How should teachers teach in student-centered classroom teaching?
The characteristic of "student-centered education" is that it is student-centered, treating students as the main body of learning, and teachers taking the initiative in learning. Give it back to the students and let them learn on their own initiative. This enables education and teaching to liberate students to the maximum extent while also liberating teachers in the true sense.
The teacher perspective of student-centered education is to transform teachers from “trackers” to “pastors”. Some teachers simply believe that "shepherds" drive the sheep to the grass and let them graze and be full, so that we can be leisurely and liberated. So does the liberation of teachers mean that teachers can completely let go of students and allow students to develop freely? Through this period of theoretical study and classroom practice, I think the answer is no. On the contrary, in the process of student-centered education and teaching, the leading role of teachers not only exists, but should also be played to a higher level, more invisible, more detached and appropriate. Compared with traditional teaching methods, teachers have to spend more time and brains in preparing lessons and designing classes. So in the "student-oriented" classroom, what should teachers do to enable students to take the initiative to learn, and learn actively, cheerfully, with high quality and efficiently?
1. Teachers must fully trust Students, dare to let go and truly rely on students to learn independently.
At the beginning of the implementation of "student-based education", some teachers were only relaxed in form, but in actual operation, they were always worried that students did not learn this or did not learn well, and they had to let students follow their own Learning without a thinking framework will constrain students' hands and feet, suppress students' learning instinct, and greatly weaken students' innovative ability. Teachers must completely let go of their ideological burdens and completely return the initiative in learning to students. Only in this way can students have enough space for independent learning to play and create freely.
2. Teachers should be good at creating teaching situations that can stimulate students' desire to learn.
"Student-centered education" emphasizes that students take the initiative to learn, but not all students will learn consciously and actively. At this time, teachers must find ways to stimulate students' desire to take the initiative to learn. Creating suitable teaching situations is a good way to stimulate students' desire to learn. For example, when I was teaching the lesson "Zheng Chenggong Recovered Taiwan", through role experience, I asked students to be the Dutch colonist Kuei in the text, admit their failure to the whole class, and strive to let more students demonstrate this moment. . As soon as students saw the competitiveness, they developed strong interest and strong desire to compete. Driven by interest and competitiveness, they developed a strong desire to explore the content of the text and extend outward from the text. , mobilize your existing knowledge and experience.
3. Teachers should highly respect students and encourage and affirm students with appreciation.
"Student-centered education" advocates that students should be student-centered in the education and teaching process, that is, everything is for students and students are highly respected. Therefore, as a teacher, you should look at students with appreciation, and constantly provide support and encouragement to students, so that students can feel and share the joy of success, so that students' personality can be promoted, so that students can devote themselves to learning. Teachers should always keep motivating words like "Great!" Especially since we have just begun to conduct student-based education experiments, students have not yet completely emerged from the past "teacher-based" education model. The teacher's affirmation and encouragement are a motivation for them to let go and move forward proactively. Only when students are motivated by teachers and experience the joy of success and their desire to learn is satisfied, will their enthusiasm for learning become increasingly high.
4. Teachers should be good at grasping students’ psychological characteristics and interests to design teaching.
The physiology and psychology of middle school students are not yet mature, and they still think mainly in images in terms of knowledge cognition. Therefore, in classroom teaching, if it is just communication and discussion, over time, students will become psychologically tired and their learning efficiency will be greatly reduced.
Therefore, teachers should make more use of things that they are usually interested in to create learning situations to help them increase their interest in learning and overcome learning difficulties. Designing small games, organizing learning competitions, and performing role performances. The appropriate use of these teaching activities will enable students to maintain high enthusiasm for learning, enthusiasm for learning, and concentration for a long time.
5. Teachers should pay attention to the organization and guidance of group cooperative learning and help students create a harmonious learning environment.
