1. Stimulating students' interest in learning in the introduction of new courses is an emotional expression of people's needs for knowledge and activities, and a tendency to actively explore things. Once students are interested in learning, all kinds of senses, including the brain, will be in the most active state, thus providing the best psychological preparation for participating in learning activities. In order to make students truly become the masters of the classroom, we should stimulate students' interest in learning from the introduction of new courses, so that students are willing to enter the classroom and be psychologically prepared to play the leading role. Therefore, the introduction of new courses should be based on stimulating students' interest and attracting students quickly and effectively. In the specific operation, teachers should start from two aspects. On the one hand, teachers should have a comprehensive and in-depth understanding of students and grasp their interests. At the same time, on the basis of in-depth analysis of teaching materials, we should grasp the points that can stimulate students' learning, make full use of these resources, and set out from reality to establish methods and means to introduce new courses. For example, when teaching the article "Grassland", a melodious "Pastoral" immediately took the students to the vast grassland where the wind blows and the cattle and sheep are scarce. Teaching Moonlight Music, Beethoven's famous piano music, is sometimes forceful and sometimes soothing, which makes students crazy. At this time, the teacher said that this beautiful music is moonlight, and students naturally want to know how moonlight composes music. Teaching "Ten Miles of Prime Minister", tears of sadness and joy, immediately tightened the hearts of teachers and students, fully let students feel the bitterness of people's mood. It is precisely because of such a good start that students devote themselves to the classroom with great enthusiasm in the following teaching process, which promotes the fluency, vividness and efficiency of teaching. Second, provide more opportunities for students to participate. Mr. Ye Shengtao once said: In class, students report and discuss, not just attend classes; In the teacher's place, it is guidance and correction, not just explanation. Therefore, in order to make students truly become the masters of learning, teachers should provide students with enough activity space in classroom teaching and try their best to return the time to students. Teachers' role orientation should be changed from a simple broadcaster to an organizer and guide of learning activities. In teaching, teachers should creatively understand and use teaching materials, actively develop curriculum resources and flexibly use various teaching strategies to guide students to show themselves, affirm themselves and surpass themselves in practice. Some experts suggest that a class should be divided into 40 minutes: the time occupied by teachers generally does not exceed 10 minutes, and the remaining 30 minutes are entirely for students' activities. In the specific operation, we can start from the following two aspects: 1, explore independently and let go of doubts. As long as teachers give students the right and opportunity to explore, every student can show his talents in exploration. In the teaching process, teachers should fully trust students and try their best to let them explore independently. Letting go doesn't mean letting go. Before that, the teacher should give the scope of inquiry. For example, a beginner can let students learn new words by themselves and see what methods you can take to remember them. What is the main content of this text? What is the writing order? What did you learn from it? In this way, students' free inquiry has a certain purpose. After students fully explore themselves, talk about their gains and doubts by reporting the results. Teachers should respond quickly to students' reports and handle them properly. For the problems that students have not talked deeply enough, we should seize the opportunity and actively guide students to understand deeply. For the individual problems of students, teachers should sort out the next learning task and take learning as teaching. Let each student choose the most suitable learning method according to his own situation, and try his best to reach his highest point and succeed in independent classes. 2. Cooperative learning breaks through difficulties. Speaking freely in cooperative learning is an important feature of autonomous learning, which plays an important role in mobilizing students' enthusiasm and promoting them to devote themselves to learning. Students express their opinions and inspire each other in cooperative learning, so that the breadth and depth of thinking are constantly broadened and deepened. Teachers can also participate in students' discussions in a timely manner, and start the collision between teachers and students and students from different angles, different levels and different experiences, so that each student can show himself in the discussion, get exercise and improve together. For example, when studying the golden hook, a student asked such a question: Has the old monitor finished the task assigned to him by his superiors? Some students think that the old monitor didn't finish the task because he died before he left the grass. The other part thinks that the old monitor has finished the task. While the students were arguing endlessly, the teacher threw out this question at the right time: Why did the old monitor say before he died that he had not completed the task assigned by the party? As soon as the question comes out, it effectively promotes students' thinking, and then students can understand it deeply through rereading, discussing and understanding. Finally, they understood that the old squad leader had successfully completed the tasks assigned to him by the Party. Although he gave his life for it, he still felt that he had not done well enough, which showed his loyalty to the revolutionary cause. In addition, it is worth noting that teachers should give priority to positive guidance and encouragement when evaluating students' questions and answers, and should not judge them simply by right or wrong. They should pay attention to showing students' thinking process, and should be appreciated and praised as long as it is conducive to developing innovative ability. Teachers should not be angry and hurt by students' trivial or childish answers. A well-meaning smile and a "think again" can motivate students to continue to explore and protect their self-esteem. In this relaxed and free teaching atmosphere, I believe more students will voluntarily enter the classroom. Third, the combination of in-class and out-of-class learning Dou Guimei, a famous special-class teacher, once said: poor teachers only teach Chinese knowledge, good Chinese teachers teach Chinese learning methods, and the best teachers provide learning resources. The time and space of classroom teaching are limited. Teachers should give full play to the radiation effect of classroom teaching on extracurricular activities, guide students to obtain learning resources through various channels, extend the limited time and space indefinitely, and combine learning inside and outside the classroom to benefit from extracurricular activities. Let the students' subjectivity be further reflected. In concrete operation, teachers should fully analyze teaching materials and encourage students to collect materials related to classroom teaching through various channels. Teachers should also go into the water personally to find out where they can collect this information and give it to different levels.