、
Class culture:
Class member is implementing class.
Material wealth and essence created in the process of goal.
The sum of god's wealth.
2
、
Informal organization:
Collective membership is based on individuals.
Preference and some common needs are interrelated.
Close, from the personal properties of class members.
The form of interpersonal relationship
.
three
、
Classroom interaction:
Class members are in a class.
Level life scene, according to the established organizational rules.
Or interact as you wish.
This process.
four
、
Principle of teaching students in accordance with their aptitude:
At work, the class teacher,
Must be based on the characteristics of the times of class students
/
year
age characteristics
/
individual difference
/
Development status,
everybody
Students put forward appropriate educational requirements, targeted.
Sex takes different educational measures to make each
Students can get the best development.
five
、
The principle of leading by example:
The class teacher is at work.
We should be strict with ourselves, straighten ourselves out and take the lead.
Lead by example and set a good example for students.
Lead by example, influence and infect students.
six
、
Class management:
The class teacher sends it with the students.
Interaction, interaction, stage
Promote each other,
Finally, the process of achieving common development.
seven
Reasoning education method: by putting facts and reasoning
The truth,
Let students know better,
Distinguish right from wrong,
Working methods to form a correct view.
eight
、
Heterogeneous group:
In terms of gender,
Grades,
Ability,
There are some differences in personality and performance.
A group with complementary members.
nine
、
Individual psychological counseling:
For each student
Discuss unique issues to promote all parties from
I understand and change the way of psychological counseling.
1
The most influential moral education model in the west;
Cognitive development model, considerate care model, price
Value clarification model, social action model and their perfection
Personality pattern.
2
、
The social status trend of class teacher's work;
classes
The director's work will be more detailed and he will pay attention to the class teacher.
The scientific and professional nature of this work will be further improved.
Strong.
three
、
Middle school students are in class
"generation"
Where is it reflected?
Some aspects:
Self-generation of the subject, personal
Overall generation, individual social generation.
four
、
What are the three stages of class organization development?
Paragraph:
Isolated exploration, group differentiation and organization
Close.
five
、
From what aspects should the traditional role of the head teacher be improved?
Line conversion:
There are single types, multiple types and weights.
Threatening to talk,
From preaching to infection,
From restriction to promotion, from passive adaptation
To actively create,
From empirical research to scientific research,
The transformation from the era type to the future type.
six
、
How to implement the principle of inspiration and guidance;
Active teaching
Education, to know it by reason; Guide the situation and promote the turning point
Change; Incentive orientation, sensibility.
seven
、
The main contents of mental health education:
individuality
Keywords education, emotional education, self-awareness education,
Personality education.
eight
、
What are the stages of class crisis management?
dangerous
Machine preset, crisis preparation, crisis confirmation, crisis
Machine control, crisis aftermath.
nine
、
The basic educational methods of the class teacher's work;
say
Science and education law, award law, demonstration law,
Role simulation, suggestion and contract.
10
Flexible management in class management includes:
Autonomous management, democratic management, cooperative management,
Learning organization management mode.
1 1
How to implement autonomy in class management
Management:
Improve class rules and regulations and lay a solid foundation for self-improvement.
The basis of my constraints;
Improve class organization,
Adhere to self-management;
Give play to the role of demonstration education,
Explore the method of self-evaluation; Carry out various activities
Benefit activities and realize the purpose of self-development.
12
、
Obstacles to be overcome in building a learning class;
Restrict thinking, blame others, and pay attention to individual things.
The illusion of experiential learning.
13
What aspects should we start with in the discipline construction of class examination?
Face to face:
Strengthen students' ideological education; strong
Standardize the requirements of examination routine; Establish an examination cheating department
Punishment system.
14
What should a class teacher pay attention to when managing students' grades?
Yao:
The result should be objective and true, and the purpose of the result.
Is to promote development, students' grades should be
Respect and use modern management methods to manage.
Grades.
15
How does a class teacher write students' exercises well?
Line comments:
Comprehensive understanding and in-depth analysis; snatch
Live characteristics and write personality; Persuasive, can talk.
