The classroom atmosphere consists of the psychological environment for students to study and the psychological environment for teachers to teach. Whether the classroom atmosphere is harmonious or indifferent, active or dull, will have a positive or negative impact on the whole classroom teaching process. Therefore, teachers should put in some emotions, show the emotional factors contained in deductive textbooks before class, stimulate students' interest in learning, inspire students to be good at exploration, encourage students to get a successful experience, and handle the relationship between dynamic and static, cold and hot, lenient and strict in classroom teaching, so that the classroom atmosphere is always in a harmonious, stable and lasting state.

The psychological environment of students' learning is manifested by their learning attitude, moral quality and behavior, organizational discipline, unity and cooperation, respect for teachers and mutual encouragement through self-study. Students are the main body of classroom teaching activities, and learning psychological environment is the main component of classroom psychological environment. The psychological environment of teachers' teaching is composed of many psychological factors such as teachers' teaching concept, teaching attitude, teaching ability, teaching style, academic spirit, management style, especially moral quality and behavior. Teaching psychological environment is the decisive factor that affects the formation of students' cognitive development. The optimization of teachers' psychological quality, the continuous improvement of professional ability and the display of good moral quality are the decisive factors to maintain and develop a good classroom environment.

This paper makes a superficial analysis of forming a good chemistry classroom environment.

First, personality is the premise of creating a good classroom atmosphere.

Teachers are the organizers, leaders and managers of classroom teaching. Their personality and prestige are a huge potential spiritual force with strong persuasion and education ability, which is an important factor affecting students' emotional experience and restricting classroom atmosphere. Therefore, teachers should constantly improve themselves and form and develop excellent personality qualities. The demonstration and guiding role of teachers' personality in the formation and development of students' personality has been confirmed by a large number of studies at home and abroad. As ushinski said; Only personality can affect the success and development of personality. At the same time, related research also shows that teachers' personality quality can affect students' intellectual development and academic performance. Therefore, in the teaching process, teachers' excellent personality is conducive to creating a harmonious and happy classroom atmosphere, fully mobilizing students' learning enthusiasm, stimulating students' strong thirst for knowledge and giving full play to their learning potential.

Second, emotion is the condition to maintain a good classroom atmosphere.

Teaching and educating people is a project that touches the soul, and the dew of knowledge can only be input into students' hearts through teaching methods, emotions and other carriers. Zankov's psychological experiment shows that a teacher's good mood will inspire students' spirit, while a teacher's bad mood will inhibit students' intellectual activities. The process of classroom teaching is not only a process in which students acquire the ability to form knowledge in a specific situation, but also a process in which teachers and students communicate emotionally and interact with cognitive factors. Teachers' own emotional state will make students feel the subtle emotional influence. Teachers are amiable in class, students feel amiable and respectable, psychologically integrated and emotionally empathetic, so they will learn from teachers. Trust teachers, and their enthusiasm for learning will be improved, which will help improve the quality of teaching. Therefore, a teacher should be an emotional horn, with the ability to control emotions and the art of using emotions properly. Teachers walk into the classroom with steady steps, and smiling expressions help to create a quiet and harmonious learning atmosphere. Teaching with full and sincere emotions, high emotions and full devotion, and paying attention to the use of enlightening language to ask questions and evaluate, students will learn in a positive and happy emotional experience and be respected by teachers. It is common sense that once students have resistance, even the best teachers can only teach the worst students. Therefore, a harmonious emotional atmosphere has a special educational function. In classroom teaching, teachers should not only pay attention to expressing passion in words, using situational feelings and emotional feelings, but also pay attention to the satisfaction of students' emotional needs, and be good at adjusting the nature and intensity of students' emotional activities according to the nature and difficulty of teaching content. In short, to make students happy, teachers should be happy first, and the appeal of happy teachers can create an active classroom learning environment.

Thirdly, humorous language is the lubricant to form a good classroom atmosphere.

Middle school students have poor willpower, unstable mood, easy distraction and laziness. Teachers should aim at students' psychological characteristics, stimulate students' interest in learning, be rigorous but not serious, humorous but not vulgar, humorous and flashy, entertain and educate, and create a good classroom atmosphere by creating a series of profound learning atmosphere. For example, when talking about junior high school chemistry introduction, what is "fire"? Why is there a fire? Can iron burn? Is there really a ghost fire?

