One problem that the new curriculum must face is how to maximize the benefits of classroom teaching, and effective teaching is an important way. Effective teaching refers to the activities organized and implemented by teachers in accordance with the objective laws of teaching activities, with as little time, energy and material resources as possible to achieve as many teaching effects as possible to meet the educational value needs of society and individuals. It requires teachers to have effective teaching ideas, master effective teaching strategies and guide students to learn effectively. Teachers' teaching activities should be effective, efficient and beneficial. "Effective" chemistry teaching in senior high school emphasizes that chemistry learning in senior high school is a process of actively constructing knowledge, developing ability and forming correct emotional attitudes and values.
First, the concept of effective teaching
The idea of effective teaching originated from the western science teaching movement in the first half of the 20th century. This concept frequently appears in English education literature, which has attracted the attention of peers all over the world. The proposal of effective teaching is also the product of the debate about whether teaching is art or science. Teaching is art, which was the dominant teaching view in western educational theory before the 20th century. It advocates that teaching is a teacher's personalized behavior without public methods and an established behavior with conscience. It advocates that the factors affecting the teaching process are complex and the teaching results are rich, so it is difficult to study them by scientific methods. However, with the influence of scientific thoughts and the development of psychology, especially behavioral science, people clearly put forward that teaching is also a science. In other words, teaching not only has scientific basis, but also can be studied by scientific methods. Therefore, people began to pay attention to the theoretical basis of philosophy, psychology and sociology of teaching, and how to study teaching problems with scientific methods such as observation and experiment.
Effective teaching is put forward under this background, and its core problem is the benefit of teaching, that is, what kind of teaching is effective? Is it efficient, inefficient or ineffective? The so-called effectiveness mainly refers to the concrete progress or development made by students after a period of teaching by teachers. Under the new curriculum concept, our understanding of teaching effectiveness is:
1, the effectiveness of teaching should be based on the progress and development of students. Whether teaching is effective or not depends on the students. Effective teaching should pay attention to students' development, and teachers must establish students' dominant position, have all the ideas for students' development, and promote students' all-round development, active development and personality development in teaching activities.
2. Teaching effectiveness should pay attention to teaching efficiency, which requires teachers to have the concept of time and efficiency. Teachers should fully consider the issue of teaching efficiency when designing courses and teaching, and should not give up the pursuit of teaching efficiency in pursuit of form.
3. The realization of teaching effectiveness should be based on teachers' own development. Teachers are an important condition that affects the effectiveness of teaching. In the process of classroom teaching, especially under the new curriculum concept, the change of teachers' teaching concept, the teaching strategies adopted by teachers and their ability to criticize and reflect on teaching are all related to the effectiveness of teaching.
4. The effectiveness of teaching depends on the change of students' learning style, which promotes students' effective learning. Through students' autonomous and active learning, students can learn effectively and achieve the purpose of improving teaching efficiency.
5. The effectiveness of teaching should also pay attention to teachers' teaching strategies. Teachers' teaching strategies play an important role in ensuring the effectiveness of teaching. Teachers should master a series of strategic knowledge in teaching equipment, teaching implementation and teaching evaluation stage.
Second, the traditional teaching factors affecting effective teaching analysis
1, the teaching goal simply pays attention to students' cognition and ignores emotions, attitudes and values. In the past, our teaching objectives were divided into three aspects: knowledge, skills and emotion. However, influenced by traditional behavioral psychology, repeated practice and training has always been regarded as an important means to cultivate students. Coupled with the influence of exam-oriented education, teachers often simply attach importance to the cultivation of students' knowledge and skills in the teaching process, ignoring the cultivation of students' emotions, attitudes and values. Due to the deviation of teaching objectives, the concept of "practice makes perfect" has gradually evolved into the reality of "practice makes perfect". The result is that students are tired of learning, teachers are tired of teaching, teachers teach hard, and students study hard. It is difficult to arouse students' enthusiasm, classroom teaching is lifeless and teaching efficiency is low. Teachers' teaching is inefficient or even ineffective. In this way, a vicious circle is formed, and teachers and parents have to take up students' extracurricular time to make up for the unfinished tasks in classroom teaching, which increases students' academic burden.
