How can teachers build an efficient classroom 1 and give full play to the guiding role of teachers?
The essential attribute of education is the dialectical unity of teachers' value orientation and students' self-construction. Under the student-centered classroom principle, teachers should give full play to their leading role. Correct guidance to ensure the correct direction of students' divergent thinking is conducive to the orderly and effective conduct of classroom education. The guiding role of teachers aims at mobilizing the subjective initiative of learning subjects. As far as teaching is concerned, teachers are the leaders of the classroom; In learning, students are the main body of learning. Grasping the relationship between dominance and subjectivity is an important idea to build an efficient classroom. Teachers sort out the main line of the classroom in a guiding way, and students, as the main body, develop freely within a reasonable range under the guidance of teachers. This not only fully respects the students' dominant position in the classroom, but also improves the efficiency of classroom teaching and realizes the full play of the value of curriculum resources.
1. 1 Accurately grasp the teaching objectives. Creating an efficient classroom is also a great test for teachers' own quality requirements. As the guide of the main line of the class, teachers must clearly grasp the teaching objectives and direction before class. Only by adequate preparation before class can we grasp the main line of the classroom and carry out classroom education efficiently. To make the classroom efficient, teachers must make full preparations before class, make clear the key points and difficulties in class, and make teaching plans according to the characteristics of students. Knowledge goal orientation should be moderate and difficult, taking into account the differences of classroom subjects. Deeply understand the curriculum standards and carry out classroom education in a complete and gradient way. According to the characteristics of students, plan their own educational channels and appropriately strengthen or consolidate training. In this process, teachers can make full use of educational resources, combine complex and abstract concepts with life, bring students into the scene and vividly present abstract thinking in the students' world. Improve the learning enthusiasm of classroom subjects, and let students give full play to their subjective initiative to think about problems and understand the essence of problems.
1.2 Effectively implement the lesson preparation plan. Truth must always be tested in practice, and the prepared lesson plans must also be implemented efficiently in the classroom. There is no same leaf in the world, and each student has different characteristics. Although the teaching plan has been prepared, it is only the general direction of the classroom. In the process of teaching, teachers should also make reasonable and flexible changes to the teaching plan to make it suitable for students with different characteristics. Respect students' different thinking directions in teaching, and solve individual problems individually without violating the main line. During this period, teachers should also pay attention to the adjustment of classroom emotions, drive students' enthusiasm for learning, and make their teaching plans be implemented efficiently. Grasp the class time flexibly. Today's education is no longer a whole class taught by one teacher. Teachers should set aside appropriate time for students to discuss and brainstorm, give full play to students' dominant position and make learning methods more flexible.
Teachers are the organizers of the class.
Under the guidance of the new curriculum standards, the classroom is no longer the shackles of formatted thinking. Students should also get rid of the fetters of many thoughts and fully embody their dominant position. As the organizer of the class, teachers also need to understand that students should have a place to fly their thoughts. Forcibly binding it with those rules and regulations will only be counterproductive for students in the rebellious period. Classroom teaching should be more flexible. As the organizer in the classroom, teachers should leave a space for students to explore, let students be independent and cooperative, and let students develop their own inherent characteristics. At the same time, organize students to discover, find and effectively use learning resources, so that students can get unlimited development in limited resource space.
2. 1 Organize students to explore and discover. The wonder of this world can't be fully revealed by a teacher's dictation, and the learning resources are not limited to books. Teachers should be conscientious not only in the teaching process, but also in life. Being good at developing extracurricular learning resources and organizing students to explore and collect subject knowledge by themselves is also the embodiment of teachers as classroom organizers. Organize students to explore the knowledge around them and make the boring classroom content more vivid and concrete. Constantly cultivate students' divergent thinking and independent initiative, so that what they have learned will not only be used in textbooks or exams, but also enable China students to apply what they have learned. It also gives students a unique world outlook as the main body, which makes the perfect combination of teaching and educating people.
2.2 Organize classes to cultivate interest in learning. Building a harmonious classroom atmosphere requires the change of teachers' roles and concepts, so that students can get maximum development in equality, understanding and respect. Create a democratic and relaxed teaching atmosphere, so that students can speak freely, give full play to their imagination and effectively participate in the process of teaching and learning. Provide students with enough space and practice, so that they can communicate with each other and learn from each other. And more diversified thinking is integrated into learning, and students' interest in learning is constantly cultivated. A lively and humorous classroom atmosphere will never make students feel bored. Use group discussion, debate, hands-on experiments and other methods to stimulate students' enthusiasm for learning. In a more relaxed classroom atmosphere, let students deepen their knowledge in textbooks. Integrate theory with practice, deepen the development of education and promote the development of teaching.
Teachers are also part of the classroom.
