A famous foreign language educator once said, "Emotion is at least as important as cognitive skills, or even more important." English teaching is not only a cognitive process, but also an emotional activity process. The emotion mentioned here first comes from the teacher's own interest in teaching itself. Teaching practice shows that the most direct source of middle school students' motivation to learn a foreign language is the emotional motivation of foreign language teachers and their attitude towards teachers. Teachers' teaching attitude directly affects students' learning interest, enthusiasm and will to overcome difficulties, and affects the efficiency of students' cognitive activities. A teacher who is interested in teaching, because he teaches well, makes teaching activities lively and interesting, and makes some students who are not interested in learning interested; On the other hand, poor teaching and scripted lectures will make some students who were originally interested in learning feel boring and boring, and their interest will be greatly reduced.
Junior high school students are young and psychologically naive, and their impression of teachers directly affects their interest in English learning. I always scan the whole class from time to time in class, making students feel that there is no "forgotten corner" and the teacher's face is a "barometer" of feelings, with rich connotations. Psychologists believe that emotional expression = 7% words +38% voice +55% facial expression. In addition, the indispensable and even the most important quality of being a teacher is to love students. Usually pay more attention to contact with students, take the initiative to talk with them, make friends, and help them build up their confidence in learning. In my opinion, teachers' good quality and personality can promote the tacit cooperation in communicative teaching.
Second, create a sense of security in classroom collective learning.
Students can't think creatively in fear. In order to alleviate students' confusion, nervousness, fear of making mistakes and other negative psychological factors, I first make full use of groups, groups and deskmates to organize various language practice activities in class, create an atmosphere of mutual assistance and cooperation, and make students feel safe in learning.
Words with difficulty in pronunciation are read at the back and read aloud collectively, so that students with learning difficulties have the opportunity to correct themselves. If a student is assigned to speak immediately, under normal circumstances, students will be very nervous and insecure, so various forms of classroom collective activities can best create students' sense of security. In addition, when students make mistakes, I always actively encourage them instead of correcting them everywhere. Because students are trying to practice words, it is inevitable that some mistakes will occur. For these junior high school students, learning English has just begun. What they need is more encouragement and appreciation. Appropriate and pertinent words have a positive implication for students, which can inspire students to correct their mistakes, establish enterprising courage and confidence, and thus give play to their potential. However, direct and outspoken words have a negative impact on students. No matter what the nature, correcting mistakes will cause psychological pressure on students, enhance their nervousness about making mistakes, lose confidence, and thus produce inferiority and timidity. Therefore, I am not stingy with my praise and encouragement in class to meet the psychological needs of students.
Third, stimulate students' interest in learning and inspire their thinking.
In teaching, we should first create English learning situations, create an atmosphere, stimulate students' interest in learning English, stimulate their learning motivation and cultivate their learning interest. For example, when learning daily communication terms such as making phone calls and seeing a doctor, try to use situational teaching. Doing so can not only greatly stimulate students' interest in learning, but also enable students to learn the practical ability to use English. Secondly, by carrying out spelling competitions, students' interest in learning words is stimulated; Developing reading competitions to stimulate students' interest in reading, these competitions are actually to create an atmosphere of applying what they have learned, so that students can truly feel the sense of achievement in English and have "useful places". In the competition, when students succeed in a certain aspect, they will enhance their interest in learning English, so they will study more actively and consciously. With the enhancement of students' interest, the learning effect will continue to improve. In such a virtuous circle, students' learning burden is gradually reduced, their learning speed is constantly accelerated, and their interest in learning will naturally last.
In teaching, I fully consider the age, knowledge and thinking characteristics of students, and inspire them. First of all, I choose appropriate teaching methods to mobilize students' various senses, and use competitions, games, singing and performances to enliven the classroom atmosphere, so as to form students' sense of identity.
Junior high school students have a strong desire to express themselves. Every time I check and review the content of last class, I often ask some questions for students to complete in the form of quick answers. Dictation of words, reading aloud and oral answers are all conducted in groups. Due to the introduction of this competitive mechanism, students help each other after class, and everyone in the class is unwilling to lag behind and strive to be the first. The learning atmosphere is active and the teaching effect is remarkable.
Fourthly, correctly evaluate the incentive measures to cultivate students' self-confidence in learning English, so as to improve their interest in learning English.
Students are most interested in getting good grades. When they get good grades, they are full of confidence, otherwise they will be depressed. Therefore, I make full use of this psychological feature, properly evaluate students in teaching, encourage students with slightly poor grades, and urge them to study hard and catch up; Praise students with good grades and let them make persistent efforts; For students with poor academic performance, try to find their advantages and praise them. Let all the students feel that English is not difficult to learn, and they can get good grades as long as they work hard.
In the course of class, we should be good at discovering and grasping every advantage and slight progress of students. Even a good sentence and a well-used word should be praised and affirmed in good, good and well-done language in time to encourage them to continue to carry forward. As long as there are good aspects, praise and encourage them, so that students' advantages will persist and their shortcomings will become less and less, thus enhancing their self-confidence and self-esteem. Years of teaching practice show that whenever I treat students' answers with words of praise and encouragement, their enthusiasm will be improved; When students, especially those with learning difficulties, are praised for answering questions correctly, they will be very excited, and they will hold their heads high and stare at me all the time.