And so on, fire-related problems will certainly arouse students' enthusiasm for further exploration, thus arousing students' curiosity and interest. You can also use chemical experiments, such as making "black steamed bread" with sucrose and lighting with a wand to stimulate students' thirst for knowledge. You can also use new content, new ideas, new teaching AIDS, new blackboard writing and so on. Attract students' unintentional attention, so that students' various senses are in the most active state and they are engaged in learning with the best psychological state.

Fourthly, motivation is a positive catalyst to enliven the classroom atmosphere.

Herzberg, an American psychologist, has studied the two-factor theory, which shows that "incentive factors" can make people feel comfortable and fully mobilize people's enthusiasm and initiative. As a teacher, we should fully understand students, be their "intimate friends", teach students in accordance with their aptitude, and truly "know their hearts and save their losses". To be good at catching the bright spots, we must first give affirmation to students with innovative spirit or different viewpoints, give high praise to innovative students, give encouraging comments to progressive students every time, and pay special attention to creating more opportunities for poor students to taste and experience the taste of success. Make them form a good psychological state of "I can learn well", let students experience their own value, let students feel the joy of success, and let students experience the happiness of "jumping and picking peaches". Therefore, motivation is a positive catalyst to enliven the classroom atmosphere. In Qing Dynasty, Mr. Yan Yuan was well versed in the education of timely praise. His famous saying that "it is better to praise a child than to praise a child" is still worth pondering and appreciating by today's teachers.

Fifth, alertness is a measure to form a good classroom atmosphere.

One of the basic qualities of teachers is strong classroom adaptability. Teaching must carry out teaching principles. When teaching, teachers should first make clear the teaching purpose, teaching emphasis and difficulties, and overcome blindness, randomness and one-sidedness. Psychological research shows that an individual's environment, including nature, family and interpersonal relationship, may face all kinds of unexpected changes at any time, and these changes may become external psychological stressors. Therefore, we should have corresponding adaptability to avoid psychological obstacles and behavioral gaffes under pressure. In the face of classroom accidents, teachers should remain calm, rational, generous, open-minded, tolerant and calmly deal with them. Teachers should influence students with their enthusiasm for teaching, extensive knowledge and rigorous and noble personality, create a good classroom learning environment, and deal with accidents flexibly and sensitively. There is a teacher.

After asking a student to do the experiment of "draining and collecting oxygen" in class, he began to do it himself and asked the students to observe the experiment carefully. The purpose is to explain the key to the success or failure of the experiment, but he found himself making a mistake in the operation. At this time, if he stops to do it again or not, it will definitely affect the teaching atmosphere. He continues to do it, but he raises a question. What are the differences between the previous experiments and the experimental procedures? Will it cause the water to suck backwards? In this way, the clever use of physical objects to do control experiments not only impressed students with the key to success, but also avoided the emergence of "blank" in the classroom.

6. Discipline is the guarantee to maintain a good classroom atmosphere.

Only when students consciously abide by classroom discipline can a good classroom atmosphere be produced. Therefore, in order to form a good style of study, students should be trained in classroom routine first. Cultivate students' self-development and positive adaptability, and adjust their psychology and behavior; Overcome bad psychology and behavior, weaken and correct bad habits, actively adapt to correct behavior, actively internalize, and avoid drifting or negative assimilation, so that students can successfully achieve teaching objectives on the basis of self-knowledge, self-consciousness, voluntariness and self-discipline, and create a good learning environment in the classroom. Secondly, it is necessary to form a healthy public opinion to maintain classroom discipline. Public opinion in the classroom, that is, students' common views and speeches, plays a great role in the formation of classroom atmosphere and is very infectious. In teaching activities, we should give full play to the leading role of teachers and the main role of students, carry forward the spirit of unity and mutual assistance, establish a "one-help-one learning group" in teaching and carry out mutual learning activities. Team leaders and team members are not immutable, which can realize role expectations and promote competition among groups. This effect is extremely great, which makes students feel high, positive and motivated.

Seven, arouse doubt is to create a good classroom atmosphere.

Teaching process is a special cognitive process and a complicated thinking process. The research of teaching psychology shows that learning begins with thinking and thinking comes from thinking.

