How to give a good class
It is not difficult to take a class, but it is not easy to give a good class. How to give a good class? I believe this is a question that all teachers are thinking about. As a primary school Chinese language teacher, this is a question that I have thought about and explored for many years. This year, through a week of training at Beijing Normal University, I listened closely to the thoughts of many experts, walked into the classes of famous teachers, and communicated with colleagues for more than a week. I learned about the old question "How to give a good class?" The problem has new thinking. I think the main thing is that we teachers should work hard on "reading", "living", "emotion" and "cultivation".
1. "Reading" means that teachers must do at least three "readings".
(1) Read the "Course Standards".
If you want to take a good class, you must first perceive and understand the new curriculum standards. That is to say, primary school Chinese teachers should perceive and comprehend the "New Primary School Chinese Curriculum Standards"; primary school mathematics teachers should perceive and comprehend the "New Primary School Mathematics Curriculum Standards". If you go to class without understanding the standards, it's like a Chinese medicine doctor who can't read your pulse or a soldier who doesn't listen to commands. The final result can only be failure. Even if it does not fail, it will definitely not be outstanding. Therefore, perceiving and understanding the "Standards" is a prerequisite for every teacher!
(2) Read the textbook.
The first thing is to master and understand the teaching materials
When teachers use the teaching materials, through their proficiency in the textbooks, they can distinguish the knowledge and skills that students must master. Which are transitional exercises arranged for students to master the knowledge and skills or background materials to better understand the content they have learned. Only by distinguishing materials of different natures can it be easier to determine what kind of knowledge and skills students should master.
Then determine the key points and difficulties of the teaching material
The key point is the core of the teaching material. Only by understanding the key content can you understand other content, which has the effect of drawing parallels. The focus of the textbooks of any subject is the new knowledge derived from the known old knowledge, which is the part that is focused on explanation. Therefore, to determine the focus of teaching materials, we must first find out what is the old knowledge that has been learned, or is based on the old knowledge. This part of the knowledge is easy for students to accept. Then, finding out new knowledge that students have not been exposed to before, or even do not understand at all, is the focus of teaching. The determination of the focus of teaching materials is conducive to teachers' allocation of classroom time, it is conducive to students using their limited energy on the cutting edge, and it is conducive to improving the learning efficiency of the entire class.
Teachers must be able to read articles and read out the key points and difficulties. A teacher should be a thoughtful, intelligent and diligent teacher. If our cultural literacy is not deep enough, then we should read more , Think more, enhance your cultural heritage, and improve your cultural taste.
(3) To read the students, that is, to understand the students.
Teachers should "read" the quality of students' original knowledge and skills; "read" their interests, needs and ideological status; "read" their learning methods and study habits. On the basis of understanding, teachers should make predictions about the problems that students will encounter in addition to the key points and difficulties of the teaching materials when they accept new knowledge, so as to prescribe the right medicine.
2. "Living", I think, is not just the innovation of teaching concepts, nor is it just the flexibility of teaching methods, but more importantly, the different requirements for each different student.
(1) Give students the initiative to participate in class.
Suhomlinsky said: "Deep in the human heart, there is a deep-rooted need, which is the desire to feel that one is a discoverer, researcher, and explorer, and among children In the spiritual world, this demand is particularly strong. "How to seize this strong demand, let students actively participate in the formation process of knowledge, induce good thinking and emotions, and make students think more actively, perceive more keenly, and have richer imaginations." , the memory is stronger?
(2) Teach students cooperative learning methods.
The new curriculum standards advocate "autonomous, cooperative, and inquiry-based learning methods." The student-student interaction of group cooperative learning transforms students from mere bystanders in traditional class teaching into active participants in teaching activities. Cultivate students to listen to other people's opinions, evaluate other people's opinions, and form their own opinions through brainstorming.
Teaching students cooperative learning methods can truly implement group cooperative learning in the classroom and not become a mere formality. Students' enthusiasm and inspiration can be fully utilized and creative ideas can be unleashed. Spark, "make the classroom full of vitality."