Center of gravity
16
Basic requirements for class summary:
Seek truth from facts
Yes, focused, vivid and specific.
17......& gt& gt
Question 2: What elements are included in the instructional design of micro-courses? "Mode" is a concise expression of theory. No matter what kind of teaching design mode, it contains the following five basic elements: teaching tasks and objects; Teaching objectives; Teaching strategies; Teaching process; Teaching evaluation. The five basic elements, object, goal, strategy, process and evaluation, are interrelated and mutually restricted, which constitute the overall framework of teaching design. \x0d (1) Teaching Task \x0d Under the new curriculum concept, classroom teaching is no longer just about imparting knowledge, and all teaching activities are centered on the development of students. How to promote students' development and cultivate students' ability in the teaching process is a basic focus of modern teaching philosophy. So teaching has changed from teaching materials to using teaching materials. In the past, teachers mainly paid attention to the problem of "how to teach", so now teachers should first pay attention to the problem of "what to teach", that is, they need to make clear the teaching tasks, then put forward the teaching objectives, choose the teaching content and formulate the teaching strategies. \x0d (II) Teaching objectives \x0d Teaching design can reflect teachers' understanding of curriculum objectives and teaching tasks, and also help teachers complete teaching tasks. X0d new curriculum standard starts from paying attention to students' learning, emphasizing that students are the main body of learning, and teaching objectives are pursued by teachers and students in teaching activities, not manipulated by teachers. Therefore, the main body of the target should obviously be teachers and students. \x0d's teaching goal has established the trinity of knowledge and skills, process and method, emotional attitude and values. It is completely different from the traditional classroom teaching which only focuses on knowledge acceptance and skill training. It is reflected in the goal of classroom teaching, that is, paying attention to the organic integration of knowledge and skills, process and method, emotion, attitude and values, and highlighting the status of process and method. Therefore, in the description of teaching objectives, we should consider knowledge, skills, ability, emotional attitude and so on. (3) Teaching strategies are formulated as so-called teaching strategies. It is a comprehensive scheme composed of teaching measures such as methods, steps, media and organizational forms to achieve teaching objectives and complete teaching tasks. It is the basic basis for implementing teaching activities and the central link of teaching design. Its main function is to work out the best ways, methods and steps to provide students with teaching information and guide their activities according to specific teaching conditions and needs. X0D 1。 Teaching organization form. 2. Teaching methods. 3. Guidance on learning methods. 4. Teaching media \x0d \ In particular, it should be pointed out that blackboard writing, as a traditional conventional media, should still have a place in our teaching and occupy a considerable proportion, so don't ignore the design of blackboard writing when designing media. \x0d (4) Teaching process \ Modern teaching system consists of four elements: teachers, students, teaching content and teaching media. The movement table of the teaching system appears in the process of teaching activities (teaching process for short). Teaching process is the core of classroom teaching design, and it is the analysis of teaching objectives, teaching tasks and teaching objects, the selection of teaching media, the selection and combination of classroom teaching structure types, etc. Will be reflected in the teaching process. Therefore, how to combine these factors well under the new curriculum concept is a big problem in teaching design. (5) Self-evaluation of instructional design \x0d Under the new curriculum concept, the function of instructional design is different from traditional lesson plans, which is not only the basis of class. Teaching design can first urge teachers to think rationally about teaching, and at the same time improve teachers' metacognitive ability in teaching. Only in this way can we truly embody the educational purpose of the dual development of teachers and students.
Question 3: What are the basic elements of classroom teaching?
1. learner analysis: learner analysis mainly includes the analysis of learning preparation and the analysis of learners' learning style.
1. Learning preparation is the adaptability of students' original knowledge level and original psychological development level to new learning when they are engaged in new learning. The success of any teaching depends largely on the students' preparation, and any teaching takes the students' preparation as the starting point. Learning preparation includes two aspects: first, the psychological, physiological and social characteristics of learners, including age, gender, learning motivation, personal expectations for learning, work experience, life experience, economic, cultural and social background and other general characteristics; The second is the knowledge and skill base that learners already have when learning the content of a particular subject, as well as their learning and attitude towards it.