Doubt. In order to stimulate students' initiative to explore learning motivation, improve students' interest in learning, and let students have doubts, doubts and doubts. Therefore, teachers must use various means to cultivate students' questioning ability in the teaching process. As American scholar brubeck said, "The highest principle followed by the most exquisite teaching art is to let students ask questions". The classroom atmosphere is restricted by the class collective interpersonal relationship. Harmonious teacher-student relationship, mutual respect, understanding and friendship can form a positive, healthy and active classroom atmosphere. Therefore, every class teacher should set aside time for students to ask questions boldly and put forward their own views on the teacher's teaching and teaching materials.

In a word, a good classroom atmosphere is of positive significance for optimizing classroom structure, improving classroom efficiency and cultivating students' positive and healthy psychology.

The core of quality education is innovative education and the main channel is classroom teaching. The author believes that the formation of innovative classroom atmosphere is an important measure to implement quality education and cultivate innovative talents. There are many factors that form the classroom atmosphere of innovative teaching, such as educational theory and teaching concept, teachers' professional ability and teaching skills, educational environment and teaching conditions. The author believes that the following "five factors" play a key and important role.

First of all, respecting students' personality and treating every student equally is the primary factor to form an innovative classroom atmosphere.

Under the background of long-term exam-oriented education, the role of teachers is mainly to impart textbook knowledge to students through classroom teaching; The teacher's expectation is mainly that students can get good grades in the exam; Teachers' behavior shows that they prefer top students to poor students. Therefore, teachers often do not treat every student equally in classroom teaching. Top students are encouraged by praise and have more opportunities to participate in classroom training; Poor students are often reprimanded, but there are few opportunities to participate in classroom training, and some even suffer corporal punishment and disguised corporal punishment. This inequality in personality inhibits the development of students' personality and dampens the initiative and enthusiasm of most students.

Democracy and equality are very important codes of conduct for people in today's world. Without democracy and equality, there will be no peace in the world; Without democracy and equality, the country will not be peaceful; Without democracy and equality, the family will not be harmonious; Without democracy and equality, it is impossible to establish a good relationship between teachers and students, and it is also difficult to form an innovative classroom teaching atmosphere and cultivate innovative talents. How should teachers treat every student equally?

First of all, be kind to students, and care for and care for every student like your own children. Because only love can make students feel warm, eliminate their vigilance and make teachers and students feel more harmonious. Because only love can eliminate students' depressive psychology and create a good psychological environment for students to give full play to their potential.

Second, we should understand each student's personality psychology, be good at positive guidance, be good at teaching students in accordance with their aptitude, and let students give full play to their individuality. Everyone's "talent" is different. Influenced by family environment, their intelligence develops early or late, and their personality is also different. Therefore, teaching cannot be across the board. Only by teaching students in accordance with their psychological and personality characteristics can every student be developed.

Third, we should respect every student, not insult their personality, allow them to make mistakes in their studies, care for them with teachers' expectations, and guide them to correct their mistakes. It is impossible for students not to make mistakes. The key is what the teacher's attitude should be when students make mistakes. Is it insult, abuse, reprimand or corporal punishment, or kind, patient and persuasive guidance and help? This is a concrete manifestation to test whether the teacher has love for the students and whether the educational concept is correct. Teachers should believe that every student can learn well, encourage students to succeed in teaching, and help and encourage students to build confidence in overcoming difficulties.

Second, developing democratic discussion methods and encouraging students to ask questions boldly is an important factor in the formation of innovative teaching classroom atmosphere.

Traditional classroom teaching is dominated by teachers, and most of them transmit teaching information in one direction, which makes students lose the time and space for autonomous learning and inhibits their thinking activities. Teachers use their own thinking instead of students' rich and varied thinking, do everything possible to guide students to their own standard answers, and never give up until they reach their goals. If this traditional teaching method is not changed, it will be difficult to form a classroom atmosphere of innovative teaching. How can we carry out democratic discussions?

First of all, we should return the study time and space to students, so that they can have enough time and space to study and think independently. The new curriculum standard emphasizes that learning is the individual behavior of students, and students are the main body of learning and development. Under the current situation of promoting quality education in an all-round way, it is an important measure to advocate independent learning, independent thinking and cooperative inquiry.

Second, we should warmly and sincerely encourage students to open their hearts, question boldly and express their different opinions boldly.

