In the process of watching teaching videos, I saw many excellent teachers giving wonderful lectures and learned many novel teaching concepts, teaching methods and teaching means, which benefited a lot. It is because of this awareness that I know how precious this opportunity is. I used to listen to other teachers' classes at school and go out to study, just blindly watching the highlights in the teacher's teaching process. I felt very rewarding at that time and lost my memory. Now that I think about it, I didn't make an in-depth and systematic analysis and memory according to the dimension. This training platform gives detailed analysis dimensions: teaching design, teaching process, teaching effect, technical specification and overall evaluation. You can analyze and think one by one, and combine your own actual study to improve. There are three points to share with you about thinking in class.
First, carefully observe six classes with a learning attitude.
Every year, I have to participate in summer online training, and some teachers have completed this task every year with coping psychology. Fortunately, this year, the platform has changed the previous model, which can give you enough time to study and observe the lessons of six teachers, and with the relevant evaluation list, you can think in a targeted way. It can be said that it is a rare opportunity to study quietly to improve your business ability and learn from the experience of excellent teachers. The purpose of setting up the saving mode of class attendance and evaluation is to make us more careful and patient in observing and evaluating each class, so that we can watch it several times and think more about the essence of learning. Therefore, we should treat it with a learning heart, and we must not deal with it rashly, wasting this precious opportunity to communicate with many famous teachers.
Second, objective evaluation reflects the professional quality of each teacher. In the process of scoring comments after class, most of them describe the reasons for deducting points, which misleads some teachers to find faults and problems for video teachers to some extent, and even criticizes the teachers' problems in the submitted reports. This also inevitably ignores the calm analysis and study of various advantages under the blind spot of the problem. This requires us to objectively analyze the causes of problems and learn with an open mind in combination with classroom practice. If we take classes by ourselves, how will we improve it? What measures do you have to improve it? Each student in the group has a different class, and the completely open class provides us with a broad learning platform and opportunities for independent thinking, and there is no possibility of exchanging opinions through consultation. However, when observing the last few classes, I often can't find the reason for deducting points, or scribble or talk a lot, which makes me have to watch it several times, because it reflects a teacher's basic professional quality, and we must take others' works seriously and score them objectively, fairly and justly. The explanation of the reasons for deducting points reflects your professionalism, the depth of research on this course, and your attitude towards others' learning.
Thirdly, the contradiction between "teaching" and "learning" in the old and new classroom teaching modes.
In several teacher's classes, I deliberately observed the teacher's explanation time and the time for students to participate in the practice independently. The teacher's "speaking" occupies most of the classroom time. This is undoubtedly unscientific for physical education class, who pays attention to students' actual exercise. Learning is ultimately the result of students' internal absorption, and students are the masters of learning. Only when teachers play a leading role, fully embody students' dominant position, try their best to grasp the practical experience of physical exercise, return the ultimate goal of classroom teaching to the teaching goal, and spend most of their time in the classroom to let students practice theory and practice, can such a teaching classroom be real and scientific.
In addition, students' autonomous learning, group cooperative learning and inquiry learning are usually adopted. The process is basically: according to the independent learning materials provided by the teacher, independent learning, group cooperative learning and inquiry learning (self-evaluation and mutual evaluation within the group). Teachers' itinerant guidance and evaluation) → Preliminary display of autonomous learning results (teachers and students should give guidance according to action situations to further establish a correct concept of action) → Strengthen group cooperative learning and inquiry learning, and quickly master the correct essentials and methods of action (self-evaluation and mutual evaluation within groups). Teachers' itinerant guidance and evaluation, paying attention to underachievers) → Great display of learning and practical achievements (teachers and students guide with action situations, so that students can further establish a correct concept of action) → Innovative creation of new actions or routines (teachers' itinerant guidance. Martial arts, aerobics teaching materials commonly used) → display of creative achievements. Yang Huancai's leap-forward improvement and Mou Jinli's hurdle teaching basically adopted this teaching process. This kind of teaching mode will mobilize students' enthusiasm for learning to a great extent, and will also limit teachers from talking too many questions and narrow the scope of teachers' speaking to a certain extent. If we make good use of this method, it will undoubtedly be a quality class. Teacher Liu Minsheng's Fitness Club should be improved in this respect.