2. Learners' learning style is one of the important topics that educational psychology researchers at home and abroad have been trying to explore. Some people define it as, "Learning style refers to all psychological characteristics that affect learners' perception and response to different * * *. " ; Some people think that "learning style is a consistent learning style with individual characteristics, and it is a synthesis of learning strategies and learning tendencies".
2. Analysis of learning needs: In the design of teaching system, learning needs is a concrete concept, which refers to the gap between the state before the learner's learning situation occurs and the expected state, or the gap between the learner's current level and the learner's expected level. The gap points out the deficiency of learners' ability and quality, and points out the problems that actually exist in teaching and need to be solved, which are precisely the learning needs that can be solved through education or training. It can be said that there is no need without gap, and there is no way to solve anything.
1. Learning needs analysis refers to finding the problems existing in teaching through systematic investigation and research, determining the nature of the problems by analyzing the causes of the problems, and demonstrating the necessity and feasibility of solving the problems. Its core is to find problems instead of seeking solutions, including three aspects: first, to analyze whether there are problems to be solved in teaching through investigation and research; The second is to analyze the nature of the existing problems to judge whether the design of teaching system is the appropriate way to solve this problem; The third is to analyze the existing resources and constraints to demonstrate the possibility of solving this problem.
2. Through the analysis of learning needs, we can get the information and data about the "gap", thus forming the overall goal of teaching system design (that is, solving "why" and "what"). With the overall goal, we can find the corresponding solution to the problem, that is, the means to achieve the goal (how to solve it), so as to finally solve the problem. The real problem is not clear, and the follow-up work will inevitably fall into blindness. It can be seen that this general goal is an important basis for a series of subsequent steps of teaching system design, such as content analysis, goal writing, strategy formulation, media selection and evaluation. Therefore, whether the analysis of learning needs is successful and the overall goal is clear directly affects the direction and quality of each part of the teaching system design.
Through the analysis of learning needs, this paper demonstrates whether the design of teaching system is the necessary way to solve the problem and whether it can be solved under the existing resources and constraints. In this way, it avoids the situation that less manpower and material resources are invested in design and development teaching, and the effect is not good; It also avoids using a lot of manpower and material resources to design teaching, but it can't be implemented under the existing conditions, even designing what students already have and don't need to teach. Therefore, through the analysis of learning needs, teachers and students' energy, time and other resources can be effectively used to solve practical problems in teaching, thus improving the whole teaching efficiency.
Third, the feasibility analysis of solving the problem:
1. Analyze resources and constraints: To conduct feasibility analysis, information such as resources and constraints must be collected. Resources generally refer to all human, material and financial resources that can support teaching system design activities and solve teaching problems. Constraint refers to things that restrict or hinder the design of teaching system and solve teaching problems-people, money and things. That is to say, people, money and things that support the development of teaching system design are resources, while people, money and things that restrict and hinder the development of teaching system design are constraints.
2. Determination of design topic: After analyzing the necessity of teaching system design, determine the teaching system design project that should be carried out; After the analysis of resources and constraints, those projects that are not allowed by conditions are removed, so the remaining projects should be designed by the teaching system and feasible ... >>
Question 4: What are the elements of teaching quality 1? Is the teaching material clear about knowledge, ability and values? Does the teaching purpose meet the requirements of mathematics curriculum standards and students' reality? Are the requirements of knowledge, skills, ability training and ideological education clear, appropriate and feasible? Whether it embodies the teaching objectives, whether the knowledge explanation is scientific and systematic, whether theory is integrated with practice, and whether the understanding and processing of teaching materials are scientific. The teaching arrangement is gradual, hierarchical, systematic and appropriate.
