Interest is the best teacher and the psychological tendency of people to know things or activities. Once students' interest is stimulated, learning will get twice the result with half the effort. Good classroom atmosphere is the premise of stimulating interest. Good classroom atmosphere refers to the teacher-student relationship with psychological compatibility, emotional harmony and equal cooperation. Creating a democratic, relaxed, harmonious and rich classroom atmosphere is the premise of stimulating students' interest in learning and activating the classroom. The new curriculum standard points out that teachers should change from teachers to promoters and managers to guides, create a relaxed and good learning atmosphere for students, establish a relaxed and harmonious classroom atmosphere, form a "* * * unity" of mutual teaching and learning, respect students' learning experience, and let students freely and boldly ask questions, express their opinions and argue with teachers. Only in this democratic and relaxed teaching environment can students delve into problems with a happy mood, start thinking and boldly imagine.

First, treat students with a true heart.

To create a relaxed and happy classroom atmosphere, we must first have a kind of love and pour your love selflessly into the students. Most students are very sensitive. They can feel whether the teacher really loves them. Therefore, if you want to have a good relationship with students, it is far from enough to rely on superficial efforts. Teachers must listen to students and make friends with them. Besides studying, you should pay more attention to them in life and thought, and make them feel that you are someone they can trust. Only in this way can they feel at ease, express themselves boldly and show themselves.

Second, be good at encouraging students.

Students are willing to be affirmed by teachers in all aspects. They are active, curious and have a strong desire for self-expression, and everyone has a desire to pursue success. Teachers should comment on their discussions and answers in time, insist on giving priority to encouragement and enhance students' self-confidence. This kind of encouragement should run through the whole process of classroom teaching and should face every student. Teachers' encouragement is very important to students. Combating yelling can't help children improve their grades, and sometimes it even backfires, which will make children completely lose confidence and give up on themselves. I took a class, and most of the students' composition organization ability was poor, and the written composition was boring, so the overall performance of Chinese was not ideal. So I changed my strategy, emphasizing that students must finish writing every exam. I corrected the test paper very carefully and wrote comments on each student's test paper. I always write and write good compositions in class, encouraging them to continue their efforts. Wu Bao is one of the poor students in the class. He wrote only five sentences in his first paper composition, which met the requirements of homework. I read it out in the class to encourage him to make progress and keep working hard. It's gonna be great. With the encouragement of the teacher, he seems to be a different person. He listens carefully in class and dares to speak boldly, which shows that he is very interested in learning and confident.

Third, harmony and interest.

Chinese classroom should embody humanistic characteristics. Creating a relaxed, harmonious, democratic and equal atmosphere is an important task of curriculum reform. Teachers and students should be equal partners, and should respect, trust and cooperate with each other. Only in such a classroom atmosphere can a dialogue platform for interactive communication be formed between teachers and students, and students can exert their imagination with ease, liveliness, enthusiasm and interest, enter Chinese learning in the best state, and glow the unique vitality of Chinese classroom. A relaxed and harmonious classroom atmosphere is conducive to establishing a good teacher-student relationship and will play an important role in teacher-student communication. Only in a democratic, equal, relaxed and harmonious atmosphere can creativity be developed and students actively participate in teaching. The answer of Chinese is colorful, the charm of Chinese is here, and the vitality of Chinese classroom is here. Because of the differences of students' life experience, knowledge and psychological state, the answer to the same question may be varied and colorful. This is the expression of creativity, and it is exactly what we should care for and cultivate. Teachers should put down the dignity of obedience, respect students' personality and individuality, establish a new relationship between teachers and students in democratic exchange teaching, give students more time and space to expand their imagination, and give students more opportunities and freedom to express their opinions; Attach importance to the methods of creating the atmosphere of Chinese classroom teaching. Students have different ideas, especially teachers' different opinions; Encourage students to be indomitable to teachers, not superstitious about authority and not blindly following textbooks. Students' free participation in free expression in the unrestrained and free space can often produce relaxed, novel and pleasant psychological experience, and their interest in learning is high, thus inducing potential creative intelligence, generating sparks to show their creativity and showing the infinite vitality of Chinese classroom.

Fourth, praise, appreciation and excitement.

The most ardent need of human nature is to be appreciated. Teachers should pay attention to every progress of students' growth, help students find themselves and affirm themselves. "Good children are boastful". Yan Yuan, a scholar in Qing Dynasty, also said: "It is better to win an award once." This is the incentive function of praise and appreciation. Appreciation is cheap and priceless. Applause from classmates, praise from teachers and small prizes are the source of strength for students to succeed. In class, I use various verbal praise methods or friendly actions-patting my shoulder, stroking my head gently, nodding approvingly, smiling ... Every time I attend class, I try to praise the students, not one or two, but a group of people, even the whole class; Dealing with it is not hypocrisy, but sincerity and truth. Students can often feel the joy of success and learning, and the classroom atmosphere is active and the learning effect is good. Appreciation stimulates creativity, stimulates interest in learning, appreciates motivated students, and appreciates students with characteristics. Through appreciation, the relationship between teachers and students is harmonious, the classroom atmosphere is active, and creative enthusiasm is stimulated, which plays a very obvious role in promoting students' learning quality and ability development. In the teaching process, teachers should not only appreciate students' mastery of knowledge and improvement of ability, but also appreciate students' good performance in learning process and methods, and also appreciate students' positive performance in emotional attitude and values.

Five, equal evaluation of learning, stimulate interest

In the traditional teaching mode, teachers have the highest dominance over students' academic achievements, but they ignore students' self-evaluation and mutual evaluation, which essentially ignores a manifestation of students' subjective initiative, especially the method of creating a Chinese classroom teaching atmosphere. When students' self-awareness is highly strengthened and their inner enterprising enthusiasm is stimulated, teachers can give them the right of self-evaluation and mutual evaluation, stimulate their positive subjective consciousness and feel the free atmosphere of equality, harmony and trust in class groups. A teacher once lamented that the exam "is not a test of students, but a test of teachers." Indeed, it takes a few days for a Chinese teacher to correct an exam, and at that time, students have forgotten the content of the exam for nine days, as easy as blowing off dust. In this regard, the author tries to reform. Last semester, except for the mid-term and final exams, the author "let go" all the unit tests: the first day of the exam, the second day of self-evaluation and self-correction, and the teacher praised and guided when commenting. Students can ask the teacher if they are not sure. This evaluation method can change students' focus from "form" (that is, score) to "quality" (knowing the gains and losses of each question), which is conducive to the next stage of learning and the next stage of testing.

In short, teachers should establish the concept of democracy and equality in teaching, respect, trust and appreciate students, create a relaxed and rich classroom atmosphere, and let students fully participate in learning activities. In class, don't dampen students' self-esteem and enthusiasm, abandon the past practice of turning Chinese classroom into a place where teachers are condescending to impart knowledge to students, and abandon paternalistic and overbearing teaching style. Instead, we should sincerely care for and care for students with a democratic and equal attitude. Only by "kissing his teacher" can we "believe in his way". Students can learn Chinese well only if they like it.