Students' classroom presentation is the basic form of an efficient classroom, but in the actual application process, there are generally superficial, inefficient and even negative phenomena. The author believes that we should follow the four-character formula of "real, accurate, broad, and strong."
1. The support point should be "solid"
There are five purposes of classroom presentation, one is to report results, the second is to answer questions, the third is to cultivate ability, the fourth is to consolidate knowledge, and the fifth is to stimulate interest. Regardless of the purpose, it is inseparable from the student's full perception of the text. The text is the support point of the display, and if the support point is not solid, the display will not be smooth, in-depth, comprehensive, not to mention exciting, and of course, it will not be efficient in the classroom.
First of all, teachers need to make full use of a variety of media to help students fully perceive the text. The variety of media here refers first to computers, but also includes audio-visual, teaching aids, flip charts, blackboards, experimental equipment, etc., and even includes teachers' clothing, demeanor, body language, and students' ears, noses, mouths, hands, etc. Teachers should make full use of a variety of media to help students accurately grasp the key points and easily break through the difficulties. Anything that can help students perceive the text effectively, the teacher should be at my disposal.
Secondly, teachers should provide students with sufficient learning space and time, so that students' learning is always in the most active and active state, and meet the development of students with different personalities. In order to "successfully complete the teaching task" in the open class, or because they are afraid that the students will think for a long time and cause a "cold field", some teachers urge the students to "seize the time" and "raise their hands" over and over again, and even use the method of "countdown". If such a classroom can't give students enough time and can't make them calm down and think, how can they "complete the teaching task"?
Finally, students should be able to communicate fully. The main purpose of communication is to help "juniors" successfully complete text perception. Through the interaction and discussion in the classroom, the teacher's "one-word hall" is changed into a "group speech hall" for teachers and students. Teachers can set up questions, or students can freely express their opinions, so as to create an atmosphere for teachers and students to discuss problems together. This communication should not be "one-size-fits-all" – the teacher gives instructions to "start communicating", the students all stand and speak in small groups, one student "speaks", and the other students listen passively, whether they need it or not. Communication should take place in a natural state, when students really need it, and it should be one-on-one questioning and one-on-one answering questions.
2. Focus on "accurate"
Students should highlight the content of the presentation. The so-called problematic display refers to the content of the display, to show the common problems, such as the key points, difficulties, focus, easy to make mistakes, etc.
Student presentations should point directly to the learning objectives of the classroom, which is the focus of student presentations. The various teaching links in the classroom should be connected in turn to form a circle, and the center of this circle is the learning goal. The student presentation is a dot or arc on a circle that must not deviate from the learning goal.
The efficient classroom advocates that "students move, the classroom comes alive", and pays attention to "body, heart, and spirit". However, some teachers interpret it one-sidedly as "as long as you move, you will be efficient", which is far from a truly efficient classroom.
Presentations that deviate from the learning objectives are designs that deviate from the point of focus. In such a classroom, the more activities students have, the worse the effect.
3. Participation should be "wide"
Education expert Zhang Zhiyong once pointed out: "There are two keys to an effective classroom, one is to look at students' participation in classroom teaching, and the other is to look at the profundity of students' classroom thinking." If these two 'degrees' are not improved, there will be no truly effective classroom. "Student classroom presentations are an effective way to stimulate students' interest in learning, increase students' participation and think profoundly. However, in classroom teaching, there are many problems such as the small number of exhibitors, the concentration of exhibitors, and the two skins of display and "exhibition". The exhibition has become a stage for the top students, and the other students have become "spectators" who are free from the exhibition.
How can we increase participation, how can we improve the quality of presentations, and teachers may wish to use the following two methods.
1. Implement the "display rotation system". The group members take turns to present and have equal opportunities. This method requires the team leader to make reasonable scheduling, and the difficult problems should be displayed by the top students, and the easy questions should be helped to be displayed by the "junior students". There are two advantages of this: one is to truly help students in the group to promote learning, and the other is to create opportunities for "junior students" to showcase, so that they can experience the joy of success and the joy of learning, and then gradually integrate into the learning group.
2. Realize the interaction between display and "exhibition". First, the students who are exhibiting should ask questions to other students after the exhibition, and answer them by name and make evaluations; second, the students who "visit the exhibition" should correct, question, supplement, and evaluate the students who are on display. In this way, the whole student is drawn to the content of the presentation and the presentation is deepened.
4. Ornamental should be "strong"
The new curriculum standard does not put forward the requirement of "ornamentality" in the classroom, and many experts and front-line teachers also strongly oppose the blind pursuit of classroom appreciation. The author has collected and read nearly 100 papers on the "ornamentality" of the classroom, and none of them have a supportive attitude.
But student presentations are different, and one of the purposes of student presentations is to develop students' abilities. What skills should be cultivated: logical thinking ability, oral expression ability, listening, speaking, reading and writing ability, etc. Imagine, if the students participating in the display are not articulate, their voices are not loud, their language is incoherent, their movements are not generous, their expressions are not rich, and their feelings are not abundant, can they have a good display effect?
So, how to enhance the ornamentation of the display?
First and foremost, teachers need to set clear expectations for their students and keep raising the bar. For example, students should take off the manuscript when presenting and commenting, and should be decent and generous in their standing posture, body language, and speaking tone; if they need to display in writing, they should make neat and serious handwriting, and the board should be standardized, concise and concise; students who do not participate in the exhibition should carefully watch the exhibition, make necessary records, and be ready to correct errors and questions at any time. In this way, all the students are in a nervous state of learning and have something to do in the presentation and comment session. These details may seem simple, but it's not easy to put them into practice.
Secondly, teachers should have a pair of "discerning eyes", be good at discovering students' strengths and progress, and encourage and motivate students in a timely manner. Teachers should make real-time evaluations, such as knowledge, emotional attitudes, process methods, body language, and language expression. The best performing individuals and study groups are judged for each lesson. More importantly, the evaluation results must be convincing, convey positive energy to the students, and point out the direction of progress.
Finally, teachers should be good at guiding students, setting up a platform to improve students' abilities, inspiring, expanding and questioning generative problems and key difficult problems, and inducting, deepening and extending knowledge.
Nowadays, it has become the consensus of most front-line teachers to let students present in the classroom, but there is still a long way to go to improve the efficiency and effectiveness of presentation.
Editor: Ali
Author: Yuan Jianguo
Source: Teachers' Expo, December 2023 (original version)
(Author's Affiliation: Pingyuan County Teachers' Training School, Shandong Province)