First, optimize imports.
Introduction refers to introducing a new classroom through certain methods in teaching. Although the tutorial class only takes up a little time in a class, it is related to the effect of the whole classroom teaching. There are many ways to guide the class, which need teachers to ponder carefully. In addition to the beginning of a class, the transition between classes also needs guidance. In the tutorial class, first, we should take teaching design as the goal; Second, it should be enlightening and interesting. "A good beginning is half the battle", which is the effect of tutorial art.
Guidance should be targeted.
Classroom lead-in should be "accurate" and purposeful and targeted. The course should be designed according to the teaching content, not divorced from the teaching content. For example, a Chinese teacher designed a very good tutorial when she was talking about the article "Speaking Modesty". He said: "There is a director who successfully directed a new film. When the reporter asked about the film and asked him to talk about his own thoughts, the director said,' If you break the film with overall beauty, then any fragment will flash.' The world-famous king of football, Bailey, said when answering the question of which player has the best skills: "The best? Let's go next. These two attitudes towards their own achievements are not very thought-provoking ... "
Classroom lead-in serves classroom teaching, or our classroom teaching objectives. Therefore, the design of classroom lead-in should be purposeful and targeted, and should not be over-exaggerated, regardless of primary and secondary, nor should it deviate from the focus, too far-fetched, and even more, it should not be applied mechanically regardless of reality.
(2) Guidance should be enlightening.
Positive thinking activity is the key to the success of classroom teaching, so teachers use heuristic teaching to stimulate students' thinking activity before class, which will effectively stimulate students' enthusiasm for exploring new knowledge and new content. Enlightening course design should leave students with appropriate imagination space, so that students can think of others, from cause to effect, from outside to inside, from individual to general, and get the teaching effect of inspiring thinking. Psychologists point out that there is a connection between the knowledge students have acquired and the knowledge they will acquire, and there is a certain gap. When this gap can be quickly solved by themselves, their interest in learning is the greatest. Therefore, in the design of classroom lead-in, teachers should seize this point and design some enlightening questions to stimulate students' interest and guide students' thinking, so as to facilitate teaching.
(3) The tutorial should be interesting.
You can combine games together, and you can also combine the knowledge of various disciplines to skillfully design classroom lead-in. Babanski, a famous educator, said: "The reason why a class must be interesting is not to cause laughter or to consume energy. Interest should make the cognitive activities of mastering the materials learned in class active. " Interesting tutorials can effectively stimulate students' interest in learning, adjust the atmosphere and rhythm of classroom teaching, and teachers and students often reach tacit communication in knowing laughter. As the saying goes: fun, fun, fun, fun. After the students laugh, the teacher wants them to think deeply, which is a masterpiece guided by interest.
Second, immediate assessment.
Looking at the current classroom teaching, it is not difficult to find that the traditional instant evaluation of classroom teaching has the following disadvantages: 1. Single and incomplete. Real-time evaluation only pays attention to students' mastery and application of knowledge, ignoring even the learning methods and their emotional attitudes used by students in the process of acquiring knowledge; 2. Lack of interaction. Evaluation is only a one-way activity of teachers to students; 3. monotonous. The language and means of evaluation are single, lacking pertinence and artistry, which is not conducive to students' correct understanding and development of themselves. We should make accurate and timely evaluation to make teaching activities more perfect.
(a) Immediate evaluation should be targeted.
Not all encouraging languages can inspire students' confidence. For example, if you can't use words like "You're great", "You're doing well" and "That's not right" frequently, students will be at a loss. In classroom teaching, both teachers and students should clearly indicate their evaluation intentions when making immediate evaluation. When evaluating others to say "good", we should point out what is good and why. Teachers should be good at capturing students' bright spots and shortcomings, and give sharp evaluation, so that evaluation can really play a guiding role in students' ability. In other words, targeted evaluation can make evaluation really play a guiding role.
(b) Immediate evaluation should reflect artistry.
In the classroom, there are always students who make mistakes or shortcomings. At this time, teachers should not criticize blindly, but should be good at finding positive factors in the shortcomings of this student, and be good at grasping one of the advantages of this student to make heuristic comments, so that students with operational difficulties can see hope and be encouraged, so that students do not feel inferior and depressed in the face of constant mistakes. When the whole class can answer the teacher's questions accurately, choose the students with learning difficulties to answer the questions, encourage him with positive evaluation language and help him build up confidence. Being good at finding positive factors in students' mistakes or imperfections and giving immediate artistic evaluation is the wisdom of teachers and a correct understanding of evaluation.
(c) Real-time evaluation should reflect diversity.
Students are the masters of learning, and immediate evaluation in classroom teaching is not only the teacher's evaluation of students, but also the students' self-evaluation and mutual evaluation among students. Real-time evaluation, if limited to the teacher's evaluation of students, students' understanding of themselves will also be limited to the teacher's personal views. Students' classroom mutual evaluation is a kind of teaching resource, and its rational utilization will promote students' development. In addition to teachers, evaluations from classmates also have an impact on students' learning. Of course, students' self-evaluation is also a better evaluation method, because compared with others, they still know best what they don't understand and what they don't do enough, and it is helpful for teachers or other students to help him solve problems. It can be said that students' self-evaluation is a deeper understanding of themselves, while students' evaluation is to enlighten others' wisdom with their own wisdom. Teachers must be tactfully guided, and students should be careful not to make the evaluation between students picky, so that students of different levels can gain something from mutual evaluation.
Classroom lead-in is an important part of classroom teaching, which can stimulate students' interest in learning and concentrate their thinking, while evaluation is the beauty of information technology. We should make both introduction and evaluation work and become effective means to promote teaching.