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What are the links in the classroom teaching structure of trying teaching method?
(A) the problems existing in the traditional structure

At present, the new teaching structure of some teachers mostly adopts the five links of Kailov pedagogy in the 1950s of the Soviet Union: 1. Organize teaching; 2. Check and review; 3. Newly awarded; 4. Consolidate exercises; 5. assign homework. This structure reflects the general law of students' learning knowledge to a certain extent, but it has not adapted to the requirements of the rapid development of science and technology, and the classroom teaching efficiency is not high.

This traditional structure is designed for traditional teaching methods.

If a student-centered teaching method characterized by "practice before speaking" is adopted, this structure is not suitable.

(2) Design and practice of new structure

During the experiment of trying teaching method, it is found that the advanced teaching method conflicts with the old classroom structure, which affects the improvement of classroom teaching efficiency and makes it difficult to implement the trying teaching method. While trying teaching methods, the classroom structure has been reformed.

In the process of teaching practice, a "six-stage" classroom structure has been gradually formed. A new mathematics teaching generally includes six stages, and the functions, requirements and time of each stage are analyzed one by one.

1. Basic training (about 5 minutes)

Including basic training of oral calculation, basic training of applied problems and basic training of formula advancing rate. The cultivation of primary school mathematics basic ability depends on daily practice. In this way, the training of basic ability is implemented in every class. At the same time, basic training at the beginning of class, so that students can practice nervously at once, can stabilize students' emotions and play a role in organizing teaching. The design of basic training questions should pay attention to serving the new curriculum.

2. Introduce the new lesson (about 2 minutes)

Derive new knowledge from old knowledge and reveal new topics. Generally, it is necessary to compile a preparatory question, and the transition from the preparatory question to the attempt to innovate can give full play to the positive transfer of knowledge and prepare for learning new textbooks. At the same time, let students know what they are learning and what the requirements are from the beginning. This step is not long, but it is very important. Take a minute or two, get to the point, and then enter the new lesson immediately.

3. Take a new lesson (about 15 minutes)

This is the main part of the new teaching, and various teaching methods can be used to implement the new lesson, such as teachers' explanation, students' self-study, demonstration experiments and so on. As the time is only about 15 minutes, it is necessary to highlight the key points and concentrate on solving key problems. We can't ramble and drag our feet. In addition, the teaching content of a class should not be too much, rather less and better.

4. Trial exercise (the second attempt, about 6 minutes)

Generally speaking, several students perform on the blackboard and the whole class practices at the same time to check the students' mastery of new knowledge, especially the poor students. This step is centralized feedback. Through the evaluation board, teachers can concentrate on supplementary explanations to solve the problem of poor students learning new knowledge. This step can be said to be a continuation of "implementing the new curriculum", and it also clears the way for students to work independently in class.

5. Class assignments (about 10 minutes)

In order to make students further understand and consolidate new knowledge and improve practice efficiency, students should have enough time to finish their homework quietly in class, which is an indispensable part of a class. Don't assign homework across the board, but face the poor students and prepare another "overproduction problem" for the excellent students. When students practice, teachers should pay attention to itinerant counseling, especially for poor students, and help them solve their difficulties in time. This kind of "make up lessons in class" has a particularly good effect.

6. Summary of the course (about 2 minutes)

Students don't finish their homework because they find difficulties through their own practice and need to solve them. At the same time, there is an urgent mood, which questions are right and which questions are wrong in the homework. Therefore, it is necessary to arrange this step and do a good job of finishing a class, so that the arrangement of a class can be completed from beginning to end.

During this period, first of all, the teacher will summarize the knowledge learned in this class according to the students' homework. Because students concentrate on practicing for about ten minutes, and then listen to the teacher's summary, they have a deeper understanding and can play the role of finishing touch. Then the correct answers can be published in class, so that students can know which questions are right and which questions are wrong in class, which is convenient for correcting mistakes immediately after class. If necessary, assign an appropriate amount of homework, or preview what you will learn tomorrow.

It can be clearly seen from the above analysis that the five-step basic teaching procedure of trying teaching method is not the whole process of a class. It is the five steps in the stage of "implementing the new curriculum", a complete lesson and other stages before and after "implementing the new curriculum".

Experiments show that the teaching effect of this classroom structure is good. Mainly manifested in:

(1) Highlight the teaching focus of the new curriculum. The new teaching is mainly about the teaching of the new curriculum, and the six stages of the new structure are all around the teaching of the new curriculum, which can ensure the better completion of the teaching task of the new textbook.

(2) Increase the practice time. The new structure arranges almost half a class to practice, from basic practice to consolidation practice, and then to classroom practice, which requires gradual and clear levels. This can ensure that students practice in class, digest and consolidate in class, solve problems in class, and leave no tail in the next class.

(3) The old teaching methods of "full-hall irrigation" and "injection" have been changed. The new structure increases the practice time, and the time for "taking a new lesson" can only be controlled at about 15 minutes, which urges teachers to change the practice of "full-house irrigation" and "injection".

(C) the theoretical basis of the new structure

Application of system theory

Classroom teaching can be regarded as a teaching system, and each part of the classroom structure is not isolated from each other, but interrelated and infiltrated. In the design of classroom teaching, we must seriously consider the interrelation and mutual penetration between the various parts, so as to effectively play the overall effect of this teaching system.

Try the five-step basic procedure and six-stage classroom structure of this teaching method to form a new teaching method. Quot The classroom teaching system characterized by "five steps and six stages" is a teaching system centered on "solving test questions".

2. The application of feedback theory

The new structure makes full use of the feedback principle and arranges two kinds of centralized feedback:

The first concentrated feedback-the second attempt to practice.

At the end of the new class, students can spread information about their understanding of new knowledge in time by trying to practice. If problems are found, teachers can make supplementary explanations in time to play a normative role.

The second centralized feedback-class assignment.

Through classroom practice, the teaching effect of a class can be reflected in time. If defects are found again, they can be remedied in class.

3. The application of optimal time theory

A class lasts for 40 minutes, which is the time period for students to concentrate and learn the best.

Generally speaking, between the 6th and 20th minutes after class, 15 minutes is the best time for a class. Because a few minutes ago, students just moved from recess activities to classroom learning, and their emotions have not settled down yet; From the 6th minute, the students' mood has stabilized. After the rest, I am full of energy and concentrated; After 20 minutes, the students began to get tired and their attention was easily distracted.

Of course, if the main teaching task of a class is arranged at the best time, the teaching effect will be good. The traditional structure puts "review" at the best time, that is, to learn yesterday's old knowledge, but when it is transferred to "new teaching", students are already very tired, and the teaching effect of the new curriculum is very poor. The new structure puts "taking a new lesson" at the best time, and students can get the best teaching effect with full energy and concentration.