Dostoevsky, a famous French educator, once said: "We believe that the art of teaching lies not in the ability to impart, but in inspiring, awakening and inspiring." In classroom teaching, teaching is a process of bilateral activities between teachers and students, which includes both knowledge exchange and emotional interaction. Li Jilin, a famous teaching expert, pointed out in the article "Grasping the Law of Chinese Learning and Committed to the All-round Improvement of Students' Chinese Literacy": "Emotion is the channel, soul and foundation of Chinese education. The bridge of emotional communication between "teaching materials and students" is the teacher's emotion. Teachers touch the' emotional' strings in students' hearts with true feelings, which is the flame that ignites students' emotions. "(2) Once the emotional strings in students' hearts ring and the emotional flame is lit, our Chinese classroom will be full of vitality in generate. As a class driver, there are many ways to "pluck the strings" and "ignite". First of all, we can infect students with affectionate leads, thus causing students to sing in their hearts. This was introduced by the author when he taught Zhu Ziqing's "Back". " There is a saying that' poverty means change'. In thousands of families, parents are so great and respectable. As the saying goes, father's love is like a mountain, and father's love is deep and dignified. Today, let's walk into Mr. Zhu Ziqing's affectionate work "Back" and feel this great fatherly love together! "This guidance has stimulated students' enthusiasm for the content and paved the way for emotionally activating classroom teaching.

Secondly, students can use the passionate epilogue to make them feel memorable.

When I was teaching Bing Xin Talking about Life, I summed it up like this: human life is short. In this fleeting course of life, there is pain and happiness, which is more? Based on their own feelings about happiness and pain, some people say, "Happiness is a feeling, and the key is that you understand her heart." People have to experience happiness and pain, happiness and sadness, and only a single experience is not enough. Finally, the teacher gave the students a sentence in the article:' May there be enough clouds in your life to create a beautiful dusk'! Such a conclusion can not only deepen students' understanding of the content of the text, but also cultivate students' sentiment. How can we make students have no emotional ups and downs and have endless aftertaste?

Thirdly, you can also use the emotional power of the text itself to pluck the students' "emotional" strings. For example, when I was teaching Ansai waist drum, in order to let students better feel the roughness and heroism of this folk art on the Loess Plateau, the first teaching link was that I read the full text with passion, and at the end of the reading, the students responded with thunderous applause. In this way, the students' mood suddenly became excited. With such a beginning, how can the classroom atmosphere become rigid as long as it is properly guided?

Teacher Yu Yi put it well: "Chinese teaching conveys emotion and passion, and words are flesh and blood, not boring symbols." The scenery and things, people and things described in the article, the feelings and significance poured in, and the truth expounded will all strike the hearts of students and arouse their feelings of * * *. "I believe that as long as our Chinese teachers work hard to do this, the Chinese classroom will be full of vitality.

Second, classroom vitality comes from students' active participation.

Students are the main body of learning and the masters of the classroom. The most fundamental thing is to give full play to students' main role in order to make Chinese classroom teaching really alive. Only by making students the protagonists in the classroom can their brains be excited, their thinking be active and the classroom atmosphere be really active.

Then, how to give full play to students' main role in classroom teaching and fully mobilize students' enthusiasm to participate in classroom teaching? The author believes that at least the following three aspects should be paid attention to: First, build an equal and harmonious relationship between teachers and students and create a democratic and harmonious classroom atmosphere. In the process of teaching, teachers must fully develop teaching democracy and let students complete their learning activities in an equal, harmonious and harmonious atmosphere. American psychologist Maslow and others believe: "Only in the sincere and understanding interpersonal relationship between teachers and students can students dare to express their opinions, freely imagine and create, so as to enthusiastically acquire knowledge, develop their abilities and form their personality." It can be said that a democratic teaching atmosphere is the premise for students to actively participate in classroom teaching. Secondly, the "discussion" teaching method can enliven the classroom atmosphere. Teachers should put forward some questions that can activate students' thinking and organize students to discuss in class on the basis of careful study of teaching materials. When teaching My Uncle Yule, the author questioned the Phillips couple: ① Avoidance of Yule stems from their poor economic conditions, which is a manifestation of selfishness and helplessness of small people, and people should sympathize with and forgive them. Their indifference to family relations should be blamed, and they should accept Yule. (2) It satirizes the naked money relationship between people in capitalist society. People's guide to action is "money first", which grasps the key points and difficulties of the text and activates students' thinking at once. Through heated discussion, students' reading of the article is further deepened. How can such classroom teaching not be full of vitality? Thirdly, students should be encouraged to express their unique opinions, which is a concrete manifestation of giving full play to the main role of students. Once students develop this awareness and habit, classroom teaching will be full of vitality and gratifying situation. For example, once, when the author was teaching my uncle Yu Le, I said, "There is a problem that students need to imagine. What if the Phillips family found a millionaire like Yule on the boat? " As soon as the voice fell, a classmate said without hesitation that the Phillips would faint with joy. Some students said it was impossible. How can a rich man be in the same boat as a poor man like Mr. and Mrs. Phillips ... I didn't comment on it immediately, but organized a discussion. After making a positive speech, they thought that this was only a hypothetical situation. This sentence should focus on comparing the attitudes of the Phillips towards the rich and the poor. This kind of teaching is not about whether the results are correct or not.

Third, classroom vitality comes from the imagination of teachers and students.

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world and promotes progress." The content of Chinese textbooks is mostly based on thinking in images. To deeply understand the contents of these textbooks, we should give full play to the imagination of teachers and students. Ye Shengtao used Gorky's Haiyan to illustrate the necessity of imagination when reading literary works. He said: to understand the poem Haiyan, you have to give birth to a pair of wings in your imagination. You have to open these wings and fly triumphantly with Haiyan in the middle of lightning and in the roaring sea. At this moment, you seem to hear deafening thunder and the roar of forgiveness. At the same time, you will realize that after a storm, the earth will be washed very clean, and flying between this exceptionally clear world is an unparalleled comfort and pleasure. Many examples fully prove that once students are guided to develop their rich imagination, the Chinese classroom will be full of brilliance and vitality. Mr. Wei Zhicheng, a professor at Wuhan Institute of Education, has the following comments on the application of imagination in Chinese teaching: "A series of teaching links are nothing more than mobilizing students' imagination; Well-designed opening remarks arouse students' imagination; Guide students to preview the text and stimulate their imagination; Set difficult questions, solve doubts and doubts, and stimulate students' imagination; The teacher made it carefully, making the finishing point and inspiring students' imagination. ……"

In short, as long as we actively guide, give full play to students' imagination, and vigorously explore students' imagination space, Chinese teaching can completely stimulate students' thinking and enliven the classroom atmosphere, and Chinese classroom can completely become a place full of passion and vitality that students yearn for.

Spring is beautiful, because it is full of vigor and vitality; Chinese classroom is charming because it is full of poetry and charm. At present, the pace of basic education curriculum reform has never stopped. Let's work together in Qi Xin to paint a beautiful picture of Chinese classroom teaching under the new curriculum reform!