One of the most obvious features of the "student-based" classroom is group learning activities. When forming study groups, attention should be paid to a balanced mix of group members, and each group should absorb students of all learning levels. In this way, when studying in groups, outstanding students can lead and help students with relatively lagging learning abilities, and each group can compete fairly. In addition, teachers should also pay attention to the training of group leaders, especially cultivating their organizational leadership skills and how to lead group members to complete tasks efficiently. Only when group leaders fully play their role can group cooperation be effective and teachers can reduce their own stress. burden. When evaluating group reports and exchanges, teachers should not only focus on evaluating individual performance, but also highlight the learning outcomes of the entire group. In this way, by creating a learning environment that is conducive to interpersonal communication and cooperation, students can learn to communicate and share research information, creativity and results, cultivate students' team spirit and cooperation awareness, and improve students' learning performance.
As Professor Guo said, in the classroom of life-based education, the teacher should be the "shepherd". He brings the "sheep" to the grassland with lush water and grass, and lets the sheep happily and Grazing freely, he is constantly searching and discovering new, fertile grasslands, and is always alert to the appearance of evil wolves. What should teachers do to implement real-time feedback strategies in classroom teaching?
Teachers should reasonably arrange teaching sessions and teaching time, and pay attention to controlling the whole area and maintaining good discipline. Students can be organized to discuss together and then give clear guidance or conclusions. How to implement "student-centered classroom" in Chinese teaching?
When I started researching student-based teaching, I found that the following issues deserve our attention:
First, do before you learn, and learn before you teach. Some teachers feel that in class, giving students questions, students preparing, and then communicating is also learning first. The answer is no. The so-called "doing first, then learning, first learning, then teaching" in student-centered education is to combine new knowledge and new knowledge. Tasks are given to students in advance, allowing them to conduct research and thinking on the basis of existing knowledge, that is, learn by themselves, so that students can enter the classroom confident and prepared, making the classroom a stage for displaying what they have learned first. Some schools and teachers believe that first and second grade students are not suitable for students, which is also a wrong understanding. Some teachers may want to ask: Can children in first and second grade develop this habit at such young ages? I think: the student-centered education model starts from school and develops habits, so it has more potential for development. I wonder if it starts from scratch in middle or senior grades. Isn’t it the same as starting from scratch, and the learning method of breaking out halfway is the right way for a student to start from scratch? A total rejection of my own teaching methods in the second grade? Therefore, student education is by no means a matter for middle and high school students. No matter how confusing the road is, we still try our best to find the way home. Life-oriented is the direction, which is of course much easier than walking aimlessly.
The second point is the arrangement of preliminary homework. In various observation classes and normal classes, we often see pre-requisite homework set by teachers, which has many problems. Preparatory homework means very little task-based homework, freeing up time for children to read a lot and preview. Some teachers want to ask, we have done a lot of research on information, but it has no effect. In fact, in the past, we asked students to exchange the collected information in class, but in the student-oriented class, we require students to internalize it into their own language and report To classmates. Everyone knows that communicating with others requires thinking, especially when communicating extracurricular materials with classmates. First, he must absorb the text, and he must also use logical thinking to make the sentences complete, fluent, and vivid.
Before class, students read a lot and communicate a lot in class. Over time, doesn’t their Chinese ability improve invisibly? Rather than helping him chew, digest and absorb word for word, isn't it natural and effective?
The design of preliminary assignments requires the use of brains. The teacher must carefully consider and grasp the most critical and essential things in knowledge, and then select the most suitable starting point for students and use the most direct methods. method to students. "Low entry". That is, the teacher's design is simplified to make students' activities easier, thereby providing more space for students' active inquiry, allowing students at different levels to have the opportunity to "do", and allowing more students to have more abilities. Do. For true "low entry", in this process, teachers must give students solid support and clear guidance, so that students can take the initiative to comprehend knowledge during activities.
The third point is reading in student-based teaching. No wonder our education is jokingly called "holding an old education ticket and repeating yesterday's story every day." And we have been giving lectures to students with the same lesson preparation script for twenty or thirty years. This kind of teaching is really harmful and useless! Bondage, bondage, bondage. The constraints include the ability of teachers and the ability of students.
