As a veteran teacher with nearly 25 years of teaching experience, as a backbone teacher at the municipal level, listening to lectures in normal teaching is the norm. In the process of listening to the lectures, we found that there are too many things worth learning: more situations close to students' lives, more open questions, more voices expressing different opinions, more students learning, more active thinking, softer teachers' tone, vivid expressions, and more positive encouragement.
However, some classes still can't "live", and the performance of students is still not exciting enough. After pondering for a long time, I think there are still the following problems in our classroom teaching.
In order to implement the teaching concept of the curriculum into the actual classroom teaching, many teachers have created a variety of teaching methods in the classroom, such as performance method, discussion method, cooperation method, speech method, etc., which are beyond reproach.
In terms of students, the discussion can not be around the central issue of fruitful learning, you talk about yours, I talk about mine, from the surface it is very lively, in fact, there is no spark of thinking impact; only students who study well in the group speak, there is no interaction between students; students are not friendly with each other or the degree of cooperation is not enough, each other does not pay attention to listening to each other's opinions, there is little communication between groups, there is no real discussion and cooperation, basically stay on the level of individual independent learning.
This kind of cooperative learning has no real name, only in the form, not in the real sense of cooperative learning. In order to make group cooperative learning truly effective, teachers should strengthen guidance so that students can learn to communicate.
I personally believe that when dividing the study groups, it is necessary to make reasonable allocations, clear division of labor, make more scientific arrangements after having a more comprehensive and detailed understanding of the students' learning foundation and cognitive preferences, and determine the order of the group leader and the group leader to designate the spokesperson, so as to ensure that each student gets a more adequate opportunity for self-expression and self-development in the process of this activity.
The content of cooperative learning should be valuable, the time for discussion and learning should be moderate, and the way of communication and the results of learning should be feedback. Only in this way can cooperative learning be put into practice. Such cooperative learning can improve the frequency and efficiency of learning, communication and expression in unit time, complement each other's advantages, help cultivate a sense of inquiry and cooperation spirit, and also help the development of students' oral communication and problem-solving skills.
Dou Guimei, a famous educator, said: "Education is a slow art, and the classroom needs to wait." "Teaching is not simply instilling knowledge, but to use every moment in the classroom to give students an opportunity, perhaps teachers only need to wait a little longer, even if it is more than ten seconds of time, they can open the door of students' thinking, will give students confidence and courage." Waiting is the teacher's respect and understanding of the students, but also the patience and tolerance of education, but also the observance of the law of educating people.
Expectations include teachers' respect, trust, and tolerance for students that can evoke emotional resonance in students. And bring the classroom teaching vivid and interesting. The wonderful performance of students is inseparable from the eager expectations of teachers, expectations are the process, and wonderful is the result.
In the classroom, teachers always pursue superficial fluency, and in retrospect, why shouldn't I be like this myself? When asking questions, from the heart hope to answer the question of the student less mistakes, no mistakes, it is best to go straight to the subject to save time, encounter someone to come to the class, but also more than enough, students can not answer or have difficulties, we are not so calm, appear a little impatient, unwilling to wait, or urge, or change the answer, and even ask themselves, where will students have their own experience and feelings? There's nowhere to be.
If we expect more from students, give more time to think and perform, and then give them the power to judge or give them the power to judge later, will the performance of students be more exciting, and will more students experience the joy of success?
Sukhomlinsky said: "Please do not hesitate to allow as much time as possible in each lesson for students to master the new teaching materials!" These times will be compensated a hundredfold." Waiting in the classroom is the invisible expectation, support and encouragement of teachers to students, the learning and questioning of students in their own thinking, and the great importance attached to "student-based resources".
In short, the improvement of classroom teaching level and the tempering of teaching art require continuous exploration, practice and reflection. As a teacher, we must be full of wisdom, practice a pair of fire eyes and golden eyes, so that students will always be full of curiosity and respect for our teaching; as a teacher, we must pay attention to cultivating our own aura, so that the whole classroom is warm and orderly, enthusiastic and deep; as a teacher, there must be someone in the eyes and heart, and it is a minor child, who knows their learning habits and learning characteristics well, and can be specific to a certain class and a certain individual student.
Ishimoto has no fire, and when they hit each other, they give birth to an aura. Let's walk on the road of thinking together with thoughts and dreams, and seek the beautiful classroom in our hearts. Green together, grow together...