语文课怎样才能激发学生的情感以便挖掘课文中的审美内容呢?笔者的作法是:创设教学情境,进行审美教育。一、以“景”激情如教碧野的《天山景物记》时,结合课文内容,我把事先准备好的《民族画报》《人民画报》《解放军画报》中关于天山景物如“天鹅湖”“千里牧场”“天山雪莲”等彩色影照发给同学们轮流观看。大家兴致很浓,如同哥伦布发现的一块新大陆。这时,教师再讲解分析语文,同学们兴趣盎然,获得了身临其境的艺术感受,引起了审美的情感和愉悦。二、以清激情如教李瑛的抒情诗《一月的哀思》时,我先创设一种悲壮的氛围,象电影导演给演员说戏一样,我把周总理伟大的人品、重大的功绩向同学们作了较为生动的介绍。很多同学被总理无私无畏的精神所感染,有的神色严峻,有的眼圈微红。此时进行教 How can Chinese language class inspire students’ emotions in order to tap into the aesthetic content of the text? The author’s approach is to create teaching situations and carry out aesthetic education. I. With the passion of “King” as the teaching of Biye’s Tianshan Mountain Story, combined with the content of the lesson, I put the pre-prepared National Pictorial, People’s Pictorial, and Pictorial of the People’s Liberation Army on the Tianshan Mountain as “Swan Lake”. Thousands of pastures, “Tianshan Saussurea” and other color shades were sent to the students in turn to watch. Everyone is very interested, just like Columbus discovered a new continent. At this time, the teacher explained the language again, and the students were full of interest and acquired an immersive artistic experience, which caused an esthetic feeling and pleasure. Second, with Qing Passion as the lyric poem “Last Year’s Grief” by Li Yong, I first created a tragic atmosphere. Like the movie director, he told the actor like drama. I showed Premier Zhou’s great character and major achievements. The students made a more vivid introduction. Many students were infected with the spirit of selflessness and fearlessness of the Prime Minister. Some of them looked grim and some had reddish eyes. Teach at this time