How to teach Chinese well in middle schools is a problem that cannot be ignored but is difficult to answer for all Chinese teachers standing on the podium. In middle school education, the most difficult course to teach is probably Chinese. Because Chinese teaching is a subject that only emphasizes formalism and knowledge transmission, it often ignores the cultivation of students' most basic Chinese quality. For middle school students now, at most, they think multiple-choice questions are easier to answer, but they don't know how to answer some difficult knowledge, such as classical Chinese knowledge and analysis questions. This paper analyzes how to teach Chinese well from the aspects of Chinese teachers' own quality, good classroom atmosphere, teacher-student relationship and teachers' mastery of students' learning.

First of all, teachers must have excellent professional basic knowledge.

An excellent Chinese teacher must have excellent Chinese knowledge. Chinese knowledge includes many knowledge points, which are rather messy, so Chinese teachers need to have clear ideas to sort out all Chinese knowledge. Ye Shengtao said: "Chinese is a tool for communication and exchange of ideas; It is not only a science, but also an art, and it is an art of feeling people. "So, teachers should also teach Chinese as an art. Only in this way can students enjoy Chinese classes. For excellent professional knowledge of Chinese teachers, they should not only be familiar with all the knowledge in Chinese textbooks, whether it is classical Chinese, prose or argumentative, but also be able to teach students well. In addition, teachers should also have rich extracurricular knowledge. Because senior high school is different from junior high school and primary school, students in senior high school are facing the pressure of college entrance examination, so they don't need to do a lot of Chinese practice in order to learn Chinese well. If teachers only know the knowledge in textbooks, they can't teach students well, so teachers should dabble in extracurricular knowledge, and only when they have rich knowledge can they be handy in teaching.

Chinese teachers should also have their own unique teaching styles and skills. Only unique teaching methods can make students like and pay attention to themselves. At the same time, teachers should actively communicate with students and pay close attention to their feedback.

Second, create a good classroom atmosphere

Good classroom atmosphere is very important for Chinese learning. A good atmosphere can drive the climax of students' study. For example, a teacher can imagine himself as a salesman and then try his best to sell his knowledge to students. When a teacher regards himself as a salesman, he must first infect his students with full attitude and optimistic self-confidence. When teachers face students, it is very important to hint students with psychological offensive and make them believe what you said today. Only when students believe in their own views, then students will have the motivation to learn, and teachers will be full of passion in Chinese class. This is a good classroom atmosphere.

Third, the role exchange between teachers and students.

Chinese teaching is the process of teaching and learning, and it is the interaction between teaching and learning. Generally speaking, in Chinese class, it is a process of teaching by teachers and learning by students. However, this kind of learning method is more traditional, which requires some unsuitable learning methods for the curriculum in the new era. Therefore, in Chinese teaching, teachers can exchange roles with students, from "teaching" of teachers to "teaching" of students. In such a classroom, teachers and students are a kind of learning that communicates with each other, complements each other and inspires each other. Teachers are no longer above and inviolable, and students are no longer just obeying teachers' instructions. Teachers learn how to teach students. Therefore, a new teacher-student relationship has been established between teachers and students. Formed a real learning whole.

We are all familiar with The Book of Songs. Now let's take the study of The Book of Songs as an example to analyze the teaching mode of role exchange between teachers and students.

1. Course: The Book of Songs

2. Time: one class hour

3. Learning content: Introduction, content and expression of The Book of Songs.

A student is standing on the platform, and the teacher is sitting next to other students. The Chinese class has begun. In order to distinguish the difference between teachers and students, the students who give lectures on stage are called junior teachers.

Teacher: Students, what we are learning today is The Book of Songs. How much do you know about The Book of Songs? Students who know can speak.

Student A: The Book of Songs is China's first collection of poems, written by Confucius, a great writer in the Spring and Autumn Period.

Student B: The Book of Songs is a classic of China's traditional culture and a treasure in the world literature and art halls.

Student C: The Book of Songs contains 305 poems, reflecting the historical facts and customs of about 500 years from the early Western Zhou Dynasty to the mid-Spring and Autumn Period.

Teacher: Do any students know which parts the Book of Songs is composed of?

Student D: The Book of Songs consists of three parts: style, elegance and ode.

Teacher: Yes, The Book of Songs is indeed the greatest cultural treasure house in China and the earliest educational model textbook in China. It was written in the 6th-5th century BC. Now I will briefly introduce the three parts of the Book of Songs to the students. Wind refers to the national wind, which originated in the Eastern Zhou Dynasty. * * * includes 15 local music of vassal states, and one * * * includes 160 songs, which is also the essence of The Book of Songs. Elegance is "positive music" and "positive voice", and elegance is divided into elegance and elegance. Elegance is mainly praise, while Xiaoya is mainly satire, *** 105. Ode is a dance music offering sacrifices to ghosts and gods in the court. It is divided into 40 songs, including Zhou Song, Truffle and Shang Ode. This is the composition of the whole Book of Songs. You got it?

Student: I see.

Teacher: Students, now read the Book of Songs and think about its meaning.

......

In Chinese teaching, students can ask questions to primary school teachers.

Student 1: Teacher, what kind of artistic technique was first used in The Book of Songs?

Primary school teacher: The Book of Songs is mostly in four words, and it is the first time to use three artistic techniques: Fu, Bi and Xing. The Book of Songs has made great achievements, which has profoundly influenced the development of China literature for more than two thousand years.

Student 2: The Book of Songs and what works are called "Four Books and Five Classics"?

Little teacher: The student asked a good question. There are four books: The Analects of Confucius, University, The Doctrine of the Mean and Mencius. Five Classics: Shangshu, Lishu, Zhouyi, Chunqiu and Shijing.

5. Summary

In this class, we learned a lot about the Book of Songs. The composition, status and formation of The Book of Songs. Students review and consolidate what they have learned after class.

In this way, the teaching mode of teacher-student communication can let students know more about what they want to learn. Because students tell other students themselves, their memories will be deeper. Teachers can also see students' performance under the podium, and correct students' incorrect or insufficient knowledge points in class in time after class. The teaching mode of teacher-student communication is very effective for students' learning.

Fourth, test students' learning effect regularly.

After a period of Chinese lessons, teachers should test the students' learning effect in time, and only in this way can we better grasp the students' learning dynamics. Teachers should actively communicate with students in time and pay close attention to students' reactions. In the course of lectures, teachers should ask students questions about what they have learned before, so that on the one hand, they can check students' mastery of knowledge, so as to choose correct teaching strategies in the next teaching. At the same time, when reviewing the old knowledge, students' interest will be high and their spirit will be highly concentrated. Because they know something about the previous knowledge, students will be more confident when answering questions. In this way, the classroom atmosphere will be very active, and the purpose of reviewing the old and learning the new will be achieved.

Verb (abbreviation of verb) summary and induction

Before the end of each class, the teacher should summarize the knowledge points learned in this class for the students, and summarize which knowledge points are the most important and which knowledge points only need to be understood. Only when students know the priority of knowledge can they study better and not do useless work.

For Chinese teaching, Chinese teachers should not only have enough professional knowledge, but also have a good relationship between teachers and students. Hang out with the students. Only in this way can we teach Chinese well and students learn Chinese well. Teachers should care more about students and understand them. Only by knowing students can they be better prepared to study.