语文教学效率的低下,与课堂教学中学生注意力分散,不能与教师思维同步,甚至脱离教师的思维有很大关系。我们知道,学生的注意力常为兴趣所左右,如果教师授课不见意趣,则学生势必听讲被动,导致注意力分散,学习效率自然不高。“翻开书”与“合上书”,看似简单的一个动作,却有着很强的艺术性,如能巧妙的运用,定能激起学生的竞争心理和悬念心理,激发学习兴趣。上课有了意趣,就能促使学生开动脑筋,积极思考。在兴趣的激发下,学生积极主动地去感知事物,对事物的观察变得比较敏锐,逻辑记忆加强,想像力丰富,思维活跃。同时,因为情绪高涨,克服困难的意志力也增强。自然课堂教学的效率也就提高了。 如教学《白杨礼赞》一文,“翻书”与“合书”激趣法的运用: 师:同学们到过黄土高原吗? The low efficiency of Chinese teaching and the distraction of middle school students in classroom teaching cannot be synchronized with the teacher’s thinking, and it is even separated from the teacher’s thinking. We know that the attention of students is often controlled by interest. If teachers do not show interest in teaching, students are bound to be passive, leading to distraction and learning efficiency is not high. “Opening the book” and “closing the book” are seemingly simple actions, but they are very artistic. If they can be skillfully used, they will surely arouse students’ competitive psychology and suspense psychology and stimulate learning interest. Having fun in class can motivate students to use their brains and think positively. Under the stimulation of interest, students actively perceive things, their observation of things becomes more acute, their logical memory strengthens, their imagination is rich, and their thinking is active. At the same time, because of the high emotions, the willpower to overcome difficulties has also increased. The efficiency of natural classroom teaching has also increased. For example, the teaching of “The Poplar Praise” article, the use of the “quick book” and “the book” frenzy: Teacher: Did the students have been to the Loess Plateau?