Harmonious teacher-student relationship is the premise of emotional infiltration.
Classroom teaching is inseparable from teacher-student interaction, especially emotional communication. In classroom teaching, the relationship between teachers and students is equal, and a good relationship between teachers and students is the premise and foundation of students' cognition. In the traditional classroom teaching, the teacher rules the whole class. Students can't just write without recording and put forward their own unique ideas. They should completely obey the teacher's leadership. This relationship between the leader and the led leads to students' rigid thinking and stifles their enthusiasm and creativity. The new curriculum standard requires teachers to change all self-centered concepts and make the relationship with students friends and relatives. Students' favorite teachers are teachers and students who are eloquent, solemn and humorous, serious and lively, and have common interests. They can not only impart knowledge in the classroom, but also make the classroom a stage for students to show. Teachers should create a relaxed and harmonious classroom atmosphere, infect every student with sincerity and love, and affirm that students are the masters of the classroom. In teaching, teachers should always smile and communicate with students with sincere eyes. The students read care and love from the teacher's affirmative eyes, which increased the motivation of learning. Whether in class or after class, we should be integrated with students, listen to their voices and feelings, give enthusiastic encouragement to students' positive emotions and learning attitudes, enable students to establish correct learning attitudes and emotional attitudes, and promote their healthy study and growth.
Second, create an atmosphere of emotional infiltration to stimulate students' enthusiasm for learning
German educator Dostoevsky once said: "The art of teaching is not to impart skills, but to inspire, awaken and inspire." The emotional atmosphere created by teachers is the key to guide students into the state. By creating a situation similar to the content of the article, we can effectively create a strong emotional atmosphere, arouse students' emotional waves, and make students have emotional resonance with what they have learned, so that students can accurately grasp the emotions of the article. In the specific implementation process, teachers should fully mobilize all kinds of senses, mobilize all kinds of positive emotions, and take various effective measures to create an emotional atmosphere. Create teaching situation and atmosphere, stimulate students' passion, let students experience it personally and ponder it carefully, and turn the author's writing emotion into his own emotional experience, so that students can truly understand the connotation of the article and be edified and educated from it. There are many ways to create an emotional atmosphere. For example, multimedia materials can be used to render the atmosphere, and students can write and perform their own plays to understand the feelings the author wants to express. In short, teachers should create a learning atmosphere for students, constantly discover students' interest points, mobilize students' positive emotional factors, and guide students to truly feel the author's emotions and really approach the author and the text.
Third, tap the emotional factors in the teaching materials and give full play to the role of emotional people.
Tolstoy once said: "Pass on the feelings you have experienced to others, so that others can be infected and experienced by these feelings." Chinese textbooks have a strong appeal and show students a colorful emotional world. First of all, teachers are required to study carefully, taste and ponder patiently, explore the ideas contained in the works, carefully design teaching methods, experience the true feelings expressed by the author, and create learning situations for students to think and explore. If students can be moved by the beauty of words and human feelings in the text, they will have emotional resonance with the text and greatly promote the improvement of learning effect.
Fourth, "activate" students' life experience and participate in it.
In teaching, teachers should take students' original life knowledge and experience as the growing point of new knowledge and guide students to learn new knowledge and experience on the basis of original knowledge. Therefore, it is essential to analyze and study students' original life experience. Life experience is fertile ground for learning knowledge. Experience is personal experience, contact with your own body odor. It is personal, intrinsic and unique. It is a process of understanding the surrounding things through students' personal practice and an important way to optimize Chinese teaching. When the students' stored life experience is activated, they can form the best experience situation with the article, get in touch with the emotional content of the work quickly and fully integrate into the work. In this way, students can combine their own life experience and have a deeper understanding and taste of the text.
Fifth, give students a confident evaluation and let them grow up happily.
Teachers should change the traditional evaluation concept and establish the idea that evaluation should be centered on the progress and development of students. Evaluation should focus on encouragement and praise, constantly stimulate their interest in learning, create opportunities for them to succeed, and make them often taste the joy of success. In specific teaching, I put forward different goals for students at different stages and evaluate students at different levels in different levels. An approving look, a praising language and a sincere smile will make students full of surprises and gratitude, thus changing their learning attitude. Inside and outside the classroom, teachers should always keep abreast of students' ideological trends, care about their life and study, and try their best to help them solve their difficulties in life and study. Students will also be "full of peaches and plums"-respect and love teachers, and transfer this gratitude to learning, thus mobilizing the enthusiasm of learning. In this way, students' emotions are stimulated and sublimated in the evaluation.
Zankov said: "Once the teaching method touches students' emotions and will, it can play an efficient role in touching students' spiritual needs.