(3) Change the "simplification" of classroom evaluation to "diversification".
Psychological experts point out that in primary school, there are no good students or poor students, they are all promising students, there are no smart children or stupid children, they are all children with potential. Students should be evaluated from the perspective of student development, and evaluation should be positioned to stimulate students' progress. They no longer require comparisons between students, and no longer strictly classify which students are good students and which students are average or poor students. Instead, they affirm students' progress based on each student's own development.
3. "Emotion" means that teachers should be emotional when teaching and students should be emotional when learning.
As a teacher, first of all, we must be very clear that our teaching objects are children. People are small and affectionate. It is not an exaggeration to say that children are the "princes of emotion". Children's emotions will form a driving "power". We should use students' emotions to make them a "power" for them to actively invest and participate in the teaching process; we should also cultivate and develop students' emotions.
First of all, students must be in love at the beginning of class. If students' emotions are compared to a "little river", for it to cause ripples and microwaves, it needs external force to promote it. Either like a dragonfly tapping lightly on the water; or like a breeze blowing quietly across the water, it cannot calm down. When I walked into the classroom and taught a new lesson, I seemed to feel like I was coming to a clear river, so bright and fresh. From the beginning of a new lesson, a group of "dragonflies" must be released and a "breeze" must be sent. Then the child's emotional river ripples, forming a kind of expectant desire and attention to the learning of the new lesson.
Secondly, be emotional during the learning process. Most of the content in primary school textbooks contains emotions, which requires teachers to move students emotionally when teaching. The generation of students' emotions is closely related to their understanding. Specifically, in the process of learning, students' emotions are connected with their understanding of the teaching materials. Therefore, an important part is to let students understand and feel the emotional images in the teaching materials.
Besides "feeling" and "emotion", the most important thing is to let students "empathize", that is, to understand the emotions contained in the text through their own feelings. "Empathy" must be realized through reading. This is the saying "read a book a hundred times and its meaning will appear by itself".
After students "empathize", they will have a requirement for expression, that is, to show their feelings through language. This is "lyrical". How can students be “lyrical”? I think application is the best "lyrical". This application can be used to answer questions, read, or write.
4. "Cultivation" means that teachers should constantly strengthen their own cultivation, especially literary cultivation.
First of all: Teachers must love life, know what kind of life they love, and work tirelessly for the life they love. The job of primary school Chinese teachers is to cultivate students' Chinese literacy in the context of our country's traditional culture. Under such a cultural background, what kind of life we ??pursue and how we pursue such a life all affect the teacher's decision-making and directly Regarding the cultivation of students, only a teacher who loves life and works tirelessly for it will grow with his students.
(2) Teachers must be good at thinking.
Teachers must have a skeptical spirit, a critical eye, and a constructive attitude in their education and teaching life. To achieve these three points, the premise is that teachers must have rich knowledge and constantly learn new knowledge from books. On the contrary, if the update cycle of textbooks is shorter, you will feel uncomfortable or even eliminated. We also need to have a scientific way of thinking.
(3) Teachers must have a tolerant and loving heart.
Students will definitely make mistakes and even mistakes in the process of learning. Chinese teachers should treat these problems correctly. A tolerant and loving childlike heart is needed here.
If you cannot tolerate students' mistakes in your heart, cannot face students' failures, and only focus on a score; without a childlike innocence, how can you love your students?
(4) Teachers must have a never-slouching spirit of self-learning.
To be a good teacher, you must always remain a student. Can you teach a student who loves learning from a person who doesn't like learning? Chinese teachers can only learn more knowledge from a large amount of uninterrupted reading to meet and adapt to the needs of teaching. A teacher who loves reading often communicates more with students about books.
As a teacher, delivering every lesson well is our eternal pursuit. I believe that every teacher has his or her own understanding of this issue, so let us continue to improve ourselves through communication!