1, imitation stage?

Imitation is the initial embryonic stage of teachers' teaching art activities, and it is also the starting point of teachers' teaching art practice activities. Generally speaking, new teachers who start teaching are accustomed to or forced to imitate the teaching design and specific teaching methods of famous teachers or colleagues around them because of their lack of practical teaching experience and independent teaching ability. Teaching activities often begin with copying or applying other people's successful teaching models and teaching experiences. ?

The characteristics of teachers' teaching activities at this stage are that there are many imitative elements, but there are no or lack of independent elements with personality. These teachers are still in the stage of understanding and preliminary understanding of teaching laws. They are still in a relatively passive state in teaching activities.

At this stage, teachers rely on teaching reference materials and collective lesson preparation activities to prepare for teaching. In the teaching process, the selection of teaching materials and teaching methods is relatively simple. In classroom teaching activities, teachers pay more attention to how to present the contents of textbooks to students correctly and clearly, and have little energy to pay attention to students' learning activities.

However, in the classroom learning activities of teachers imitating teaching, students are basically in a passive learning state. At this stage, teachers' exploration of teaching art is still in its infancy and spontaneous state, and external stimulation is needed to induce teachers to enter a new stage. ?

The length of the stagnation period of the new teacher in the teaching imitation stage mainly depends on whether his imitation attitude is active or passive. At the beginning of teaching, it is necessary for teachers to imitate actively, but teachers themselves can't stay at this level passively. Imitation teaching With the deepening of teaching practice, teachers should actively think and constantly absorb the successful experience of others.

Teachers' awareness and ability to think and deal with related problems independently in teaching are constantly enhanced, and their self-reliance factors and ability in classroom teaching are also constantly enhanced. Teachers' active pursuit of teaching autonomy and hard practice have promoted their classroom teaching level to a higher level. ?

2. Independent teaching stage?

With the accumulation of teachers' teaching experience and the enhancement of teachers' self-reliance consciousness and ability, teachers' classroom teaching has gradually entered the independent work stage from imitation teaching. Autonomous teaching is the premise for teachers to form the artistic style of teaching and the key stage for the formation and development of teachers' teaching art?

At this stage, teachers are no longer influenced and bound by other people's teaching models, and their subjective initiative in teaching begins to occupy a dominant position. Teachers at this stage can independently design the teaching process and choose appropriate teaching methods according to the teaching content and the characteristics of students' learning.

Being able to independently use their own language, expression and methods for teaching, classroom teaching began to show a relatively distinct sense of rhythm. Teachers began to consciously learn the art of classroom teaching, consciously implement the organic combination of teaching and learning, and consciously pay attention to the feedback information of students in their own teaching process.

And try to adjust teaching activities according to students' feedback information, and pay attention to arouse students' enthusiasm and initiative in the teaching process. At this stage, teachers began to consciously explore the combination of personality characteristics and teaching art in teaching practice, and gradually absorbed the excellent experience of others through positive thinking, understanding and experience, and integrated into their own teaching style and personality characteristics. ?

3. Creative teaching stage?

The relatively solid independent teaching ability and independent teaching personality enhance teachers' teaching self-confidence. At this stage, teachers have a strong ability to innovate teaching art consciously and purposefully from their own personality characteristics, showing the original characteristics of teaching art, and teaching art has entered the stage of personalized development.

Teachers are constantly breaking through themselves, constantly surpassing colleagues around them or past experience. In the creative teaching stage, teachers pursue the best teaching and learning effect; The connection of teaching content, the grasp of teaching rhythm and the design of teaching links strive to embody novel and unique innovation.

Teachers consciously study students' learning rules and characteristics of psychological activities in teaching, effectively use direct or indirect teaching information feedback, make full use of emotional factors to mobilize students' learning emotions, and strive to promote the development of each student through teaching activities. ?

4. Style teaching stage?

Teachers' teaching art has a unique and stable performance in all aspects of the teaching process. Teachers' teaching art presents a strong personalized style, and the personalized teaching mode that is often repeated in teaching marks the formation of his teaching style. This teaching style will directly or indirectly affect the development of students' personality and the formation of learning style in the teaching process.