In short, this is only the beginning of this year's training. The above is just to observe and evaluate the feelings and gains of six classes. I believe there will be greater gains and surprises in the next study. Come on!
Because of my own reasons, I have only studied two classes so far, among which "Burning and Extinguishing" by teacher Wang Min left a deep impression on me. It is not that the course is attractive and has many advantages, but that I have learned a lot from it, which is of great guiding significance to my future teaching.
First of all, the three-dimensional teaching goal is clear, the operability is strong, and the teaching materials and learning situation analysis are clearly in place. The only deficiency is that the teaching emphases and difficulties of this class are not reflected in words, and words are an indispensable part of teaching design. The teaching process is smooth and the teaching effect is good. Guide students to actively participate in classroom teaching, the classroom atmosphere is more active, students' inquiry learning runs through the classroom, expand students' knowledge and increase classroom capacity, and return the classroom to students.
Furthermore, this class fully embodies the teaching concept of "students are the main body and teachers are the assistants", and teachers' teaching is only for students to learn better. In the whole teaching, students' scientific inquiry runs through, and teachers only guide students to draw correct conclusions and summarize the knowledge points that need to be mastered. The effect of group cooperative learning is obvious, and students' answers are no longer one person's point of view, but the wisdom of the whole group, which effectively improves the correct rate of answers. In teaching, teachers no longer assign a student to complete a certain task, but ask each group to send representatives to participate in teaching, thus effectively mobilizing the enthusiasm of all students, and all students will make suggestions. In this regard, teachers should know in advance that the students selected by each group should take turns, and they should not be doomed to be gifted students, so that all students have equal opportunities.
Secondly, the reasonable application of information technology can greatly increase the classroom capacity, provided that teachers have enough basic skills. In actual teaching, many teachers simply regard information technology as a projector, reflecting words and pictures, and rarely use it in animation and video materials. In this lesson, you can add something directly facing the image to the explanation of fire. The teacher's basic skills are solid, the guiding language is in place, the body language is instantly fascinating, and the discussion with the students is enthusiastic, which is not a tough spoon-feeding teaching.
Finally, in teaching, teachers implement group learning method, which breaks the traditional ranking method and makes the communication between students more convenient. Scientific inquiry experiment is the guidance of the whole class, which binds students' strong curiosity and allows all students to participate in the teaching process. The classroom discussion is enthusiastic and effective, and the classroom teaching effect is good. Group discussion, in which group members send representatives to solve the problems raised by teachers, is a highlight of this class, but it may make some students lose their ability to solve problems. Teachers should handle their work well in advance and don't confine themselves to a certain student to complete the teacher's task.
This lesson is closely related to real life, and students know something about what they have learned from many aspects. Everyone has seen burning, and they all know something about fire control. What students lack is only the system and summary of knowledge, and the teacher has done this.
I feel a lot by watching this class of teacher Wang Min. Throughout the class, Mr. Wang first introduced the chemical equation writing he had learned into teaching, which seemed to have no practical significance, laying the groundwork for the later concept of' burning'; Next, in the teaching of' combustion conditions' and' fire extinguishing principle', students' scientific inquiry has been going on, which is a highlight of the whole class. Students' cognition of knowledge points is passive. Only by grasping students' curiosity and hands-on thinking and using a series of grouping experiments can students take the initiative to attack! After the whole class, students are full of interest and the teaching effect is bound to be satisfactory!
From this, I thought of a question, can we insist on doing this in actual teaching? There are two reasons: first, the pressure of teaching tasks is great. As a graduating class, we usually speed up the teaching progress and save review time as much as possible. Will we bother to explore teaching again? Even if you have your own ideas in time, it is difficult to change the teaching progress of the school. Second, the quality of experimental teaching in schools is difficult to guarantee. Teachers are afraid of trouble, and there are no full-time inspectors in the laboratory, so teachers need to prepare experimental equipment,,,,
"Teachers teach and students learn" has always been the teaching mode adopted by most of us. In teacher Wang's class, teacher Wang doesn't have much language. He just said a few words of reminder and a few concluding remarks. This requires how much determination the teacher has! In teaching, we are always afraid that students can't understand what we say and repeat it over and over again, so many teachers have fallen into the notoriety of' verbosity'. Many of Mr. Wang's practices deserve our serious consideration and study.
This is my overall feeling about this course, and it is also my suggestion.