(A) mainly depends on the degree of autonomy, the effectiveness of cooperation and the depth of inquiry of students in classroom learning.
1, degree of autonomous learning. Autonomous learning refers to a dynamic and creative learning mode in which students set learning goals, choose learning methods, monitor learning process and evaluate learning results under the guidance of teachers.
The degree of students' autonomous learning mainly depends on whether students or teachers are the main body in classroom activities, and specifically depends on the freedom, initiative, timeliness and innovation of students' learning in a class. The degree of freedom depends on the students' learning objectives, methods and progress opinions. Motivation is to see whether students study actively or passively; Time depends on whether students have time to study by themselves. How much self-study time; The degree of innovation depends on whether the students in this class are innovative or not. Generally speaking, self-taught students are easy to innovate, but not every self-taught class can innovate.
2. The effectiveness of cooperative learning. Cooperative learning refers to carrying out learning activities in the form of group or team cooperation for common learning goals. Based on the grouping principle of heterogeneity within groups and homogeneity between groups, he systematically uses the interaction between teaching motivation factors to promote students' learning.
The effectiveness of group cooperative learning mainly depends on whether the group's topic selection is scientific; Whether the grouping is reasonable; Whether they are interdependent and interactive; With or without a preset. The so-called scientific topic selection means that the topic selection conforms to the four standards of importance, inquiry, openness and life, otherwise there will be no inquiry value or significance. Reasonable grouping is generally based on the principle of heterogeneity within groups and homogeneity between groups. The number of people should not be too large, and it is appropriate to have 4-6 people. Everyone should have a clear division of labor. Interdependence emphasizes that the efforts of each team member are indispensable and irreplaceable for the success of the team, and because each team member has different resources, roles and responsibilities, they have their own unique contributions to the common efforts. That is to say, team members are interdependent and no one can do without each other, and the success of the team is based on everyone's success. If one person is unsuccessful, the team will not succeed; Interaction emphasizes face-to-face communication, help and support. Classes without presupposition are irresponsible classes, and classes without generation are not wonderful classes. We emphasize that there is a generation in the preset and a preset in the generation. ,
3. Explore the depth of learning. Inquiry learning is essentially a kind of discovery learning, with profound questions, extensive participation, rich practicality and openness. He demanded that in the teaching process, problems should be used as the carrier to create scientific research scenarios, so that students can collect, analyze and process information, discover problems independently, acquire knowledge, and form inquiry activities of emotions, attitudes and values.
The depth of inquiry learning mainly depends on whether students have problem consciousness and problem ability; Whether there are many questions and the quality is high. Problems refer to contradictions, problems or key points that need to be studied, discussed and solved. We believe that in a class, the more questions students ask, the better, which shows that teachers are good at inspiring; The more questions the teacher can't answer, the better, which shows that the students are deeply exploring.
Of course, a class can not fully reflect the autonomy, cooperation and inquiry of learning, but as long as it is well reflected, it is a good class.
(2) It depends on whether the teacher insists on "one center and two basic points" in miscellaneous classroom teaching.
1, the so-called "one center" is a student-centered development. "Student development as the center" requires us to ask ourselves at all times in teaching: "Are the knowledge and skills I teach students useful? Is this method and ability beneficial to students' lifelong development? "As a qualified citizen, what kind of emotional attitudes and values do students need? The same is true of a class. The knowledge, methods, abilities and values we impart should serve the lifelong development of students.
2. One of the "two basic points" is to insist on teaching according to standards. "Teaching according to the standard" refers to carrying out classroom teaching activities according to curriculum standards. This is because the national curriculum standard is the basis of textbook compilation, teaching, evaluation and examination proposition. A curriculum standard can compile multiple sets of teaching materials, and teaching cannot rely on multiple sets of teaching materials, only curriculum standards. In addition, in the current academic examination proposition, it can't be that set of textbooks. Therefore, the evaluation of a class mainly depends on whether it meets the basic requirements and spiritual essence of the curriculum standards. As for whether there are "good" textbooks in the class, it is not our concern.
3. The second of the "two basic points" is to persist in embodying humanity, comprehensiveness, openness and practicality.
The so-called humanity means adhering to the people-oriented principle. The teaching content of a class is required to be life-oriented, personalized and local; The teaching forms are rich and colorful.
The so-called comprehensive is to cultivate students' comprehensive ability. It is required that a class itself should be comprehensive, which can make the relevant knowledge comprehensive, the learning and teaching objectives comprehensive and the perspective of the problem comprehensive.
The so-called openness means that teachers' teaching ideas should be open, not fixed on a certain idea or theory, but should learn from others and use them for our own use. The teaching goal is open, and the goal setting is not limited to the completion of teaching content, but to improve the overall comprehensive quality of students who have fallen out of favor and cultivate humanistic spirit. The openness of teaching content has changed the oneness of subject teaching and reflected the comprehensiveness of social subjects; The end of teaching is open. At the end of a class, on the basis of summarizing and sublimating, students are stimulated to continue to learn related content or problems. After class, students take the initiative to collect information and solve problems.
The so-called practicality means integrating theory with practice in teaching, emphasizing the application of what you have learned and analyzing and solving practical problems.
Second, from the operational level.
(A) mainly depends on whether students do: contact reading, active question and answer, self-help discussion, self-evaluation and mutual judgment.
1, contact reading. "Contact" refers to integration or interrelation, and "reading" refers to the process of extracting objections from written materials and influencing their non-intellectual factors. Contact reading refers to the process that students extract meaning from relevant written materials under the guidance of teachers and influence their non-intellectual factors. Contact reading refers to the activities that students extract information from the written materials of county officials under the guidance of teachers, gain meaning and influence their non-intellectual factors. In a sense, reading is learning. Without reading, there is no learning. Reading plays an extremely important role in one's life. Therefore, whether a class is excellent or not depends on whether students have read it or not, and whether students can focus on their goals and cash in their backbone knowledge in the process of reading, so as to improve their comprehensive ability and quality.