Leaving aside reading teaching strategies, just the word reading reminds us that Jews are addicted to books and place reading in a very high position: every 4,500 Jews have a library ; In Israel, on average every 6 people subscribe to an English newspaper; the number of books owned by schools and students in our country is very poor, and the public is quite lacking in reading. More than 300,000 books are published in my country every year, but the average book consumption per household is only 1.75. As the largest book-producing country in the world, we are one of the countries with the least reading per capita.
There are probably more than 6 million Jews in Israel itself, and the total number of Jews in the world does not exceed 30 million. Why did this nation, which lost its motherland after 70 AD, wandered around and depended on others, produce so many world-class outstanding figures?
Marx, Einstein, Chaplin, Picasso, Luxemburg, Kissinger, Morgan, Buffett...among the 200 most influential celebrities in the United States and more than 100 Nobel Prize winners , Jews account for half of the 2-3% of the total population of the United States; Jews account for 1/3 of the professors at prestigious universities in the United States; Jews account for 1/4 of the lawyers in the United States, and among the partners of large law firms in Washington and New York , Jews account for 40%; among the millionaires in the United States, Jews account for 1/3; among the first-class writers in literature, drama, and music in the United States, Jews account for 60%... the list goes on. What does a nation rely on to achieve these outstanding achievements? It's wisdom. Behind the wisdom is the religious feeling for books in the Jewish spiritual growth process.
Many people say, don’t we study every day? I read textbooks and teaching aids every day. However, these are not books in the true sense advocated by my view of reading. These books are equivalent to mother's milk, which are very important for children, safe and easy to absorb. But if a child drinks breast milk all his life, I believe he must be a stunted child. Every child should start eating independently after the age of two or three, or even earlier. Textbooks are not original ideas in the true sense. If a person's mental development is separated from independent reading and the reading of human classics, it is impossible to go very far, and the mental development will definitely be incomplete. If a child has not developed the interest and habit of reading in more than ten years of education, and will easily discard books forever once he leaves school, this kind of education must be a failure. On the contrary, if a child has mediocre grades in school but develops a strong interest in reading and a lifelong habit of learning and reading, he will definitely go further in the future than a child with high scores. School education should not only provide children with initial nourishment like breast milk, but most importantly, should enable children to learn to fly freely by promoting independent reading.
Therefore, we should align ourselves with student-oriented Chinese language teaching that takes big reading as the core, using reading to lead to reading, reading to lead to speaking, reading to lead to research, and reading to lead to writing.
At this time, there is no need to add questions to students, but let them quietly read repeatedly, read beautifully, do "problem-free reading", and put themselves in the situation during quiet reading. Students will gradually understand the thoughts and artistic conception in it. Once they fully understand the wonderful ideas in the article, they will be like enlightenment, which is indescribable. 3. Stop the tendency of “only paying attention to the obtaining of results and ignoring the process”. In Chinese classroom teaching, there is often a tendency of “only paying attention to the obtaining of results and ignoring the process”. Teachers one-sidedly pursue whether students have learned knowledge or test scores without in-depth understanding of the process. I think the process should be reflected in two aspects. One is the teaching process, that is, how the teacher inspires and guides; It looks at the process of students learning, that is, how students acquire knowledge. Take Chinese reading aloud guidance as an example. Reading aloud generally pays attention to two aspects, one is quantity and the other is quality. Reading aloud more times can also be regarded as a process of reading aloud, but it should reflect a qualitative training process. In repeated readings, the last time should be better than the previous one, and the level of reading training should be reflected. It is necessary to allow students to gradually appreciate the language, experience emotions, improve their ability to read aloud, and finally reach the level of self-awareness through repeated training. The feedback of the process can promptly grasp the students' learning status, understand the problems existing in the students' learning, understand how the students acquire knowledge, understand the students' thinking status, and facilitate more timely control of the teaching program. The significance is to be able to solve the problems in a timely manner. The solution is in the classroom. But many times, this kind of information exchange is only limited to whether the question is correct or not, and it is rare to feel the students' thoughts and ideas, and this is the purpose of academic feedback. The above is just my humble opinion on some problems existing in Chinese teaching. I hope all colleagues will encourage me. The society is expecting that every Chinese educator should consciously enhance the sense of urgency and initiative in educational innovation, understand the true connotation of quality education, give full play to the main role of students, and let every child feel the joy of learning Chinese!