In teaching, the process of giving full play to the subjective initiative between teachers and students, as a teacher, is not only the guide and organizer of students, but also a part of the whole classroom. So-called? People are not born knowing, who can have no doubt? Teachers can't cover everything, because they have their own knowledge and skills. As a qualified educator, you should be able to accept opinions from all sides. The opinions of teaching subjects are the most basic part in classroom teaching. Only by understanding their needs can we give them the opinions to the maximum extent. In the process of guidance and giving, only by participating in students' learning life can the classroom quality be fundamentally improved.
3. 1 empathy. Sharing is communication, not indoctrination. Walk into the world of students, think about problems and see the world from each other's standpoint. Appreciate students' true feelings, know how to appreciate every student, establish a relationship of mutual trust between teachers and students, try to be a mentor, and grow with them through exploration and discovery. In equal dialogue, it is also very important for a teacher to constantly discover shortcomings and inspire his own thinking. Actively participate in students' discussion and learning activities, and know how to listen. Build a bridge between heart and heart, so that students can actively integrate into efficient classroom emotionally.
3.2 Dare to admit mistakes and explore the truth. This is the embodiment of a teacher's personality charm, who dares to admit his mistakes in front of students and sets an example. As teachers, we should only teach students the knowledge in textbooks, and it is also important to educate people's character and truth. Teachers will inevitably make some mistakes in their study and life. When students point out their mistakes, teachers should bravely and frankly admit their mistakes. At the same time, it can also close the distance between each other's hearts and constantly improve the quality of teachers themselves. Let the process of teaching and learning be more harmonious.
How do teachers build an efficient classroom? First, teachers' preparation before class.
1, what factors should be considered in preparing lessons:
(1) When preparing lessons, you should fully understand the design intent of the textbook and use it creatively.
To understand the key points and difficulties of the textbook, all activities should focus on the key points and difficulties. Mathematical knowledge is a whole, and each knowledge point does not exist in isolation. When preparing lessons, we should put the knowledge of this lesson into the whole junior high school stage to analyze. What is the position of the knowledge of this lesson in the framework of junior high school mathematics knowledge, and what is the connection with the knowledge that has been learned and will be learned before, and so on. And refer to information and life, integrate teaching materials, not stick to the teaching materials themselves, and effectively extend and expand knowledge. From Piaget's construction theory, we can know that students' cognition of knowledge needs a process. After using known knowledge to understand and recognize, they will always accept new knowledge and then rebuild it. In this way, when analyzing textbooks, we should pay attention to whether we can use students' known knowledge to complete learning, whether we can leave clues for future learning, and whether we can extend and expand our knowledge.
(2) Understand students' psychological state.
Understanding students' psychological activities is also an important part of preparing lessons. Referring to Maslow's hierarchy of needs theory, it is not difficult to find that everyone has needs, and as a student, he is eager to understand and respect. Only when students' expectations and self-expectations are met, they are full of confidence in themselves, full of enthusiasm for society, and realize the usefulness and value of living, will they devote themselves to learning. Teachers should adopt various ways and methods to understand, analyze and record students' problems in their contact with students. They should not only observe and discover students' accidental performance in class, but also actively talk with students as friends after class to understand their thoughts. When preparing lessons, we should pay attention to combining textbook knowledge with these elements, actively adjust teaching methods and formulate corresponding measures to meet students' spiritual needs.
(3) Understand the knowledge level of most students.
Understanding students' knowledge level is a very difficult problem in design. The question is too simple, and students will be careless. It's too difficult, which will dampen the confidence in learning. Understanding students' level means thinking about what strategies should be adopted in classroom teaching. According to the level of students, analyze what students have mastered, what students can master by themselves, and what teachers have to say, so as to get twice the result with half the effort. Secondly, teachers should also know the knowledge of other related subjects mastered by students, which will bring convenience when encountering application problems.
(4) Understand students' learning ability and learning style.
Quality education requires students to have the ability of cooperation, innovation, choice, language expression, frustration resistance and lifelong learning. Teachers should combine these six abilities with the actual situation of students in teaching classes and teaching materials to set appropriate goals. Understanding students' learning ability is also to better grasp the classroom rhythm and design problems. Different students study in different ways. Gardner, an American psychologist, believes that there are many types of human intelligence, some are good at acquiring knowledge through graphics, some are good at acquiring knowledge through language narration, and some are good at acquiring knowledge through experience. Different types of intelligence lead to different ways to accept knowledge, but many teachers don't understand these, and blindly design problems in their own way, which makes it difficult for many students to understand. To understand students' learning ability and learning style is to adopt a variety of teaching strategies in class and show as many problems as possible.
(4) Understand the social environment.
A teacher can't just bury his head in teaching, because he should pay attention to current politics, social changes around him and various social phenomena, design these elements into classroom problems and apply them to the classroom to make the classroom full of the atmosphere of the times.
(5) Understand the situation of related disciplines.
The knowledge of other subjects involved in mathematics must be consulted and mastered before class, so as to analyze the problems more thoroughly and guide students correctly.