2. The development of students should not be the center. The fundamental focus of teaching is to promote the development of students, which is the core concept of teachers' organization of teaching. Traditional classroom teaching is centered on teachers, books and classrooms. Students do not develop independently, but are often forced by teachers, and students are always in a passive state of development. This development inhibits students' autonomy and enthusiasm in learning. The result of passive development is: (1) students' development is polarized, some students who adapt to passive development are concerned by teachers, and some students who do not adapt are not well developed; (2) The development of students' personality is restrained and they lack the initiative to learn; (3) Replace students' all-round development with their one-sided development; (4) Ignoring students' learning process, experience and experience. The direct consequence of not paying attention to students' development is that students' learning efficiency is low, which in turn affects the effectiveness of teaching.
3. The interaction between teachers and students is not strong. In a sense, classroom teaching is the activity of teachers and students. Through the activities between teachers and students, the exchange of knowledge information and various emotions can be realized, and the purpose of promoting students' development can be achieved. Judging from the current classroom teaching, teacher-student interaction is still a weak link. In classroom teaching, the interaction between teachers and students is still one-way, that is, teacher-student interaction. One of its disadvantages is that it ignores the transmission of other knowledge and information in classroom teaching and the promotion of interpersonal factors in classroom teaching to students' development. It makes the lively classroom teaching dull and rigid. Realizing the transformation from one-way interaction between teachers and students to multi-way interaction in classroom teaching is a problem worthy of attention in classroom teaching reform.
4. It can't promote the change of students' learning style. In classroom teaching, teachers' fixed teaching mode and students' passive learning mode seriously restrict students' development and affect the formation of students' innovative spirit and consciousness. The change of learning style cannot be completed overnight, and it needs a long-term process. Although we advocate independent and cooperative inquiry learning, some teachers still insist on the original teaching methods. We don't think that the traditional receptive learning method is inefficient or ineffective, but that the independent cooperative inquiry learning method is effective. However, we believe that changing students' learning style, making students change from passive to active, and stimulating students' learning motivation and enthusiasm are important conditions for improving teaching quality and efficiency.
5. Cooperative learning is a mere formality, and adopting cooperative learning mode in classroom teaching is a major change in both students' learning style and teachers' teaching concept. However, in reality, cooperative learning is a mere formality. In teaching, teachers often use the form of grouping to let students discuss cooperation by themselves, no matter what kind of class. On the surface, the classroom atmosphere is active and the classroom teaching is lively. However, from the actual teaching effect, students have not learned anything, and teachers have not completed the teaching task. The fundamental reason is that teachers don't really grasp the essence of their theory. Second, influenced by utilitarianism and formalism. The deeper reason is the lack of the concept of teaching effectiveness.
Third, the rational construction of effective teaching under the new curriculum concept
1. Teacher-student interaction is the essential attribute of the teaching process. Interaction is the embodiment of mutual connection and initiative among subjects. It is the mutual communication, mutual communication, mutual inspiration and mutual supplement between teachers and students, which forms a real "learning community". In the teaching process, teachers and students share their thoughts, experiences and knowledge, and exchange their feelings and experiences with each other, which not only enriches the teaching content, but also makes new progress, thus achieving consensus, sharing and common progress, and achieving the goal of mutual learning and common development in teaching.
(1) "Interaction" is the "communication" interaction between teachers and students in the teaching process. "Communication" is not a formal communication, but a "intersubjectivity" of mutual understanding and communication between teachers and students. It is a two-way understanding and problem-solving activity between teachers and students and between teachers and students and teaching materials. This is a symbiotic activity that forms a consensus. Effective communication in teaching should embody "three effectives", namely, respect for the truth of objective things, respect for the legitimacy of social laws and sincerity of "holding one heart". Classroom teaching emphasizes time and space sharing, content creation, meaning symbiosis and successful sharing.
(2) Diversity of interaction and education. The interaction in the teaching process is diverse, and it is a multi-situational, multi-content, multi-difficult and multi-form interactive body. In the context, there are intuitive and vivid teaching situations, harmonious humanistic environment and thought-provoking background; The content is not only the study of textbook knowledge, but also the accumulation of life experience and understanding of the meaning of life; In the teacher-student relationship, there are dialogues and exchanges between teachers and students, groups and groups, individuals and groups, teachers and students, and teaching materials.
