect of stimulating people's minds and stimulating people's thinking. " This passage reveals the characteristics of clever use of lead. We should learn as much as possible, understand the students, design carefully, and strive to make the lead become a "fuse", "shock wave" and "stimulant" to arouse people's thoughts and stimulate their thinking.
Third, ask questions skillfully.
The purpose of classroom teaching is to solve problems. Asking questions is the premise of solving problems. Different ways and angles of asking questions will directly affect the quality of solving problems. A good question will affect the whole body, make students' thinking develop in depth, and draw inferences from others, so that classroom teaching will receive unexpected results. For example, when analyzing this poem, Qian Menglong, a famous special-grade teacher, once asked his students, "Some people think this poem is not a good one, because the poet Du Fu has always been an indifferent bystander in this poem, and he has never shown himself. Do you agree with this view? " As soon as the question was raised, the classroom atmosphere suddenly became active. Some students agreed, while others disagreed, so everyone looked for evidence from poetry and launched a rather fierce debate. Later, the understanding was unified-Du Fu expressed his position through the characterization and scene description in this poem. Although the poet didn't speak directly, his attitude towards who he sympathized with and who he hated was clear, and the reason why the Excavator was not a good poem could not be established.
Aristotle said, "Thinking begins with doubt and surprise." This requires us to be good at discovering novelty from dullness, asking questions and stimulating students' positive thinking in teaching.
Fourth, the arrangement comparison
Arranging comparison is an effective way to reduce students' burden, increase their interest in learning and improve their learning effect. Through comparison, it is easy to reveal the differences and connections between learning contents, which is conducive to distinguishing ambiguity, deepening understanding and consolidating knowledge.
For example, students find it difficult to learn to discuss problems, especially when they don't know how to start. I compare the characteristics of some argumentative papers with my classmates: (1) The article "Transforming Our Learning" begins with "getting to the point" and puts forward a central argument at the beginning of the article. (2) The Speech at Marx's Tomb is a "discussion style", which leads to arguments from the given materials. (3) "Have China people lost confidence?" It is a kind of "analysis of reality", that is, first put forward arguments according to the arguments existing in reality. (4) "Talking about seeking truth from facts" is a kind of "positive and negative comparison", which leads to arguments from the comparison of related or opposite things. (5) "Encouraging learning" is "metaphor to the point". Make an analogy first, and then put forward the central argument.
Compare the endings of some argumentative papers to the students: (1) Transforming our learning is the conclusion of the full text. (2) The Speech at Marx's Tomb is the end of wishes and evaluation. (3) "Have China people lost confidence?" End with something that reveals the essence. (4) "Talking about seeking truth from facts" is the end of the call for hope. (5) "Encouraging learning" is a metaphor. In this way, by comparing the beginning and the end, students can learn to be interested and follow, and it is easy to master the writing of the beginning and the end of an argumentative essay.
Five, guide the imagination
Teacher Wei Shusheng said: "Cultivating students' imagination will make them smarter, more open-minded and have more methods, stimulate their interest in learning culture, and enhance their confidence in overcoming themselves and transforming the world. "
In Chinese teaching, there are many imaginable and imaginative contents, which are both interesting and important. For example, in the novel Lotus Lake, Sun Li wrote that "a woman's fingers trembled when she heard that her husband was going to be a soldier". What does this detail mean? It leaves readers with a broad imagination space. Among them, there may be complaints about relatives, worries about family members, and reluctance to part with relatives ... Another example is the description of the snow peaks in Tianshan Mountain in Bi Ye's Scenery of Tianshan Mountain: "The blue sky is lined with huge snow peaks. In the sun, several white clouds cast clouds between the snow peaks, just like several silver-gray dark flowers embroidered on white satin. Melting snow water flew down from the cliff like thousands of shiny silver bars. This flying snow water merged into a rushing stream at the foot of the mountain, and the waves were thrown upwards to form thousands of blooming white lotus. " What a beautiful scenery it is. Teachers can let students imagine freely, and even let students draw according to their own imagination, which will be more effective than teachers' endless explanations.
Not only reading teaching needs imagination, but also writing teaching needs imagination. For example, we met in space, returned to our alma mater 20 years later, thinking on the moon, before the launch of UFOs, and the debate in the schoolbag, can you write it without rich imagination?
Sixth, help success.
Both psychology and teaching practice have proved that the maintenance and development of students' interest in learning depends on their own academic achievements, which can be valued by others. Students who are often praised in the class often get better and better grades, because teachers and classmates pay attention to their academic performance. Therefore, in teaching, we should try our best to use the method of encouraging and encouraging progress successfully. In practice, praise as much as possible and criticize as little as possible. Don't forget to praise and affirm students' progress, even if it is only a little bit, and try to let students have a successful experience, thus stimulating their interest in learning.
Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." We should start with stimulating students' interest in learning Chinese, make teaching lively and make students have enthusiasm for Chinese learning, so as to turn passivity into initiative and passivity into positivity, and greatly improve the quality and efficiency of Chinese teaching.
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