(6), how to write on the blackboard, the contents of the blackboard, etc.
2. Design problems.
Design problems should be student-centered and give full play to students' initiative. When designing a problem, we should consider the scenario and content of the problem. Questions should be targeted, focus on key points and difficulties, and the questions should be clearly expressed, simple and to the point, with clear meaning and correct graphics. The difficulty should be appropriate and hierarchical, which can not only protect the enthusiasm of students, but also stimulate their desire to explore. Set the situation of the problem to be novel, the form to be diverse and unconventional, and pay attention to both the key points and the coverage of knowledge. The questions raised should be valuable, which can trigger the collision of students' thinking and inspire students to find problems themselves. Right? OK or not? Isn't it? Is it okay? In such attitude questions, such questions lack the content that causes thinking, which restricts students' thinking. Students still passively accept and can't give full play to their initiative. Teachers should study and design classroom problems, and the problem setting of a class should be closely related and have a clear direction, so that teaching can always be completed in a highly cognitive state.
3. Develop teaching strategies.
There is no end to learning, and there is no fixed way to teach. Teaching is an art and should not be limited by a teaching model or method. According to the different learning content and students' learning situation, we should flexibly choose the appropriate mode and method.
(1) The choice of teaching methods.
General teaching methods include lecture, demonstration, discussion, experiment, practice, inspiration, induction, independent inquiry, cooperative learning and practical activities. You can choose one of them or use them in combination. For example, in the section on the nature of parallelogram, I discussed and summarized it in the introductory stage, and used examples in life to let students observe and analyze the functions of quadrilateral elements and discuss which features of quadrilateral were used. Then students are required to master the nature of parallelogram through inspiration and independent exploration. First, let students analyze the conditions and conclusions contained in nature, and then ask students: What kind of problems should nature solve, and what methods have we learned to solve such problems? This opens the students' minds. Through analysis, students will find that nature describes the relationship between line segments or angles that make up a quadrilateral, and the contents of triangles that they have learned before all involve these. By comparing the conditions, they naturally thought of dividing a quadrilateral into triangles to prove the properties of parallelogram. The comprehensive and flexible application of various methods is conducive to the formation of students' understanding and learning ability.
(2) The use of teaching media.
Teaching media refers to textbooks, chalk, blackboards, slide projectors, tape recorders, video recorders, dvd players, computers, etc. In teaching, I adopted the way of combining multimedia courseware with learning plan. Multimedia courseware can express problems more vividly in the form of sound and light, and learning plan teaching can save the time of writing on the blackboard and maximize the use of time. What kind of way to choose depends on the conditions of the school and the needs of the learning content. For example, the discussion and organization of generative problems in class can not be separated from the instant recording and display of the blackboard.
(3) the arrangement of teaching process.
A class should have a clear idea of how to start teaching, what to learn first and what to learn later.
(4) The choice of teaching organization form.
What kind of organization forms are adopted in the classroom, including teacher-student interaction, extensive discussion among students, group discussion among students, paper testing, practical activities, experiments, student presentations, self-study and classroom exercises. And what kind of organization form can be flexibly adopted according to different classroom contents. If a topic can be discussed, it can be a group discussion or a discussion between teachers and students. Teachers can divide students into several study groups according to their cognitive level and individual psychological characteristics, give full play to the advantages of outstanding students, and actively promote the mutual assistance mechanism among students, which can not only promote the improvement of classroom teaching efficiency, but also extend this learning mode outside the classroom, and students in the same group can help each other after class, thus greatly improving students' learning efficiency. No matter what method is adopted, we should take students as the main body, give full play to their initiative, and let them actively participate in learning and achieve something. For example, in order to cultivate students' mathematical modeling thinking when teaching the application of functions, I designed a practical problem: how to choose a telephone package to save money? Ask students to investigate the call time in groups before class and determine the charging method and standard of the phone. Then the students' survey results are presented in groups in class. Students extract the quantities involved through comparative analysis, construct a function according to the relationship of these quantities, and then let students discuss which method is more economical in different time ranges. This problem involves every student's life and interests, which can fully mobilize the enthusiasm of students to participate and make them feel that mathematics is around. Mathematics is an effective means to solve life problems. Only by connecting with life, allowing students to participate and experience, and allowing students to effectively master knowledge and ability can classroom teaching be full of vitality.
Second, students prepare before class.
Students are required to preview before class, not only to understand the knowledge of this class, but also to sort out the previous related knowledge used in this class. For example, when learning the properties of parallelogram, I ask students to preview the properties of parallelogram before class, sum up the knowledge and methods I have learned before, and solve the quantitative relationship between line segments and angles. These summaries help students to make a good knowledge reserve and open their minds. If knowledge of other subjects is involved, students are required to consult relevant knowledge. You can also design related questions for students to think about and leave clues for the classroom.