2. Whether the teaching language of teaching basic skills is clear, accurate, concise, popular, vivid and logical, and whether Putonghua is used for teaching. Whether the blackboard design is scientific, neat, perfect, concise and clear. Whether you can skillfully use modern teaching equipment, instruments and modern teaching methods for teaching, demonstration and explanation, and whether demonstration and explanation can be organically combined,
3. Whether the choice of teaching methods is flexible and diverse, whether it is suitable for teaching purposes and teaching contents, whether it is suitable for students' age characteristics, and whether classroom teaching is witty. Whether to give priority to teachers' explanation, how to embody students' subjectivity in class, whether the choice of teaching principles is scientific and reasonable, and whether it is in line with students' reality. Whether the time allocation of lectures, exercises, demonstrations, blackboard writing and primary and secondary contents in all aspects of the teacher's class is reasonable, whether it can be done with intensive lectures and more practice, and strengthen ability training. Whether to consciously and appropriately use vivid examples to stimulate students' learning motivation, cultivate students' interest in learning and improve teaching efficiency.
4. Teaching Effect Whether teachers can grasp the feedback information of students in time and take corresponding control measures for teaching. Whether the students listen carefully, think positively and speak boldly, and whether their learning enthusiasm is fully mobilized. Whether the students with good, medium and poor foundation try their best to gain something and improve in a balanced way. How do students master the knowledge and skills of this class and how do they develop their abilities?
Question 5: What are the application points of language teaching skills? Chinese classroom teaching is inseparable from language. Language is one of the main carriers for Chinese teachers to impart knowledge and transmit information. The language art of Chinese teaching is closely related to the effect of Chinese classroom teaching. Suhomlinski said: "Teachers' language literacy largely determines the efficiency of students' mental work in the classroom. We are convinced that a high degree of language cultivation is an important condition for rational use of time. " Therefore, in a sense, the art of Chinese classroom teaching is first and foremost the art of Chinese teaching language. The so-called language art of Chinese teaching is a language skill activity in which Chinese teachers follow Chinese teaching rules and aesthetic principles, correctly handle various relations in teaching and correctly and effectively convey Chinese knowledge and information to students. Then, what are the artistic skills when using language in Chinese classroom teaching? First, words have substance, and each one is in the middle.
"Things" refers to the specific content of Chinese teaching. In Chinese teaching, teachers should not talk big, talk nonsense, be vague, talk empty and digress too far. Instead, they should speak with facts. They can consciously connect what they have learned with what they have not learned, textbook knowledge with real life, and consciously insert relevant background of the times, author's life, anecdotes of celebrities, idioms and allusions according to students' psychological characteristics.
Second, the word is virtuous and the quality is beautiful.
Speech has two virtues. First of all, in Chinese teaching, we should pay attention to excavating the moral education factors in the teaching content. While imparting cultural and scientific knowledge, we should combine the ideological factors infiltrated with students' reality and explain them harmoniously, so as to form a great appeal through our own emotional functions, organically unify knowledge education, literature education and ideological education, and play a positive role in students' ideological education. Second, we should pay attention to the use of polite and elegant language, so that the teaching language has the function of ideological education, without losing the literary color, and try to be both literary and beautiful.
Third, it is meaningful to understand it.
"Reason" refers to people's correct understanding of objective things. As the saying goes, things are reasonable and clear; Nothing is reasonable, and the reason is hard to say. In Chinese teaching, teachers should reason, convince people by reasoning, pay attention to the unity of ideas and materials from known to unknown, from perceptual to rational, let the scientific power of words conquer students, let students understand the truth from it and accept guidance wholeheartedly.
Fourth, speak methodically and clearly.
"Preface" refers to the logic of Chinese teaching language. In teaching, teachers should do in-depth study and careful analysis of each textbook, find out the ins and outs of the Chinese knowledge to be taught, master its exact meaning and laws, carefully organize the interpretation of the teaching language, and determine how to start, how to transition, which to talk about first, which to talk about later and which to run through the course. In this way, more efforts will be made in the "order", and the ideas will be orderly and clear, so that students can have a thorough understanding of key issues such as key points, difficulties and doubts.
Fifth, words are meaningful, exploratory and reflective.
The law of thinking tells us that the beginning of thinking often begins with surprise and doubt. In Chinese teaching, teachers should be good at stimulating students' subjective consciousness, enhancing students' learning motivation, guiding students to question and ask difficult questions, creating suspense and artistic conception for students, so that students can not only solve problems with existing knowledge, but also stimulate students' thinking enthusiasm and curiosity, so that students can master knowledge in an all-round way and develop their intelligence. To this end, teachers should carefully prepare lessons before class, design preview exercises and problem exercises between classes, and let students read books and listen to lectures with questions. In class, we should pay attention to follow the trend, make use of the situation, explain things in a simple way, use more questions, and pay attention to using divergent questions, pioneering questions, guiding questions and paving questions, so that students can be inspired, explore new knowledge and master new content under the guidance of teachers.
