A good class is mainly composed of the following six links: goal orientation-independent preview-group communication-counseling and dispelling doubts-training feedback-expansion and sublimation.
1. Goal-oriented: This goal should not only be clear to teachers, but also be understood by students, so as to stimulate students' learning motivation, arouse their learning enthusiasm and urge them to learn around the goal. It should be pointed out that:
1, what must be presented to students is the learning goal, not the teaching goal.
2. The goal should reflect the three dimensions of the new curriculum concept as much as possible, namely knowledge and ability, process and method, emotional attitude and values, but it should be more in line with the reality of students and should not be inflated at will. The goal of not proceeding from students' reality is empty and inefficient.
3. The goal can be explicit presentation or implicit internalization, and it should be based on the clarity of each student.
4. Learning objectives should run through the classroom and can be generated continuously with the teaching progress on the basis of preset. For example: talking; The determination of Newton's first law learning goal is to let students understand three aspects: first, inertial learning; The second is that "force is the reason to change the motion state of an object, not the reason to maintain the motion of an object"; The third is that middle school students should learn from the great exploration spirit of many scientists, the spirit of challenging authority, the courage to discover, and the attitude of modesty and honesty. These "presuppositions" should be gradually "generated" in the teaching process.
Second, autonomous preview: under the guidance of learning objectives, teachers ask specific questions, so that students can define specific tasks, and each student can think independently. This step is crucial. "Effective teaching" holds that students must have their own opinions before participating in group discussions, otherwise it will be ineffective. Because there is no exposition that has been thoroughly read and thought by oneself, such as passive water, the views expressed are immature and not profound, not to mention individuality and originality. What should be noted in this link is:
1. When designing questions, it is necessary to closely follow the learning objectives, highlight the key points and have moderate difficulty. Students should make a fuss about the "nearest development zone".
2. Make clear requirements for students. It is best to use blackboard writing, multimedia, printed handouts and other forms. It is best not to dictate.
3, the results of independent thinking can be outlined, but not outlined. Be sure to write your thoughts on paper, because thinking is chaotic and language is clear.
Third, group communication: group cooperative learning is easy to become a mere formality, so to establish a scientific mechanism, its practices and requirements are:
1, the correct grouping, usually a group of four people, takes into account the differences in learning ability, learning interest, personality and so on. Group members can match each other and make efforts to complement each other.
2. Let each member understand his responsibilities, especially the role of the team leader. The group leader is like a "moderator", who arranges the order of speeches and acts as a recorder to record the results of discussions at any time. He/she can also serve as an "inspector" to evaluate the group's speeches to check whether the members have completed the learning tasks. When conditions are ripe, other members of the group can also serve as team leaders to cultivate the ability of each student.
3. Group communication is dynamic, which can be intra-group communication or inter-group communication. You can also let the whole class perform, and the teacher should participate and adjust the guidance in time. For example, you can ask questions among groups and form opinions by comparing and discussing learning results.
4. To keep up with the group evaluation, a table can be designed, and the class representative and the group leader can jointly record the students' classroom speeches and learning tasks, and pay attention to the students' development in the evaluation.
Group cooperative learning can promote students' active participation, that is, students' passive learning becomes active learning. Group cooperative learning is not always used, but should be used in class, and different cooperation methods should be adopted for different problems.
4. Solve puzzles with inspiration: This book can best test the teacher's ability to control the classroom. Teachers should make full use of students' communication and exhibition resources, on the one hand, let students solve problems and experience success through enlightening evaluation and tips, on the other hand, help solve problems in the exhibition process through demonstration, inspiration, analysis and explanation. In other words, we should not only focus on the preset teaching objectives and the key and difficult points of the textbook, but also take into account the dynamic generation problem to solve students' doubts. The teaching process should be concise, thorough and clear. In order to better solve doubts and doubts, teachers should spend more time preparing lessons and looking for more information. Only by paying more can they get more in return.
5. Training feedback: The key to the success of a class lies in how well the students master it, so effective feedback is very important. Teachers should creatively design homework and carefully compile and select exercises according to the requirements of learning objectives. Generally, exercises include basic questions and selected exercises. The time spent depends on the actual situation. The investigation method is dynamic, mainly in written form, and try to make it clear. According to the reality of our school, the test questions generally choose after-school exercises. Part of after-school exercises are used for classroom tests and the other part for after-school homework. Show students their grades in time during class.
Sixth, expand and sublimate: students have mastered knowledge, which does not mean the end of teaching activities. The purpose of learning is to apply what you have learned, apply what you have learned, apply what you have learned, and apply what you have learned. Therefore, appropriate expansion on the basis of teaching content can make students learn from others and draw inferences from others to cultivate and improve students' ability. This requires teachers to fully prepare lessons, search for more information, analyze more students, make teachers more tired, and students enjoy more happiness and gain more.