幽默的教学语言,属于非理性因素的范畴。它既是教师创造个性的外化,也是教师创造能力的外现。在适宜的教学环节里,它能调动学生的学习积极性,强化学生的学习动机,催发学生的学习热情,训练学生的多元思维,对学生的语文学习产生潜移默化的作用。一、幽默批评:让学生专注《义务教育语文课程标准(修订稿)》明确指出:“语文教学应在师生平等对话的过程中进行。”幽默的教学语言是师生关系的黏合剂。教师充满启发意义的幽默语言,可以带给学生快乐和深思,消除学生心中的不快,从而形成平等、民主的师生关系。语文课上,一句幽默的善意批评,会使调皮、走神的学生有如坐春风之感,避免了由教师的怒声呵斥带来的种种不安和紧张。如,教学《清平乐·村居》一课时,许多学生正在专心地品读词句,有一个男生却在 Humorous teaching language belongs to the category of irrational factors. It is not only the externalization of teachers ’creation of personality, but also the external appearance of teachers’ ability to create. In appropriate teaching links, it can arouse students’ enthusiasm for learning, enhance students’ motivation to learn, arouse students’ enthusiasm for learning, train students’ multiple thinking and exert a subtle influence on students’ language learning. First, the humor criticism: to allow students to focus on “compulsory education curriculum standards (Revised)” clearly states: “language teaching should be carried out in the process of equal dialogue between teachers and students ” humorous teaching language is a teacher-student relationship adhesives . Inspirational humorous language teachers, teachers can bring happiness and thought, to eliminate unhappiness in the hearts of students, so as to form an equal and democratic relationship between teachers and students. In the Chinese class, a humorous, good-faith criticism will make naughty and distracted students feel like spring breeze and avoid all kinds of anxiety and tension caused by teachers’ resentment. For example, when teaching “Qingping Le Village” a class, many students are concentrating on reading words and expressions, while a boy is in