Bruner believes that "the teaching process is a process in which students discover, ask, analyze and solve problems under the guidance of teachers". When students study independently, they can find problems and ask questions boldly, and then guide students to analyze and solve problems, which is conducive to cultivating students' innovative ability. Therefore, in teaching, teachers not only encourage students to question textbooks, but also encourage them to surpass teachers and appreciate students' unique and personalized understanding and expression.

Third, teachers should discuss democratization with students and guide students to discuss each other (deskmate discussion, group discussion or free combination discussion). Through discussion, teaching information can be exchanged in many directions. Different people's perception and understanding of something are often different, because their original knowledge accumulation is different and their life experiences are different. In teaching, democratic discussion can not only overcome the disadvantages of teachers leading the classroom in traditional teaching, but also cultivate students' sense of ownership and cooperative spirit. Through cooperation and communication, we can learn from each other's strong points and enrich information, so as to gain a correct and comprehensive understanding.

Thirdly, the implementation of diversified and open teaching is a necessary factor to form the classroom atmosphere of innovative teaching.

Chinese teaching in our country is bound by traditional ideas and influenced by "ultra-left" thoughts, and there has been a tendency of "pseudo-sanctification" for a long time. That is to say, a set of "political terms" and "public thinking mode" are used to restrain teachers and students' diverse spirit and ways of saying and doing, and the humanistic values such as "noble", "healthy", "advanced" and "meaningful" are treated with authoritarian pseudo-sacred and pseudo-advocating views, so that the teaching language of teachers and students is far away from real life and real life. At the same time, "technicalization" is used to counter the other extreme "pseudo-sanctification". In other words, the existence of humanistic spirit is ignored, and the importance of the cultivation and accumulation of humanistic quality in Chinese teaching is ignored. Chinese teaching is regarded as a pure language and writing technical training, which separates the dialectical unity of "instrumental" and "humanistic".

These two tendencies have brought many negative effects to Chinese teaching. The former is "spiritual absolutism", which dominates everyone's free spirit and pluralistic spirit with a centralized and arbitrary spirit; The latter is to deny or despise the real existence of human spirit, which is "spiritual nihilism".

To overcome the above two tendencies, we must break the mindset and implement diversified and open Chinese teaching. How to implement diversified and open Chinese teaching?

First of all, it is the opening of teaching objectives. Traditional receptive learning is a kind of closed learning, and one of its characteristics is the simplification of learning objectives. One of the characteristics of open teaching is the integration of teaching objectives, that is, not only paying attention to knowledge and ability, but also paying attention to emotional experience and values, and also paying attention to the generating goals in the teaching process.

The second is the openness of the teaching process. Innovative learning emphasizes the personalized learning process, and it is necessary to change the traditional teacher-led classroom and indoctrination teaching methods, actively advocate independent, cooperative and inquiry learning methods, and pay attention to the colorful learning experience and personalized innovative performance that students get in this learning process.

Third, the openness of teaching evaluation. The evaluation of innovative learning, first, emphasizes the pluralistic value orientation, which not only allows students to have their own different answers to questions, but also encourages students to find their own way out. Therefore, in teaching evaluation, we should overcome the mechanical evaluation of students with a so-called standard answer, do not easily affirm or deny students' independent opinions and ideological understanding, but consciously gain a correct and comprehensive understanding through communication and guidance; The second is to emphasize the evaluation right to students and guide them to actively participate in evaluation, so as to promote the development of students' thinking, the development of their potential and the improvement of their expression ability.

Fourth, it is to establish the concept of social big classroom. Nowadays, science and technology are advancing by leaps and bounds, and the socialist construction of the motherland is changing with each passing day. Therefore, students can't be locked in the yard where they can only see the "four corners of the sky". It is necessary to create opportunities for students to go out of the classroom, go to society and go into nature, get all kinds of information about contemporary social development in social practice activities, broaden their horizons, acquire knowledge, cultivate their sentiments, develop their intelligence, cultivate their abilities, and establish correct values and outlook on life.

Fourthly, dealing with teaching materials scientifically and adopting flexible teaching methods are the direct factors to form the classroom atmosphere of innovative teaching.

