A considerable number of middle school students lack initiative in Chinese learning, especially those who have made great efforts in Chinese learning, but the learning effect is always unsatisfactory, thus losing interest in learning Chinese. Then, how should Chinese teachers cultivate and stimulate students' interest in learning Chinese?

First, implement appreciation and emotional education to stimulate students' interest in learning Chinese.

There is a positive potential in people's subconscious. Emotion is people's attitude towards objective things. Because of the different relationship between objective things and people's needs, people have different attitudes towards objective things. There are positive ones, including happiness, satisfaction, love and so on; There are negative ones, including disgust, anger, hatred and so on. For students, emotion sometimes becomes the driving force of learning, but sometimes it also becomes the resistance. In teaching, the enthusiasm and negativity of emotion coexist. It is not difficult for students to learn Chinese well if teachers can use positive emotions and restrain negative emotions. Based on the above understanding, it is very important to implement appreciation and emotional education.

First of all, teachers should fully look for the bright spots of students, give encouragement and give them sincere and pure love. Understanding and loving students, for teachers, is loyal to the people's education in a big sense, and in a small sense is teachers' cultivation and ethics. Teachers should be full of love and appreciation for their students. This sincere "appreciation", once understood and accepted by students, will have great appeal and impetus. The object of this "appreciation" includes all aspects of students' learning Chinese. Such as reciting, writing and reading. In the form of expression, we can express a kind of trust and appreciation to them in contact and conversation (the conversation environment should be suitable and the atmosphere should be harmonious), thus generating emotional promotion, stimulating students to form an excitement center and generating self-confidence. Then give specific and effective guidance or help. Once students are found to have made the progress expected by teachers, teachers should express their affirmation or recognition in time, so as to be psychologically prepared for the next new progress.

Secondly, teachers should fully respect students' self-esteem. For those students who hate Chinese, are backward in learning and have different degrees of inferiority complex, a "leaning policy" should be implemented. Of course, we should be measured properly so that the whole class can understand the teacher's intentions and sincerity. If we treat these students' self-esteem seriously and scientifically, we can not only inspire their confidence to catch up, but also naturally harmonize the feelings between teachers and students, and between poor students and other students, so that they can feel the warmth and strength of the collective. Of course, we must not compromise and relax with them because of this. Instead, we should be strict and realistic. And this kind of "strictness" and "reality" is rooted in teachers' pure love and high sense of responsibility for students, so that students can understand and accept it and achieve the effect of moving people with emotion. Thirdly, we should make full use of the method of praise to guide students to realize the specific benefits of learning Chinese and stimulate their psychology of being willing to learn Chinese, so as to attach importance to Chinese learning. At the same time, we should proceed from the reality of students, strengthen the guidance of learning methods, eliminate the prejudice that Chinese is difficult to learn, and get rid of the predicament of learning Chinese as soon as possible.

Second, mobilize internal and external factors to stimulate students' interest in learning Chinese.

Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Interest is the premise of learning Chinese well. If you are interested, you can study happily and change "I want to learn" into "I want to learn". Even if you encounter difficulties, you can consciously learn to overcome them and take pleasure in it.

1. Strengthen the education of learning objectives through various channels. The formation and consolidation of interest should be based on clear goals. We should make use of various forms to subtly make students understand the importance of learning Chinese well, let them clearly understand the purpose of learning, link learning Chinese with personal future, family interests, national modernization and national destiny, and feel guilty and self-reproach for not learning Chinese well, so as to stimulate the motivation of learning Chinese well and turn negative factors into positive ones.

2. Arouse students' singing with the Chinese teacher's own teaching practice, then infect students and gradually form an interest in learning Chinese. Such as teachers' amiable teaching attitude, good at controlling and expressing their emotions, and actively creating a democratic and harmonious classroom atmosphere. In the teaching process, teachers should strive to create a situation that students can enjoy aesthetically. Mobilize students' emotions in a pleasant atmosphere, attract students' attention, gain knowledge and cultivate sentiment. It is necessary to give full play to the emotional and aesthetic functions of the textbook itself, supplemented by teachers' proper handling of the textbook and emotional reading guidance, appropriate and enlightening questions, clear and beautiful blackboard writing and so on. Over time, students will welcome you to Chinese classes and love Chinese classes, and their interest in learning Chinese will be formed and deepened day by day.

3. Create conditions for every student to have a chance to play, so as to stimulate interest in Chinese. For example, organize students to go out for wall newspaper, class blackboard newspaper, run handwritten newspaper, tell folk stories, idioms solitaire, and answer reporters' questions. In fact, every student has his own specialties and advantages. Some students write clearly and neatly, while others speak standard Mandarin fluently. Let them give full play to China's specialty. Teachers should also discover students' subtle progress in time, make objective and fair evaluation and encouragement in time, and enjoy the happiness of success with other students. Before students finish a task, teachers should estimate the difficulties they will encounter and give enthusiastic heuristic guidance and help in time. If there is a formula of "interest-overcoming difficulties-success", the key link is "overcoming difficulties", and teachers must do this well. They can neither cover everything nor stand idly by.

In short, to stimulate students' interest in learning Chinese, we should give full play to students' subjective initiative, and teachers should give appropriate guidance to change "I want to learn" into "I want to learn", so as to get twice the result with half the effort.