The fourth chapter, interest in learning is an important motivation for students' learning activities, which has been read twice and made clear some contents: eager to learn and master knowledge, asking questions at different levels, teachers' enthusiasm for work, establishing their own library and creating a positive collective field.

Content combing

The teacher's task is to persistently cultivate children's real satisfaction with learning, so that children can produce and establish an emotional state of eager to learn.

Suhomlinski found that some students had a certain attitude of muddling along and were indifferent to their own grades and classmates' grades when he analyzed the homework of grade eight in 1949- 1950 school year. This apathy is manifested in the fact that it doesn't matter whether the written homework score is good or bad or whether the teacher asks the answer.

Suhomlinski and his team tried to analyze Tamara, grigori and Aladdin's class and homework, and find out the reasons for their passivity and lack of enthusiasm.

After analyzing the situation of Allah's answering questions in class, it is found that he did not feel excited and excited when answering questions, which is related to his nervousness before he finished his homework. He has no strong will to overcome difficulties and can't find them. Many students regard homework as the first thing they should "remember" a few pages of textbooks. In this way, it doesn't matter that students get low marks when facing classroom questions. They only regard this as an accident, and "difference" is also considered unlucky and has encountered a difficult problem.

The root of students' apathy in class is the lack of enthusiasm of teachers themselves. Suhomlinski cited that literature teachers did not pay attention to the most difficult place when preparing lessons, but tried to minimize the difficulty of this "difficulty", giving people the impression that the teaching materials are not complicated and nothing can be easily mastered without special efforts. This is an incorrect teaching method. Instead of teaching students to overcome difficulties, teachers artificially reduce the difficulty of understanding difficult textbooks by "easing contradictions". Teachers lack enthusiasm for students' cognition, and students' poor answers can neither impress him nor make him think about the reasons for students' lack of knowledge. He graded the students casually.

When studying students' knowledge and questioning methods, Suhomlinski also found a common phenomenon: teachers intentionally or unintentionally ask easy questions to students who study well, while asking difficult questions to students who study well. As a result of this "stereotype", as soon as students hear the teacher's question facing the whole class, they have almost decided who to ask this question. Doing so strengthens the concept that some students can't learn well.

Suhomlinski expounded to the eighth-grade students that "cultivating learning desire is a stable emotional state of cultivating strong interest" and concluded that the desire to learn is a political and moral emotion in Soviet schools, and cultivating this emotion depends on our teachers first. To cultivate students' thirst for knowledge, teachers must have real Bolshevik passion and sincere feelings for students' academic interests.

Therefore, Pavlis school requires every teacher to think deeply about ways to overcome learning difficulties when preparing lessons, and not to avoid these difficulties under any circumstances, but to guide students to find ways to overcome them.

The way to help students overcome learning difficulties is that teachers should consider their own working methods. The first is the teaching method of teaching new textbooks.

Or take the eighth grade as an example to show the achievements made by all teachers in cultivating their enthusiasm for learning. Lesak broke through the "uninterested" wall for Nicholas and other students, and established the confidence of Nicholas and other students in liberal arts. Nicholas and four other students formed their own "spelling dictionary" by copying Mother and analyzing spelling, and finally they passed dictation and composition. This not only inspired four students, but also formed an inspiring tension in the class.

These students' sense of collective responsibility for their grades and their sense of collective responsibility have gradually formed. Now, the task of grade eight teachers is to be good at maintaining the tension of the whole class and give it a positive nature. They must point out the goals they should work hard for students more clearly. Taking the composition "onegin and Pichelin" as an example, the whole class threw themselves into it with great interest and finished the composition with high quality. Nicholas's class state changed from dull as a wooden chicken to active.

The energetic and optimistic tone created by teachers in the classroom is of great significance for cultivating students' firm and lasting desire for learning and getting better and better grades. The dull classroom can't arouse the students' excitement, they are just looking forward to the class ending. When analyzing a class in Pavlis Middle School, it is important to understand the activity of knowledge in the class and the degree to which the teacher interests the whole class.

With a strong desire to learn, there is bound to be a strong willingness to work hard. We should play a collective role in cultivating learning desire. Take Nicholas's inspiration to join the Communist Youth League and Nina's reading The Man in the Field on the collective farm as an example.

Curiosity and clear learning objectives are the most important motivation for students' learning activities. Cultivating this desire is closely related to the whole education and teaching work of the school, and its realization depends on the classroom first. Cultivating students' desire for learning is also helpful to consolidate students' collectivism and collectivism feelings and mutual assistance intention. It is the collective task of every teacher to do everything possible to cultivate this feeling and make it move towards the right path. This is the guarantee to further improve students' knowledge quality and the ideological level of school education and teaching.

Knowledge entry

1. Teachers' tasks

2. Strong desire to learn

3. Teachers' enthusiasm for work

4. Students' indifference in class

5. Fixed problem (layered problem)

6. Reduce the difficulty of teaching materials

7. Ways to help students overcome learning difficulties

8. Teachers' classroom intonation