Guo Lianer's article about Wang Gaofeng is not heartless. The ancient poems selected in junior high school textbooks, especially those with beautiful literary quality, are classics in the history of Chinese and foreign literature. With the in-depth development of teaching reform, ancient poetry plays an increasingly important role in junior high school textbooks. As a junior high school student, it is very necessary to master some knowledge of ancient poetry. However, the sigh that "ancient prose is difficult, ancient prose is difficult, and it is annoying to mention ancient prose" is endless. The teaching of ancient poetry is really not easy, students have a headache and teachers are difficult to teach. For this reason, I have been exploring ways to improve the teaching efficiency of ancient poetry for many years. There are many ways to improve the reading efficiency of ancient poetry, and stimulating students' interest is one of them. How to stimulate students' interest? I mainly discuss it from the following aspects. First of all, the protagonist is exciting. As the saying goes, "A good beginning is half the battle." Wonderful, novel and gripping leads can attract students and attract people at once. For example, teach the Three Gorges, guide students to recite the poem "Clouds say goodbye to the white emperor, and return to Jiangling in one day" in Li Bai's "Towards a White City", and then ask: "Has anyone seen the Three Gorges?" Inspire students to enter the magnificent scene of the Three Gorges and arouse their yearning. The dispute over Cao Gui is derived from the contradiction "a man who lacks military ability but is a wise monarch". Good lead design allows students to be preconceived, creates the premise for students to read the text, drives and controls students' psychology, makes them accept knowledge and skills more easily, enlightens people and inspires them to forge ahead. Second, reading the ancients said: "Read it a hundred times before you know what it means." To learn an ancient prose, we must first start with reading, which can be divided into various forms, such as model essay reading, simultaneous reading, group reading, individual reading, cross reading, role reading and so on. Through the teacher's demonstration reading, students can read the correct pronunciation and distinguish sentences. Guide students to achieve the set goals through different forms of reading, and can initially perceive the content of the text. Give more praise and encouragement in the process of reading, so that students can enhance their self-confidence and stimulate their desire to explore. For example, if you teach the article "Seeing Cai Huangong in Bian Que", the teacher should read the pronunciation and sentences accurately through examples, and then read it by the students themselves, in different roles, so that students can have a preliminary understanding of the text, and then further analyze the text, so that students will be easy to understand and naturally interested in reading, and the effect is self-evident. According to the requirements of curriculum standards, junior high school students should be able to recite a certain number of ancient poems and have the ability of preliminary appreciation. Therefore, reading aloud is particularly important in the teaching of ancient poetry. Reading aloud is the most direct and emotional way to enter the artistic conception of poetry. Through the teacher's cadence and vivid example reading, the students' desire to read is stimulated, and then through various forms of reading, such as leading reading, group reading, cross reading and synchronous reading, it is easy to bring students into the artistic conception of poetry and initially realize the charm of poetry. For example, if you teach Ma Zhiyuan's "Tianjingsha Qiu Si", let the students read it aloud first, and the students will soon realize several images between the lines. After the teacher adds some words a little, they will understand that many images constitute the lonely and desolate artistic conception of travelers, so as to understand the ideological content of words. Thirdly, the process of stimulating Chinese reading teaching by activities should be a bilateral activity process between teachers and students. In order to arouse students' active participation, willingness to learn Chinese, willingness to take Chinese classes and fear of ancient poetry, I have adopted various forms of teaching activities to make students feel that the boring teaching of ancient poetry is lively and interesting. For example, students are required to prepare painting tools before class, and draw a "nuclear ship" from memory in class. Many students were interested at once, but some students said "it's too difficult" and "let's see". When students are full of curiosity, the teacher allows them to read for a while, which suddenly turns them into vigorous vitality, from interest to learning, from learning to learning, and from learning to learning. Students quickly perceive the content of the text and achieve satisfactory teaching results. Teaching "Bian Que Meets Cai Huangong" can make the text into a textbook drama for students to perform on stage, and teaching "A Mountain of Yugong" can hold a debate about Yugong Stupidity. In addition, Chinese activities such as role reading and recitation competitions can be divided into different parts, so that students can taste the sweetness of success and stimulate their interest in learning ancient poems from practice. When students' talents are brought into play in practice, they will have a pleasant emotional experience. Fourth, competition stimulates interest. Junior high school students are full of vigor, energy, thirst for knowledge and sense of competition. Based on this, in the teaching process, stimulating students to participate in competitions is an important measure to improve students' interest in learning ancient poems. In the teaching of ancient poetry, I often consciously create some competitive conditions for students, so as to enliven the classroom atmosphere, mobilize students' learning enthusiasm and make them study more actively and consciously in a relaxed environment. For example, organize students to participate in the ancient poetry recitation contest held by the school, and students enthusiastically sign up to participate, and compete for the qualification in the classroom through the recitation contest. There is also a collection competition of ancient poems, idioms and allusions in the class, which gives a lot of students a quantitative score for their usual quality. You can also learn from Mr. Wei Shusheng's practice, so that students can test each other's problems by themselves, and conduct it through identification, so that students can find more information. Students show their magical powers, and they have a feeling of traveling in the long river of knowledge and having