Mr. Ye Shengtao said: "Textbooks are nothing more than an example. With these examples, students can master this tool, form good study habits and achieve the goal of not needing teaching. " This sentence profoundly clarifies the dialectical relationship among "teachers", "teaching materials" and "students". "Teaching materials" is the foundation, "teaching" is the means, and "developing good study habits without teaching" is the purpose. Professor Zhu Zuoren said: "Teaching methods and learning methods should go hand in hand". Without studying teaching methods, teachers cannot play a leading role in the teaching process; Without studying learning methods, students' main role in the learning process can't be brought into full play. "Only when teachers teach well can students learn well" is an absolute truth proved by practice since ancient times. To teach well, we must carefully study the teaching materials, thoroughly understand the teaching materials, identify the key and difficult points, scientifically handle the teaching materials, skillfully design the teaching structure and adopt flexible and diverse teaching methods; To learn well, we must give full play to students' main role, stimulate students' interest in learning, strengthen the guidance of learning methods and cultivate students' good study habits. To this end, the author puts forward the following three suggestions.

First of all, we should explore and construct innovative learning mode, and strengthen the research of independent, cooperative and inquiry learning mode. In traditional teaching, teacher-led literary analysis and question-and-answer stifle students' thinking, which is not conducive to the cultivation of innovative ability. The new curriculum reform advocates "autonomy, cooperation and inquiry" as a teaching concept based on student development, aiming at cultivating students' innovative ability. Therefore, under the guidance of the new teaching concept, we should constantly reflect and practice, explore and build a new teaching model that is conducive to cultivating innovative ability and improving teaching quality.

Second, we should attach importance to the guidance of learning methods, so that students can gradually master a set of effective learning methods and apply them to their own autonomous learning process. Darwin famously said, "Knowledge about learning methods is the most important knowledge." Because it is the core factor of ability, with the correct learning method, we can get twice the result with half the effort. At the same time, we should pay special attention to stimulate students' interest in learning and curiosity, because when students are interested in learning and have a successful experience, learning activities are not a burden for them, but a kind of enjoyment and pleasant experience. The more they learn, the more they love learning.

Third, inherit and absorb the valuable experience of traditional teaching in criticism. Reform is not a total negation, but a development on the basis of inheritance. We should not only abandon outdated teaching concepts and methods such as respecting teachers and attaching importance to Taoism, cramming and sea training in traditional teaching, but also inherit valuable experiences such as "emphasizing interest, reading aloud, epiphany, accumulation, migration and habit" in Chinese teaching.

5. Optimizing teaching media is the driving force to promote the formation of innovative teaching classroom atmosphere and improve classroom teaching efficiency.

With the rapid development of information technology, information technology marked by multimedia computer technology and network communication technology has become the foundation and core of modern scientific and technological revolution. It not only penetrated into all fields of social life, but also caused profound changes in social production mode and lifestyle, promoted the civilization and progress of human society, and was quickly applied to all aspects of school education. For example, the application of CAI courseware in classroom teaching can promote the optimization of teaching process, stimulate students' interest in learning, activate the image thinking of the right brain, and provide more knowledge and information and various learning methods; It promotes the change of teachers' teaching concept, the reform of teaching methods, the formation of innovative learning classroom teaching atmosphere and the improvement of classroom teaching efficiency, showing its unique value. Specific performance in the following aspects.

First of all, it has changed the monotony and rigidity of traditional media, and made teaching information present an organic integration of graphics, characters and sounds.

Secondly, it turns rationality into sensibility, stillness into movement and abstraction into concrete images, which plays a very beneficial role in solving the key and difficult points in teaching.

Thirdly, it has played an unparalleled role in infecting moving plots, reappearing wonderful scenes and appreciating poems and paintings.

Fourthly, it is beneficial to interactive feedback function, breaking the disadvantages of one-way communication centered on teachers in traditional teaching, and promoting the formation of innovative teaching classroom atmosphere.

However, the author needs to point out that: first, multimedia is a means of assisting teaching and cannot completely replace all the teaching functions of teachers; Second, the use of multimedia should be just right, not the more the better. Generally, it is suitable for teaching links such as introducing background, introducing situation, reappearing scene, revealing key points and difficulties, and interactive feedback. Third, inherit and give full play to the value of traditional media, and reasonably choose effective and convenient traditional teaching media; Fourth, we should pay special attention to improving teachers' teaching art level, language literacy, blackboard writing skills and physical feelings.

We expect that with the joint efforts of educators, the bud of "innovative education" will blossom bright flowers and bear rich fruits-bringing up a generation of innovative talents.