Sixth, the words are vivid and interesting.
Interest plays an important role in Chinese teaching. Confucius, an outstanding educator in ancient times, said, "Knowing is not as good as being kind, and being kind is not as good as being happy." To make students feel that Chinese class is "interesting", the key lies in teachers' questioning, stimulation and excitement. The language of Chinese teachers should be standardized, vivid, concise, accurate, vivid, fluent, logical, interesting, harmonious, abstract and concrete, abstruse and simple, boring and interesting, so that students can see their people, hear their voices, be influenced by them and be influenced by beauty. Chinese teachers can only influence and arouse students in various ways if they have good basic language skills and extensive interest in knowledge ... >>
Question 6: What are the components of teaching language skills? What are the basic language skills and special language skills that meet the teaching requirements?
(A) the main components of basic language skills.
1, internal language ability of the organization
2, fast language coding skills
3, the use of voice expression skills.
(B) the special structure of teaching language
In class, teachers should organize their own language from certain teaching objectives, such as teaching content, teaching objects and teaching media, which forms a special structure of classroom teaching oral English. Whether teachers explain or ask questions in class, from a complete paragraph, its basic structure is composed of three elements (stages), namely introduction, intervention and evaluation.
Question 7: What are the most basic teaching skills of teachers? The following theories are too theoretical. In life, most of them are not used in books.
Introduction, you need to be enlightening and relevant to the theme of your speech, and try to control it within five minutes, usually within three minutes.
The blackboard writing should be clear, organized and focused. Be sure to write the title.
Classroom summary is a summary of every link in the classroom, and it is a staged summary by the teacher after the students speak and answer questions.
Asking questions can inspire students.
There are many details on it, such as when students answer questions, which is beyond our expectation. For example, when students can't answer questions and stand quietly, how to arrange their time reasonably and how to have a composition class? ..... many problems need to be implemented in class.
The most important thing is to keep * * *. * * * For work. Is our most basic skill. I think.
Question 8: What are the basic elements of education, including educators, educatees (or learners) and educational influence?
1. Educator
Educators in a broad sense refer to people who have educational influence on the knowledge, skills, thoughts and morality of the educated. Educators in a narrow sense refer to those who engage in school education activities, in which teachers are the main body and direct educators of school educators. Generally speaking, educators mainly refer to full-time teachers who have (obtained) certain qualifications to engage in special education and teaching activities in various schools at all levels. In educational activities, educators are in the position of leadership, control and guidance.
2. Educated (learner)
Educated (learners) refer to those who undertake the responsibility of learning and receive education in educational activities, that is, students of various schools at all levels. Educated people (learners) are the objects of educational practice. In educational activities, compared with educators, the educated are in the position of being led, controlled and taught.
3. Educational impact
Educational influence is the sum of all intermediaries between educators and educatees, including the influence on the educatees and the ways and means to use this influence, and it is a tool of educational practice. Specifically, it mainly includes: educational purpose, educational content, educational means, educational organization form, educational environment and so on.
