Based on the current situation and examples of classroom teaching in county-level senior high schools, this paper puts forward the effectiveness of classroom teaching under the new curriculum and finds out the strategies to improve the effectiveness of English classroom teaching.

Key words:

The effectiveness of classroom teaching under the new curriculum; Effective strategies of classroom teaching.

First, the status quo.

At present, with the gradual implementation of the new curriculum standards, county-level ordinary high schools have gradually entered the new curriculum. Like all reforms and innovations, classroom teaching and classroom design in schools are bound to face new choices of revision, improvement and creation. At the same time, it also bears the blending of ideas, the imbalance of habits and the evolution of thinking from thought to method. But in fact, in the long-term exam-oriented education environment, driven by short-term interests, we have never really discussed the ideas and methods of the new curriculum, nor have we really conducted effective classroom teaching. First of all, some old teachers often emphasize a language knowledge repeatedly with strong Chinese dialects, such as remembering words such as the person sitting on a horse or the person sitting on a horse. It is a great waste of time to spend time to deepen students' impression, not to give students room to think and not to encourage students to doubt it, which leads to students' thinking being controlled. The result is that any language knowledge has a short memory, and then the teacher repeats the same time, so you can imagine the teaching effect.

Secondly, for teachers who have just graduated, their basic language skills are good and their own quality is good. They turned the classroom into a stage to show their abilities. They can speak, learn, tease and sing, so that teachers can enjoy the classroom power resources exclusively. Students can't make real voices, but just listen to the teacher's "monologue". Have we ever thought about its effectiveness in such a class?

So when it comes to the teaching effect or students' oral test, many of our teachers complain: how hard I try to explain in class and spend so much effort, the students' grades are just not good, and even simple conversations can't be carried out. There is really no way to teach. There are contradictions. When we are improving classroom teaching, have we ever thought about a common and serious educational problem: the effectiveness of classroom teaching?

Second, the concept and viewpoint of effective teaching under the new curriculum

The effectiveness of classroom teaching refers to promoting students' development through classroom teaching. First of all, as far as its connotation is concerned, development refers to the coordinated development of knowledge, skills, processes, methods and emotions, attitudes and values (three-dimensional goals). The effectiveness of classroom teaching refers to students' acquisition, improvement and progress in learning through classroom teaching activities. The concrete manifestations are as follows: in cognition, students never understand to understand, from less knowledge to more knowledge, and never attend meetings; Emotionally, I have never liked it, never loved it, never been interested. There are many effective characteristics (or manifestations) of classroom teaching, but the core point is to see whether students are willing to learn, whether they take the initiative to learn, how to learn and whether they will learn. Effective teaching is the eternal goal of teaching. Experience, thinking, activity and creation are the four basic elements of effective teaching. It can be seen that the effective teaching of the new curriculum is carried out in accordance with the requirements of three-dimensional goals, and the pursuit is not only the efficiency of knowledge acquisition, but also the comprehensive benefits included in learning results, learning processes and learning experiences, acquiring knowledge, acquiring skills, developing thinking, mastering methods and gaining positive psychological experience and life experience, and so on. The effective teaching of the new curriculum must be tested by investing time to bring students learning progress and experience. It depends not only on the changes that students have taken place in a certain teaching time-the acquisition of knowledge, skills, the development of thinking and the mastery of methods, but also on their psychological experience-whether their emotions are happy or sad, whether their orientation is positive, confident or negative, and whether their motivation is a strong thirst for knowledge or a burden of learning. As long as we ignore test scores, students' learning rights, students' differences and students' learning feelings and experiences, teaching is not effective in the sense of the new curriculum. This kind of teaching deprives students of their learning rights and independence, makes them lose their interest and enthusiasm in learning, and will eventually hinder their learning and growth. Effective teaching under the new curriculum concept is not only the process of curriculum transmission and implementation, but also the process of curriculum creation and development; The effective teaching of the new curriculum advocates that teachers should "make good use of teaching materials and surpass them" and develop and effectively use curriculum resources. The new textbooks for ordinary senior high schools pay attention to the inquiry of questions, the presentation of information is diverse and selective, the strategies for solving problems are diverse, and sometimes the answers are not unique. All these try to make students form inquiry learning methods as soon as possible and cultivate innovative consciousness and ability.