A brief discussion on several issues that teachers should pay attention to in primary school mathematics classroom teaching
The "New Curriculum Standards" pointed out in the "Basic Curriculum Concepts": "Mathematics teaching activities, especially in the classroom Teaching should stimulate students' interest, mobilize students' enthusiasm, stimulate students' mathematical thinking, and encourage students' creative thinking. "This is essentially a macro-concept teaching requirement for mathematics teachers. What kind of classroom teaching atmosphere should teachers create?
1. Modern teaching theory believes that in addition to the main line of knowledge convection, classroom teaching also has a main line of emotional convection. This emotional exchange between teachers and students, that is, a democratic, equal, and friendly teacher-student relationship is the basis for a pleasant and harmonious classroom environment and the prerequisite for successful teaching. Belinsky said: "Love is the tool and medium of teaching." Trust in children is the guarantee of educational success. In teaching, teachers should exchange students' favor for teachers with their sincere love for students. Do not blame students easily in class, always provide encouragement and support to students, and create emotional communication with students. Create a harmonious classroom teaching atmosphere so that students are happy to learn.
2. In normal times, teachers should pay attention to getting into the students and getting involved with them. Make close friends with them. This creates deep emotions. In class, we must be good at using kind eyes, affable attitudes, and enthusiastic compliments to shorten the spiritual gap between teachers and students. Sincerely care and help every student. Fully respect them, trust them, allow students not to understand or do not know what they are learning, allow them to question and ask questions, allow them to think wrong, speak wrongly, and read slowly. Be full of love, care, enthusiasm, patience and confidence in every student. Only in this way can students feel that the teacher is approachable. I am in a particularly good mood and have a particularly high learning mood. Problems in my studies are naturally solved quickly. There is emotional integration between teachers and students, the classroom atmosphere is harmonious, teachers teach relaxedly, and students learn happily. 75 Talk about how primary school music teachers should organize classroom teaching
The introduction of new lessons should be novel and diverse. The introduction of new lessons is an important link in organizing classroom teaching. A well-designed introduction is like an opera in an opera. The overture and the prelude in the music are the same: Teachers should pay attention to their own image and create a good atmosphere.
Some people compare the classroom to a stage, and a class is a wonderful performance. As the "main actor", the image of the teacher will affect and infect every student in the classroom. His language, demeanor, and gestures must be attractive and contagious. What should teachers do in group teaching
Teachers’ own quality plays a decisive role in group teaching
To implement quality education for students, we must first have high-quality teachers. This is the implementation of The key to quality education. Teachers should pay attention to the improvement of their own quality. Update concepts, be willing to accept new things, accept new challenges, be good at controlling teaching materials, and make good use of scientific art teaching methods. English group teaching requires English teachers to have the following qualities:
1. Professional quality. Have lofty professional ideals and morals, correct outlook on life, values, noble personality, good personal cultivation and strong self-discipline, be tireless in learning and teaching, teach students by precepts and deeds, and set an example for students in all aspects.
2. Business quality. Have solid basic teaching skills. Language expression ability, classroom organization and teaching ability, the ability to handle teaching materials and teaching methods, the ability to use multimedia teaching methods, the ability to guide learning methods, and the ability to assess students' school conditions. In addition, teachers also need to have a reasonable knowledge structure, that is: profound Professional knowledge, relevant knowledge of broadcasting, considerable teaching and research capabilities, and strong self-learning ability. How to use "writing on the blackboard" in classroom teaching
Writing on the blackboard is a major teaching media used in teaching, and the art of writing on the blackboard is an integral part of the teaching art. The famous Soviet educator Kalinin said: " Education is not only a scientific undertaking, but also an artistic undertaking. "Successful teaching is the result of the organic combination of a high degree of science and exquisite artistry. Therefore, it is the pursuit of our teachers to adhere to teaching principles, adopt artistic techniques, irrigate students' hearts, and strive to make the teaching process aesthetic.