endless fun. They are playing, and we can easily see their active participation and interest. Through various competitions, students' interest in learning ancient poetry and prose is greatly stimulated, students' understanding of teaching materials is deepened, students' knowledge horizons are broadened, and students' comprehensive quality is improved. Fifth, the class to stimulate imagination should be interesting, which is also a way to guide students to imagine the content of the text. That is, try to turn monotonous words into vivid pictures, or guide students to walk into the text through imagination, talk face to face with the author or the protagonist of the article, shorten the distance between readers and the author and the protagonist in space and time, let ancient pictures enter students' minds, inject the ideas of ancient words into modern content, make students feel novel and stimulate students' interest in inquiry. In Ruwen's teaching of Jiangnan Dream, we should grasp the words "independence", "leaning" and "pulse" and ask students to expand their imagination and describe the artistic conception of the poem orally. The students soon described such a broad and colorful picture, a beautiful woman leaning against the railing: a young woman is looking forward to her husband's return, standing on the floor all day, carefully counting the sailboats coming and going on the river, facing the long river and the sunset. With this in mind, it is not difficult to understand the sadness and hardship of the dissatisfied wife and husband described by the poet. Through imagination and association, let students have a face-to-face dialogue with the ancients and narrow the distance between students and the author. Comment on ancient prose with modern ideas, so that students can have something to say and stimulate their interest in learning. For example, when teaching Fish I Want, students should be guided to discuss Mencius' theory of good nature on the basis of understanding the text, so as to enhance their ability to distinguish right from wrong. When teaching Longzhong to be right, guide the students to talk to Zhuge Liang: Do you think the countermeasures are reasonable? If Zhuge Liang stood before you, what would you say to him? In this way, students imagine from a modern point of view, which greatly improves their interest in reading, not only learns classical Chinese knowledge, but also enhances their ability to distinguish right from wrong, and also exercises their oral expression ability. It's killing two birds with one stone. Sixth, asking questions arouses interest. "There must be doubts in learning, small doubts and small progress, big doubts and great progress." When students constantly find problems in the process of learning, they will be interested in learning and take the initiative. In order to encourage students to make great progress, in the teaching of ancient poetry, I constantly inspire students to think, guide students to explore problems from different aspects and angles, and encourage students to express their unique opinions. By asking questions and exploring, we can stimulate students' enthusiasm for learning ancient poems and arouse their strong interest in reading. How to guide students to question? First, provide a relaxed environment for students. Students need teachers' encouragement to set up questions and queries boldly, because most students want to question and are full of doubts, fearing that teachers will look down on themselves and classmates will laugh at them. At this time, teachers should encourage students more, even if they ask questions that look childish and ridiculous, they should fully affirm them. Secondly, cultivate students' good habit of asking questions. Give full play to students' main role in the classroom and give them the right to learn. We should be good at guiding students from doubt to doubt, discovering in learning, questioning in thinking, understanding in solving doubts and innovating in understanding, so that students can acquire new knowledge. Third, we should also teach students how to ask questions. The basic methods of questioning can be considered from three aspects: one is "what", the other is "how" and the third is "why". As far as an ancient poem is concerned, it can be questioned from the aspects of words, sentence patterns, structure, theme and language characteristics. This can make students confused and their interest in learning will naturally increase. Seven, blackboard writing stimulates interest blackboard writing is to attract students' attention, stimulate students' interest, highlight key points and break through difficulties. One of the important contents of ancient poetry teaching in junior high school is reading aloud. Therefore, the principle of writing on the blackboard must be faithful to the text, highlight the key points and be easy to recite. According to the content of different poems, different forms of blackboard writing can be adopted, such as trees, nets, tables and paintings. If it is a comparison summary table, the Chinese knowledge structure can be tree-shaped. For example, when teaching the second volume "A Summary of Six Poems", you can list the contents such as "works, authors, styles and sources" so that students can see at a glance. At the same time, we can learn from Wei Shusheng's "lazy" approach, and deliberately do not write or make mistakes in some words that are easy to make mistakes, so that students can fill in or correct them themselves, and stimulate students' habit of correcting typos. Sometimes in order to stimulate students' sense of participation, students can summarize the content and write paragraphs. All these can effectively mobilize students' enthusiasm for learning. Eight, the teacher's expression, posture, gestures, language, etc. Can directly affect students' interest. Imagine if the teacher is listless in class, can the students still be in high spirits? Always keep a cheerful and optimistic spirit in class, be full of confidence, and cheer up even if you are tired. When giving lectures, the language should be varied, accompanied by some gestures and expressions. When reading aloud, the intonation is low, the speed of speech is moderate, and the feelings are sincere, which can infect students and stimulate interest. In addition, teachers' in-depth study of textbooks and modern teaching methods, especially multimedia-assisted teaching, can greatly enhance students' interest in learning ancient poetry and prose. Suhomlinski said: All mental work depends on interest. Therefore, the interest in the teaching of ancient poetry can not be ignored. Interest acts as a lens, focusing people's energy and ability on a focus like light, thus causing burning. Only on the basis of interest can the light of wisdom produce the power to become a talent. No.2 junior middle school in Guolian Township, Yuzhou City, Wang Gaofeng