Students are developing people with unique and independent significance. Students are developmental people. Students' own development is regular. In order to strengthen the effectiveness of teaching, teachers should be familiar with and master the development characteristics of students of different ages, arrange teaching activities according to the stages and laws of students' own development, and carry out teaching activities in a targeted manner. In addition, students have great development potential. Teachers should believe that every student really has great development potential, and firmly believe that every student can actively grow up, be promising and achieve. At the same time, it must be admitted that developing students have personality differences and must have many shortcomings. There may be problems of one kind or another, but these problems can be solved under the guidance of teachers.
Students are unique people. First of all, the student is a complete person. Students are not just learners, but people with rich personalities. In effective teaching activities, students can have a complete life world, enrich their spiritual life and give them a stage to give full play to their personal strength. Secondly, every student is unique, and students form a unique psychological world because of different genetic factors, social environment and family conditions. As the saying goes, "different people have different faces."
Students are independent people, and each student has his own thoughts, personality, will, likes and dislikes, emotions, value orientation and knowledge base. Teachers can only inspire students to learn independently, feel affairs independently, observe, analyze and think independently, and master the laws of development and change of things independently.
3. "Take learning as teaching" to improve teachers' role and teaching behavior in an all-round way. Create an effective teaching situation, encourage students to actively participate in cooperative learning, give students the initiative to learn, expand their development space, guide students to tap their own potential, and establish a democratic, equal and coordinated teacher-student relationship with mutual respect, mutual understanding and mutual acceptance.
Teachers are the promoters, collaborators and participants of students' learning. On the one hand, they change the passive and mechanical state of students' acceptance of knowledge in traditional teaching, and regard teaching as a process in which students actively construct learning through teachers' guidance and students' autonomous activities; On the other hand, "activities promote development, benefits promote effect" and "teaching with learning" create a good problem situation that is conducive to teachers and students to create symbiosis, cooperation and exchange, so that the whole teaching process is full of active learning from beginning to end, so that students can acquire knowledge and skills in cooperation and exchange, and form a perfect attitude towards life and emotional experience in an atmosphere of equality and respect. Teachers' teaching is the creation and development of curriculum. In the relationship between teaching and curriculum, curriculum is the main aspect of contradiction, and curriculum concept determines teaching concept. Teachers and students are both in the curriculum, which is an integral part of the curriculum and the founder of the curriculum. They participate in active development together, and the teaching process becomes the process of continuous generation and transformation of curriculum content.
Teachers devote themselves to teaching with the mentality of researchers. "Action research" is an action-based research, a research in action, and the action in research is an action research. In the process of effective teaching, teachers examine and analyze various problems in teaching theory and practice from the perspective of researchers, reflect on their own behavior, explore emerging problems, sum up positive experience, construct a dialogue between understanding and reflection, and form a standardized understanding.
Teachers attach importance to process teaching and strengthen students' experience in the teaching process. Process teaching includes the teaching of knowledge generation and knowledge development. The teaching of knowledge generation process is to guide students to form conclusions on the basis of understanding, while the teaching of knowledge development process is applied under the guidance of conclusions. Two stages are indispensable: teachers create situations in the teaching process, stimulate students' interest in learning, establish enough perceptual knowledge, provide structured research materials, summarize and rise, abstract concepts and strengthen them in time. Through re-examination exercises and constructive review, students are encouraged to examine the conclusion from multiple angles and internalize the conclusion into cognitive conclusion.
4. Establish a teaching system integrating information technology and curriculum, and build an online collaborative teaching model integrating curriculum.
Vigorously promote the universal application of information technology in the teaching process, so as to promote the effectiveness of teaching, give full play to the advantages of information technology, provide a colorful educational environment and powerful learning tools for students' development, and provide the application concept of teaching technology with the purpose of improving teaching quality and efficiency, changing students' learning methods and promoting students' development. At the same time, based on the principle of proceeding from reality and adapting to local conditions, we should explore and play the positive role of various traditional technical means in teaching, combine modern teaching techniques with traditional teaching means, strive to grasp the practical value of various teaching technical means, and actively promote the synergy and complementarity of various technical means, thus promoting the overall coordinated development of the teaching technical system.