2. Ask questions actively. Active question-and-answer means that students ask and answer questions independently and actively. The ultimate goal of teaching is to cultivate students' ability to ask and answer questions correctly. Because "asking a question is often more important than solving a problem", asking questions is the basic control means for teachers to promote students' thinking, evaluate the teaching effect and promote students to achieve the expected goals. The most exquisite teaching art and the highest standards to follow allow students to ask their own questions in time. Active answer is not only the teaching goal, but also the teaching means and art.
3. Self-help discussion. Discussion is the interaction of exchanging views or debating on a certain issue. Self-help discussion refers to the activities in which students choose their own problems under the guidance of teachers, exchange views or debate freely on this issue, so as to solve problems or generate new problems. Discussion is of great significance to cultivate students' language expression ability, dialectical thinking ability, cooperation consciousness and cooperation ability.
4. Self-evaluation and mutual judgment. Self-evaluation refers to self-evaluation, that is, self-evaluation is the main body of evaluation, with the purpose of comprehensively understanding self, discovering advantages, inspiring confidence, insufficient understanding and feedback adjustment; Mutual evaluation refers to the evaluation of students' mutual promotion. He attaches importance to mutual learning and mutual improvement, that is, discovering the advantages of his partners through learning activities, so as to understand, encourage and improve each other.
Rogers believes that independence and creativity will be promoted when students take self-evaluation and self-evaluation as the main basis and put others' evaluation in a secondary position. In other words, only when learners decide the evaluation criteria and the purpose of learning, that is, the degree to which the purpose is achieved, will they really learn and be truly responsible for their own learning direction.
Regarding mutual evaluation, Zhu Zhixian and Lin Chongde believe that a prominent feature of the development of junior high school students' evaluation ability is that they attach great importance to peer evaluation and opinions. Therefore, in teaching, we should grasp this point and guide students to evaluate each other.
The above four links are not necessary for every class, but as long as one link is done well, it is a good class.
(2) The second thing is to see if the teacher is doing it: fascinating, accurate and wonderful, with endless endings.
1, fascinating. Citation refers to the introduction and guidance of the subject. Entry is to get people out of a certain state or realm. Introduction is the means and entry is the purpose, which embodies the harmonious unity of teacher-led and student-centered. Intriguingly, in the initial stage of a class, foot is a kind of teaching behavior to create situations according to teaching objectives, stimulate interest, and make students in the best learning state or realm of a certain topic. As the saying goes, a good beginning is half the battle. Therefore, whether a class is excellent or not depends on whether it has a fascinating beginning.
2. Fine guidance and wonderful introduction. Fine guidance is careful guidance. Clever introduction means clever guidance. In the course of a class, teachers use various effective means and methods to carefully guide and skillfully guide students' learning activities such as reading, question and answer, discussion and judgment. Whether a class is excellent or not depends on whether there is a teaching climax.
3. The ending is endless. Refers to the end of a class, teachers guide students to summarize and sublimate this class, and at the same time stimulate students' desire to continue learning related content or problems, so that students can actively collect information and solve problems after class. If the beginning of art is to better guide students in the teaching situation, so as to obtain the best effect, then the end.
Art is to bring the small classroom of teaching into the big classroom of life, radiate the best effect from the point of classroom to the surface after class, let students step into the realm of humanistic spirit, and reach the realm of lingering sound and endless aftertaste! Therefore, a class should also have an unforgettable ending.
Third, from a strategic point of view.
(A) whether the beginning is fascinating, the middle climax is repeated, and the end is memorable.
A good lesson is fascinating at the beginning and memorable. It is very important that there should be a climax in the middle, not necessarily a "climax after climax", but at least a "harmonious climax". The so-called high stage (bright spot), or the sharpest and most tense stage of contradictions and conflicts (conflict point). Teachers' careful guidance and quotation and artistic methods to set off teaching climax can effectively mobilize students' enthusiasm and initiative in learning, enliven the classroom atmosphere and help achieve classroom teaching goals. Specifically, the teaching climax set off by teachers has strong stimulating function, distinct pleasure function, strong learning promotion function and subtle aesthetic function. Therefore, in the teaching of a class, we should strive to set off a teaching climax.
(2) Whether you can make full use of your strengths and avoid weaknesses according to your own habits.
Everyone has advantages and disadvantages, and different people have different characteristics. Whether a class is successful or not depends on whether the teacher can develop strengths and avoid weaknesses and give play to his strengths according to his own habits. Others may put forward many valuable opinions or suggestions, some of which are even the magic weapon for their experts to succeed. Teachers can "refer" to these opinions or suggestions according to their own situation, and can "absorb" those that are in line with their own habits, but they must never "copy" the successful experiences of others. To tell the truth, a better teacher will generally succeed as long as he makes full use of his strengths and avoids his weaknesses.
(3) whether it is brave to meet in a narrow way and surprise at the same time.
The exhibition and evaluation of top-quality courses are based on experts like clouds and strong hands like forests. We must firmly believe that "the brave are better than the narrow road" and despise "the enemy" strategically. Of course, we should not be reckless, and we should pay attention to the "enemy" in tactics. One of the important tactics is "surprise", that is, "show one's hand" in unexpected places in order to obtain the effect of "suddenly enlightened" or "amazing" Generally speaking, the tactics of "surprise victory" often have no routines or tricks, because the highest state of "martial arts" is "winning without tricks", which is plain and plain!