The teaching idea contained in the effective teaching of the new curriculum is: (1) Teaching emphasizes interaction and participation, and the whole teaching process is dynamic. (2) Pay attention to the development and utilization of curriculum resources and pursue openness. (3) Pay attention to students' development and establish students' dominant position; (4) Pay attention to teaching efficiency. The benefit of teaching lies not in how much content the teacher teaches, but in the comprehensive consideration of students' learning results and the results of learning process in unit time. Attach importance to the evaluation of teaching and have as clear and specific teaching objectives as possible; (5) The combination of quantitative and qualitative evaluation, process and result evaluation can fully reflect the teaching benefits; Pay attention to the reflection of teaching, and teachers should constantly reflect on their daily teaching behavior. (5) Pay attention to teaching strategies, and teachers should have a series of behavioral methods to solve specific problems. Based on the above ideas and viewpoints, I want to know how to make my classroom teaching effective as an English teacher.

Third, effective strategies for English classroom teaching

1. Pre-class preparation strategy: macro grasp and stimulate interest.

Pre-class preparation strategy mainly refers to the problem-solving behavior that teachers should deal with before classroom teaching, that is, the work that teachers should do when making teaching plans (such as teaching plans). Generally speaking, it mainly involves the problems that need to be solved in the process of forming the teaching plan. Specifically, when preparing for teaching, a teacher must solve the following problems: the determination and description of teaching objectives, the processing and preparation of teaching materials (including the development and utilization of curriculum resources), the choice of main teaching behaviors, the compilation of teaching organization forms, and the formation of teaching plans. In teaching practice, in order to ensure the effectiveness of classroom teaching, we should first grasp the new textbooks from a macro perspective, make necessary supplements to the contents of the new textbooks, expand students' horizons and knowledge as much as possible, supplement students with some relevant knowledge or inspire students to think and tell relevant knowledge outside teaching. Secondly, grasp students from a macro perspective, comprehensively weigh students' existing knowledge level, learning ability and endurance, and adopt scientific and effective teaching methods to achieve the expected results. Third, take macro measures to feedback students' learning situation in time and provide corresponding remedial measures. I believe that the effectiveness of classroom teaching will be greatly improved through continuous trial and correction. Second, it is a matter of interest. Starting from students' interests, hobbies and experiences, enhance students' experience and understanding of teaching content. Teachers should closely combine teaching content with students' real life, so that students can "experience" the formation process of knowledge, and let students understand knowledge and experience the course with their own direct experience and participatory activities. Interest is the best teacher, and interest is one of the important ways to create a happy and bright teaching environment. James, a psychologist at Harvard University in the United States, has proved through experiments that people's enthusiasm can even be improved by 3-4 times by stimulating interest. Suhomlinski also said: "In every young heart, there is gunpowder eager for learning and knowledge. It depends on whether you can ignite this' gunpowder'. " Stimulating students' interest is the fuse to ignite the gunpowder eager for knowledge. When designing teaching tasks, teachers should take students' life experience and interest points as the starting point, set suspense and stimulate interest, which is the secret to truly improve the effectiveness of classroom teaching. There are many ways to stimulate students' interest in learning in classroom teaching, and starting to attract interest is just one of them. Secondly, teachers can also carefully design "suspense to attract interest" and "story to attract interest" according to the teaching content to stimulate students' interest. Teaching can also create conditions for students to explore their interests and solve problems independently. In short, in order to improve the effectiveness of English classroom teaching, teachers should consciously explore various interests in English classroom to ensure the effective improvement of English teaching quality.

2. Classroom implementation strategies: active regulation, flexible use of effective teaching methods and diversified learning methods.