Question 9: What elements does an excellent instructional design include? I think there is no uniform format for teaching design, mainly scientific and practical. Below I mainly talk about the teaching objectives and teaching process, that is, the design of bilateral activities between teachers and students. First, the design of teaching objectives The design of teaching objectives is generally divided into three aspects: knowledge, ability, emotion and values. Teachers should focus on the classification of knowledge objectives in theory, how to determine and express the teaching objectives of knowledge and skills in goal-oriented teaching design, how to avoid the ambiguity of teaching objectives, and the problems that should be paid attention to in the design of knowledge and skills teaching objectives. Therefore, I think the following points should be grasped when designing teaching objectives: 1. To design teaching objectives in an all-round way, we should not only focus on the objectives in the knowledge field, but ignore the objectives in other fields. 2. The teaching objectives cannot be replaced by the specific content standards of the course. 3. We should correctly understand and grasp the requirements of learning level, and accurately choose and use behavioral verbs. 4. Correctly handle the relationship between teaching objectives and the implementation of teaching objectives. Second, the design of the teaching process The design of the teaching process is generally divided into three stages: introduction, Protestantism and ending. There is no fixed pattern in the design of import, which is completely different because of the different teaching objects, objectives and teaching contents, and plays a great role. As the saying goes, everything is difficult at the beginning; A good beginning is half the battle. Successful tutorial system can not only stimulate students' interest in learning, but also arouse students' thinking, stimulate students' expectation psychology and curiosity, quickly shift students' attention from extracurricular to classroom, make students quickly enter the classroom role, and lay a good psychological atmosphere for the whole class teaching.
Question 10: What does it mean to teach five skills? From April 22, 2008 to April 23, 2008, I participated in the training of "Excellent Curriculum Construction" organized by the National Network Training Center for College Teachers of the Ministry of Education. Professor Ronghuai Wang of Beijing Normal University introduced Merrill's five primary teaching principles in the lecture "National Excellent Curriculum Construction and Teaching Method Reform Direction", which benefited me a lot.
Dr. M.DavidMerrill, professor of Utah State University, theorist of teaching technology and design, and educational psychologist. Professor Merrill has investigated various instructional design theories in recent years and found five principles of prescription teaching, which can be implemented by any teaching transfer mode or any teaching mode, namely "the first teaching principle", which mainly includes five first principles:
(1) Only when learners participate in solving practical problems can they promote learning;
(2) Only by activating the existing knowledge and taking it as the basis of new knowledge can we promote learning;
(3) Only by showing new knowledge to learners can we promote learning;
(4) Only by applying new knowledge can learners promote their learning;
(5) Only when new knowledge is integrated into learners' life world can learning be promoted.
Professor Merrell gave corresponding inferences about each basic principle. He firmly believes that the effect of course learning depends on the direct proportion of adopting the first principle.
The first teaching principle actually embodies the four elements of the teaching process and the "double-subject" teaching structure. The "problem, activation, demonstration, application and integration" in the primary teaching principles correspond to the three elements of the teaching process, namely, content, media and students. As the arranger of teaching events, "teacher" runs through the whole academic performance activities.
The principle of primary school teaching embodies the "double-subject" teaching structure, which is very different from the traditional teacher-centered teaching structure. The teaching process formed by organizing various teaching events is actually a process in which teachers arrange external conditions for learners according to their internal psychological processing order, and teachers participate in students' learning by implementing classroom activities. In addition, teachers with strong teaching principles have a comprehensive grasp of teaching content and teaching media. The main role of teachers in teaching is to provide appropriate personalized guidance for different students, rather than imparting knowledge and supervising the teaching process. It can be seen that the role of teachers has changed fundamentally.
The first teaching principle also reflects the obvious change of learners' status.
First of all, the "application" principle of the first teaching principle emphasizes that learners use the knowledge and skills they have just understood to improve their grades, and emphasizes the important value of active intervention in completing practical tasks or solving problems, so that students can use what they have learned in different situations (knowledge externalization).
Secondly, it emphasizes that learners should transfer the newly learned knowledge into their daily life, reflect and innovate, and form an understanding of objective things and solve practical problems through self-feedback. This learning style embodies the comprehensive characteristics of autonomy, research and cooperation, from emphasizing simple behavioral participation to emphasizing the organic combination of behavioral participation, emotional participation, cognitive participation and social participation. The externalization and reflection of the above knowledge are learner-centered. It can be seen that learners actively participate in learning activities instead of passively accepting knowledge, and the status of students has also undergone fundamental changes.
Thirdly, the learning content has also changed a lot. Here, the old simple knowledge teaching divorced from real life is replaced by a teaching content that emphasizes the internal relationship between knowledge, basic theory and real life. What students learn is no longer simple factual knowledge, but emphasizes both knowledge and ability.
The understanding and study of the first teaching principle is very enlightening to me and has a good guiding role in the construction of excellent courses in the future.