As an important "commander" in the classroom, teachers' personal abilities, teaching habits and ways of thinking will have a very direct impact on students. Due to the influence of traditional exam-oriented thinking, many teachers' choice of teaching content and design of teaching steps in junior middle school Chinese classroom are characterized by pattern and rigidity. Not only is there little interaction between teachers and students, but this subject with humanistic characteristics has become more and more rigid under the solidified teaching method, and it is difficult to arouse students' sense of participation and positive psychology. In view of this, teachers urgently need to change the traditional way of thinking and make effective innovations in the classroom, including not sticking to textbooks, combining the theme of the development of the times and the current social hotspots, and adopting unique and interesting reading and reciting methods to enrich classroom forms. When teachers can subjectively change the traditional classroom form and innovate the inherent teaching methods, students will continue to play innovative thinking and enhance their creativity with the state and psychology of teachers.
2. Guide students to explore and innovate independently.
In order to cultivate students' innovative ability in the traditional Chinese teaching process, we should also pay attention to the cultivation of students' independent exploration and innovative practice ability. In the traditional process of cultivating listening, speaking, reading and writing ability, we should carry out teacher-student interaction and communication, comprehensively enhance students' participation consciousness, and enhance students' spirit of exploration, cooperation and expression desire by creating situations, asking interesting questions and effectively expanding the classroom. For example, in the process of teaching ancient poems, the traditional teaching methods are mainly composed of reading aloud, reciting, explaining and emotional analysis. Over time, students will gradually form a fixed "coping psychology" in poetry learning, and it is difficult to understand and imagine the content and meaning of the text more richly. In view of this, in this teaching process, the author will use the way of "restoring the scene" to help students understand ancient poetry. Let the students express their understanding of the author's experience and environment when writing poetry through self-perception and reading comprehension. This kind of teaching design requires every student to play the role of "director" and "actor" at the same time. The design and editing of all "scripts" ultimately depends on students' self-understanding and imagination. When students can devote themselves to the teaching requirements assigned by teachers, they must try their best to understand, speculate, enrich and imagine. As we all know, China's classical poetry culture is quite typical, and it is extremely unrealistic to complete the expression close to the literal meaning. Only when students understand the focus and emotional orientation of poetry itself can they better complete the tasks assigned by teachers. In addition, in the process of adopting this teaching strategy, the author believes that teachers should also pay attention to the psychological characteristics of different students, pay attention to their individual differences, and fully take care of the knowledge acceptance and participation of students at different levels. At the same time, in view of the novel and interesting ideas put forward by students in class, which are different from traditional teaching ideas, teachers should not stifle students' enthusiasm and affect their emotions of expressing their opinions, but should give appropriate guidance and support, encourage and inspire students to explore problems and stimulate their curiosity.
3. Expand the teaching space and enrich the teaching situation.
There are many novel texts involved in junior middle school Chinese textbooks. If the focus of novel text teaching is only limited to the nuances of paragraphs and difficult words, it will lose the important significance and value of reading. The author believes that the key to novel learning is to let students perceive the conflict, language thought and psychological description in the author's writing context, and the most ideal way to understand this part is to let students feel it personally. For example, when studying the classic passages of Fan Jinzhong's plays, the author divides the class into several groups and draws lots to perform the passages in the novel. We can not only interpret the original meaning of the text, but also perform the subtext we understand in reality. This way not only makes students pay more attention to the essence of novels more truly and comprehensively, but also greatly stimulates students' enthusiasm. Many students who are not good at words and do not speak actively in class can also actively participate in the performance, making the traditional book-based classroom more three-dimensional and richer. In this way, students can feel what is hidden in the novel, which can not be absorbed and understood by reading. In the process of hands-on operation, interactive communication and brainstorming to enrich the "script", students have exerted their innovative ability to the maximum extent and greatly developed their imaginative thinking.
Introduce diversified teaching methods to enrich students' imagination and creativity.
In recent years, with the rise of modern science and technology, more and more teaching equipment has entered junior high school classrooms, which provides more possibilities for enriching teaching forms and innovating teaching methods. Such as multimedia courseware, film and television teaching resources, etc. It has a very obvious effect and function in enriching classroom forms and increasing the intuition of Chinese knowledge and teaching content. Especially in rural areas where teaching resources are relatively backward, teaching methods with rich scientific and technological content will not only bring students a refreshing feeling, but also greatly broaden their horizons. In composition teaching and Chinese review, the author will try to use multimedia technology to assist classroom teaching, in order to let students intuitively receive a complex and three-dimensional knowledge system. For example, when reviewing classical Chinese, you can summarize the usage of the same word in different texts, so that students can browse and remember all the classical Chinese they have learned quickly in a very short time; For example, in composition teaching, we can use multimedia to deconstruct composition requirements, and use the Internet to widely collect different methods of opening articles and expounding arguments to expand students' experience. At the same time, it can solve the problem that students' attention is not concentrated enough and easy to be dispersed in class. In the process of students' perception and attraction of diversified teaching methods, the creativity of their individual thinking will be developed to the maximum extent, instead of being confined to the limited thinking space of individuals and constantly inspired and stimulated by generative thinking.