While following the new English curriculum standards, we should pay more attention to teachers' active regulation in the curriculum. Only when teachers take the initiative to regulate and control can teaching achieve the highest efficiency. The Outline of Basic Education Curriculum Reform (Trial) stipulates: "Encourage students to take the initiative to participate, be willing to explore and be diligent in doing things, and cultivate students' ability to collect and process information and their ability to communicate and cooperate. "In order to embody these principles and requirements, teachers should pay attention to the integration of knowledge and skills, processes and methods, emotional attitudes and values, grasp every detail in the classroom, adopt flexible teaching methods, and pay attention to guiding the transformation of learning methods. Teaching method is an important guarantee to form the best classroom atmosphere. Teachers should determine different teaching methods according to teaching content, teaching purpose, teaching object and actual situation, personal teaching style and specialty. Give priority to one method, cooperate with many methods, and use various means flexibly to maximize the role of every minute in class. First of all, create situational teaching: create specific situational forms by fabricating English sentences and dialogues, and give full play to students' autonomous and cooperative learning ability. The best way to learn English is to let students perceive the language in specific teaching situations and understand the true meaning of the language by themselves in the process of perceiving the language. This is what we call "touching the scene". Thirdly, master every change and reaction of students in class, and adjust the course arrangement of this class according to the specific situation. In order to avoid the so-called step-by-step, rigid and orderly state of preparing lessons and teaching plans in the past, it is difficult to infiltrate the ideas and concepts of the new curriculum into classroom teaching, let alone the effectiveness of classroom teaching. Thirdly, the rational use of new teaching materials and creative teaching can make students have a feeling of returning to nature in class. For example, when discussing topics such as environmental protection, students can be divided into several discussion groups to discuss everything they see. Be more situational and realize effective English learning. There is also emotional education. But also create a supportive environment conducive to students' language acquisition and internalization. However, in traditional teaching, teachers and students spend a lot of time on a lot of questions and exams, but with little effect. Fourthly, it emphasizes that the teaching process is an interactive process of communication and common development between teachers and students. In teaching, we should deal with the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, explore and learn in practice, make learning an active and personalized process under the guidance of teachers, give students a platform to actively display their talents, and promote students to actively participate in the whole process of classroom teaching.

3. Teaching evaluation strategy: multiple evaluation, student-oriented.

The new curriculum advocates the development of classroom teaching evaluation and the establishment of an evaluation system to promote the all-round development of students' quality, making it diverse, holistic and process-oriented. The new curriculum standard advocates multiple evaluation, which can be teachers' evaluation of students, students' self-evaluation and mutual evaluation among students. The evaluation also includes various forms of formative evaluation, such as classroom observation, student achievement files, study logs, questionnaires, interviews and discussions. Through classroom observation, such as communication attitude, thinking attitude and emotional attitude, different evaluation methods are adopted. In the way of evaluation, we should always promote students' further effective study and all-round development, and avoid directionless and low-quality evaluation. We should also focus on formative evaluation, study and apply various evaluation methods and tools, conduct effective evaluation, communicate with students in time and give guidance on their development, so that students can reflect on their own situation in all aspects with the help of teachers, make continuous improvement and get faster development. No matter which evaluation method is adopted, we should insist on letting students experience the effectiveness of learning and establish self-confidence. The evaluation put forward by the new curriculum standard should be a promoter of students' learning mood. Only by making evaluation the motivation of students' learning can teaching be carried out more effectively and smoothly. Stowe Hui, a German educator, said: "The art of education lies not in ability, but in motivation, awakening and encouragement." This teaching evaluation of "Dont Ask For Help people are successful, but everyone wants to make progress" is also a realm pursued by the new curriculum. Teaching evaluation should not only pay attention to students' present performance, but also pay attention to all students' future development and the development of each student at his own level. Especially for poor students, as long as they make progress on the original basis, they should be positively evaluated.

Concluding remarks

In my opinion, under the guidance of the new curriculum ideas and methods, we should change the current situation and existing problems as much as possible, use effective teaching strategies in a brand-new state, mobilize students' enthusiasm and initiative, and stimulate students' interest in learning English. The enthusiasm of students in English learning is mainly based on the effectiveness of classroom teaching. Only when classroom teaching is effective, can students have a strong interest, actively and consciously explore learning content, and students' enthusiasm for learning will be higher, which will lead to higher efficiency of classroom teaching.

refer to

1. Yu Wensen. How to improve the effectiveness of classroom teaching under the new curriculum? \[N\]。 China Education News, 6th edition, 2007. Www.lersp.com China Education Resource Service Platform.

2. Qian Ye Feng. Ideas and strategies of effective teaching. \ [W \]。 Reading.lersp.com China Teachers' Reading Network, 2002.

3. Liu Hong. On effective teaching. Foreign Language Teaching in Primary and Secondary Schools, No.6, 2006.

4. gong 2007 revision. Problems and countermeasures of new curriculum teaching reform in senior high schools. Inner Mongolia People's Publishing House.

5. He Ze. On the effectiveness of english classroom teaching. Examination Weekly, Issue 10, 2007.

Source: Middle School English