Well-designed leads are conducive to students' strong interest in the atmosphere of autonomous learning of new courses. Because introduction is an appetizer in classroom teaching. In teaching, I attach great importance to the design of leading courses. The guiding mode is either story, music, poetry or riddle, which attracts students' attention as much as possible and injects a passionate force into students' learning, thus effectively enhancing the teaching effect. Among many teaching methods, story introduction is a practical one. While listening to stories, students often have an emotional desire and demand, and it is easy to enter the best learning state. For example, when I was teaching my mother, I used the story of Chen Yurong, an ancient story about the three major movements in Meng Mu and today's runaway mother as the introduction, which quickly stimulated students' feelings for their mother, laid an emotional foundation for this class, and made students pay more attention to the text and classroom. After listening to the introduction, the students said that it was really touching, while quickly opening the textbooks and reading independently. This laid a good foundation for the subsequent classroom teaching. Facts have proved that students recognize the reading guidance and actively read independently, thus achieving the goal of letting students focus on textbooks and classrooms.
Second, attach importance to the teaching process, respect students' wishes, and strive to teach students in accordance with their aptitude.
The main purpose of classroom teaching is to enable students to acquire knowledge, form skills and train their thinking. Therefore, in the teaching process, teachers should try their best to mobilize students' learning enthusiasm, mobilize their original knowledge reserves, and maximize their subjective initiative.
1. In the teaching process, teachers should pay attention to students' learning situation, respect students' wishes and ensure students' dominant position in classroom teaching.
Students are developing people, who have different needs for learning and different views on reading. It is a teacher's duty to respect students' wishes and cherish their unique emotional experience. In teaching, when students put forward to show their requirements in class, I will try my best to meet their requirements as long as they are reasonable in learning. At the same time, I will encourage students to express their opinions boldly. Often rejoiced in their unique insights. For example, when teaching Venetians, students suggested: Teacher, we haven't performed for a long time, and we really want to perform! Facing their eager eyes, combined with the content of this article, it is helpful to stimulate students' enthusiasm for performance. I immediately decided to give them a chance to perform. So, I discussed the script with them and guided them to perform passionately. The result not only enlivens the classroom atmosphere, but also enables students to quickly master the content of the text and experience the emotions of the characters in the text through performances. For another example, when teaching Beethoven, a great musician, I asked the students to interpret Beethoven by themselves. Many students think Beethoven is an unfortunate man. A child with average grades said loudly: I think Beethoven is deaf in both ears. He is an unfortunate man, but he is also a lucky man. As soon as the students said a word, the whole audience was silent. Everyone turned their eyes to the speaker. He continued quietly: I think Beethoven is a lucky man because he has music as his companion. Deafness deprived him of the opportunity to communicate with the outside world, but it also gave him peace, allowing him to accompany music and create the greatest works of his life. It is mentioned in the article that although deafness brings unparalleled misfortune and trouble, it also brings silence that is isolated from the noise of the world. He is really lonely, but he has an eternal companion. When the student finished speaking, the students clapped spontaneously. In the classroom, there are countless similar examples. All this tells us that the essence of classroom teaching lies in highlighting students' status as masters of learning, cherishing students' unique emotional experience and encouraging students to express their opinions boldly. If so, the classroom will be wonderful, and such classroom teaching must be a student-centered classroom.
2. In the teaching process, teachers should optimize teaching methods to ensure students' dominant position in classroom teaching.
When teaching, we should flexibly choose one or more suitable teaching methods according to the different characteristics of teaching materials and learning conditions, and we should not use one teaching method indiscriminately. If "spring" is poetic and beautiful, then students can be guided to feel the beauty of words by reading aloud. It is difficult to understand that "it is difficult for a country to transport its citizens" and can be explained and discussed. In a word, the teaching methods that highlight students' dominant position in Chinese classroom teaching should be closely linked with teaching practice and should strive for diversification.
Most of the inefficient teaching problems in the classroom are not caused by students, but by improper design or guidance of teachers. Based on this, teachers should pay attention to the following two points when using teaching methods:
First, pay attention to all students and teach them in accordance with their aptitude.
In teaching, we should try our best to make students at different levels adopt different learning paces to achieve the basic learning goals and cultivate their abilities at different levels. For example, students with poor comprehension can be considered to answer questions that they can answer, such as reciting poems and writing new words on stage. Sometimes, we can encourage them to ask new words freely or ask questions freely according to the content of the text. Even if it is just a sentence, we should give affirmation and encouragement, and constantly enhance our sense of accomplishment in learning, while for those intermediate or excellent students with good understanding ability, we should put forward higher requirements. Encourage them to sort out the context of the article, taste the sentences and boldly question the contents of the article. In short, strive to maintain the equal status of different students in the classroom, and strive to make them all gain something.
Second, pay attention to students' learning process and learning results.
Teachers should fully understand and pay attention to students' learning process and results, that is, to understand and pay attention to how students learn and what they have learned. For example, when students should finish a certain task during or after classroom teaching, teachers should not take a hasty look and make a hasty evaluation. Instead, we can know the students' completion through stratified sampling or class survey, and feedback the inspection results to students in time to guide future study. Only in this way can the initiative of students be mobilized. When students' training is completed, teachers should evaluate them from the perspective of quality and point out methods or skills. Students feel that their classroom behavior has been concerned by teachers, thus prompting them to actively think and answer questions. At the same time, teachers' targeted comments also help students find the fundamental methods and skills to effectively solve similar problems in the future.
Third, clever concluding remarks can consolidate students' dominant position in classroom teaching.
At the end of a class, students will gain something from active learning. But the income may be piecemeal. If the teacher leads the students to talk about their feelings and what they have learned from this class before ending the classroom teaching. After that, the teacher's lens will summarize the relevant content into a conclusion. The conclusion will focus on summing up experience and lessons or causing thinking. Passion closes the whole class. Students will have a clearer impression of what they have learned. For example, when teaching "Fear of Nature", on the basis of asking students to talk about their feelings, we can sum up the whole class in this way: This article has made me deeply understand that only with awe of life can the world show infinite vitality in front of us. On this planet, it is not only human beings who have the sacred glory of life, but also all other creatures, such as hardworking ants, free birds, plateau elves, Tibetan antelopes, lifeguards whales at sea, and even endless grasslands and towering ancient trees, all of which contain rich connotations of the life world. Therefore, we should fear all life on the earth, not only because human beings have compassion, but also because their fate is the fate of human beings. When they are all killed, the biological chain that continues the earth is destroyed, and human beings are like the last domino, and then fall down. The teacher's passionate summary at last is like a heavy hammer, knocking on the students' hearts. I believe the students will be deeply impressed by this class and arouse their feelings of loving and protecting nature.
In short, in the specific classroom teaching practice, as long as teachers regard students as the masters of learning from beginning to end, they should try their best to guide the classroom and stimulate students' interest in independent reading; And attach importance to the teaching process, respect students' wishes, optimize teaching methods, skillfully guide students to express their opinions boldly, cherish students' unique emotional experience, provide students with a platform to show themselves and teach students in accordance with their aptitude. Then the students' dominant position in the whole classroom is obvious.