Effective design is the premise of effective teaching.
Interpreting teaching materials is the basis of effective teaching design and the basic professional skills of teachers. Correctly interpreting textbooks requires teachers' understanding of the textbooks themselves. Secondly, teachers need to design effective teaching methods according to the nature and characteristics of teaching in this subject and the existing level of students in this class.
Teachers should study textbooks and prepare lessons carefully. As we all know, preparing lessons is the premise of a good class. Teachers should dig deep into teaching materials, grasp the key points and difficulties in an all-round way, be aware of them, strive for comprehensiveness, and don't leave behind knowledge points. Teachers should always pay attention to students' learning and listening status. Doing so will help them further understand what they have learned and get twice the result with half the effort. As the saying goes, "interest is the best teacher". We should fully stimulate and mobilize students' interest in learning, let students enjoy and play middle school, let teachers teach easily and let students learn happily. Teachers should return the initiative of learning to students, so that students can actively acquire knowledge, learn cooperative learning and conduct in-depth exploration. Students can inspire each other and improve together in cooperative learning.
Effective implementation is the key to effective teaching.
Effective design is the premise of effective implementation, but teaching is not rote learning, but a process of continuous innovation and adjustment. The implementation of effective teaching needs the support of teaching strategies and methods such as practice, speaking and questioning. This should take into account the teaching methods of teachers, students' learning attitude, the characteristics of the contents of the subjects taught and so on. In this link, the design of teaching objectives is the core of effective teaching design, and teaching can't follow feelings. Training design is the core of effective teaching design. If students are overburdened, teaching efficiency will be low. The reason for this result is that the training design is relatively simple to a great extent. Content: Including basic training and corresponding variant training. In different teaching process, facing different teaching objects, we should choose different training contents. Mode: including decentralized training and centralized training. Organizationally, there are cooperative training and group training modes. At the same time, we should pay attention to the density and space of training. Teaching design should pay attention to the design of situations and leave some space for students' training, otherwise the teaching efficiency will be low. Of course, in the process of effective teaching, teachers should not forget a very important point, that is, to take timely, reasonable and effective evaluation.
The core idea of the new curriculum standard should be "all for the development of students". In the specific teaching process, we should show superb art of evaluating students' learning situation. Through practice, I think effective classroom teaching evaluation can be carried out from the following aspects:
First, evaluate with appropriate and effective praise, so that the classroom is full of warm atmosphere.
The so-called "effective" means that praise should be appropriate, pay attention to students' needs and status, and let praise really play an encouraging and promoting role. Be generous and sincere when praising; Shut up when you shouldn't praise. The so-called "moderation" is to master the discretion of praise and not to exaggerate the advantages of students at will. According to different needs, you can give different compliments. Praise should be close to students' psychology and praise what students need and care about. Only in this way can praise and evaluation really play an effective role.
Second, use euphemistic, implicit, humorous and humorous ways to evaluate, so that the classroom is full of warmth, care and care.
On the basis of self-evaluation and mutual evaluation activities, teachers give positive incentive evaluation and guidance to the shortcomings. Through evaluation, students have a successful experience, which will enhance children's self-confidence and lay the foundation for cultivating the habit of independent inquiry. Longing for positive evaluation is the common psychology of primary and secondary school students. They often regard the teacher's encouraging positive comments as the most authoritative and inspiring spiritual praise. Therefore, teachers should give generous, timely and appropriate praise and encouragement to students' progress or achievements, so that students can feel happy and realize their own value.
Teachers should actively guide students to learn self-evaluation and establish self-confidence.
Students' self-evaluation is conducive to mobilizing students' internal factors and inspiring students to know and discover themselves; The use of self-assessment is conducive to reducing the harm to students and enabling students to constantly understand and improve themselves. Teachers should guide students to evaluate each other and promote cooperation and common development. When guiding students to evaluate each other, teachers should help students learn to look at each other with appreciation and find their own strengths and weaknesses from each other's strengths, thus encouraging students to develop together.
Classroom teaching evaluation should be a democratic and equal "dialogue", which runs through the humanistic feelings of respecting, caring and developing people. Classroom evaluation should pay attention to students' personalized response and the needs of students' actual development from a new perspective of promoting students' development, and respect students' personality characteristics and hobbies. Let students become the masters of evaluation, let students pay attention to their own development and progress, and truly reflect the educational significance of evaluation. Classroom evaluation should pay full attention to students' knowledge and skills, processes and methods, emotional attitudes and values. Only in this way can classroom evaluation promote students' comprehensive, sustained and healthy development.
It should also be noted that in the evaluation, don't forget that every teacher's gestures, such as nodding, smiling, eyes and other body language, directly or indirectly affect the establishment of students' future life goals.
In classroom teaching, the purpose of evaluation is to urge students to reflect on their own learning, so that students can learn more wisely and rationally, instead of being driven by praise and learning for praise. Therefore, teachers should not only grasp the different methods of evaluation, but also implement multi-evaluation in classroom evaluation to promote students' all-round development, actively build a multi-interactive three-dimensional evaluation mechanism, and discover and tap students' potential in many ways.
Third, effective reflection is the guarantee of effective teaching.
Effective reflection is the guarantee of effective teaching, which can be realized through effective reflection, thus promoting effective teaching.
Practice has proved that creating a novel, interesting and thoughtful inquiry situation can stimulate students' interest in knowledge, generate their psychological tendency to learn and play an important role in enhancing effective teaching. Teaching reflection is a process in which teachers take their own teaching activities as the object of thinking and examine and analyze their own behaviors, decisions and their results. It is a way to promote the development of ability by improving the self-awareness level of participants. It is a process that requires serious thinking and even great efforts, and often requires the cooperation of teachers. In addition, reflection is not only a summary of teaching experience, but also an activity of monitoring, analyzing and solving problems with the whole teaching process. Simply put, reflection is a cognitive process, a process of summarizing and exploring teaching achievements, and an activity to further solve existing problems.
In short, the effectiveness of classroom teaching is the common pursuit of teachers. Effective classroom is an idea, a value pursuit and a teaching practice model.