Teachers who form their own unique teaching art style can conform to their own teaching laws and the inherent laws of students' learning. Teachers' leading role and artistic style in the teaching process can be freely and fully displayed for students of different grades, levels and teaching environments.

In the process of teachers' practice from imitating teaching to forming their own teaching artistic style, each stage needs to have certain subjective and objective conditions to achieve a leap. Among them, the most important thing is teachers' internal quality, subjective pursuit and continuous innovation, which is the most important factor to determine the length of teachers' "stagnation period" at a certain stage.

Strengthening the theoretical cultivation of education and teaching and teaching research activities is an important way to improve the level of classroom teaching style. Under the guidance of scientific theory, combined with our own characteristics, we should learn, study and absorb the excellent experience of others, and constantly enrich and improve ourselves in teaching practice, so as to make the teaching art last forever. ?

Extended data:

The main types of teaching style

1, rational type

This style is mainly manifested in the following aspects: teachers' lectures are simple and clear, well-organized, well-founded, well-structured, attracting students' attention with the logical power of thinking, and controlling the classroom teaching process with reason.

By listening to the teacher's incisive lectures, students will not only learn knowledge and get thinking training, but also be influenced and infected by the teacher's rigorous academic attitude and learn to think calmly and independently. Although some teachers are unsmiling in class, they are full of thorough understanding of knowledge and persistent pursuit of the development of people's rational ability.

2. Natural types

This style is characterized by the teacher's kind and natural lectures, unpretentious, unpretentious and not deliberately exaggerated. Instead, teachers and students talk in detail. In an atmosphere of equality, cooperation and harmony, teachers and students have silent two-way communication, melting curiosity and exploration into simple and real situations, and students gain knowledge through quiet thinking and silent recognition.

Although the teacher's lecture voice is not high, it has a calm and elegant sincerity, just like the spring rain seeping into the students' hearts, moistening things silently, giving people a feeling of being relaxed and happy, quiet and peaceful.

3. Emotional types

This teaching style is manifested in teachers' full-time teaching, their love and pursuit of science and culture are integrated into their care and expectation for students, and they are full of high respect and dependence on people.

When it comes to emotion, it is often emotional, impassioned, gripping and shocking, which makes students have a strong emotional resonance. On the premise of understanding and communication, teachers and students jointly create a warm atmosphere of longing for knowledge and exploring truth. Under the guidance of such teachers, students get not only the value of knowledge training, but also the value of personality and emotional training.

4. Humor types

The most prominent feature of this style is that the teacher's lectures are vivid, witty, humorous and touching. A vivid metaphor, like the finishing touch, opens the door to wisdom for students; A proper sense of humor arouses students' knowing smile, such as drinking a cup of fresh and sweet spring water, which makes people memorable.

Philosopher's aphorisms and cultural proverbs are interspersed from time to time in the narrative to enlighten and alert students. In this classroom atmosphere, students feel comfortable and willing to learn, get life enlightenment and mental training in relaxed and happy laughter, and change mechanical imitation into empathy and active thinking. Students' learning enthusiasm and subjective positive consciousness will be fully brought into play.

5. Skill types

This style lies in the skillful and interesting teaching skills of teachers, and all kinds of teaching methods and skills can be handy and properly used. There is no trace of carving. If multimedia is introduced into the classroom, the whole classroom structure is like a thinking program, with natural transition, tight organization, reasonable collocation and orderly. The ideas of explanation, analysis and demonstration are clear.

Asking questions, discussing and practicing, aiming at students' reality, fully embodies teachers' thorough understanding of students, rational use of teaching methods and accurate grasp of important and difficult knowledge in textbooks. Let students master knowledge, which is a teaching method that pursues high efficiency.

Teaching objectives

First, the definition of teaching objectives

Teaching goal is the expected result or standard of students' learning activities under the guidance of teachers.

Second, the function of teaching objectives

First, learning guidance-determine the teaching scope, teaching content, teaching focus and difficulties, as well as students' original learning foundation. Guide students to actively and independently participate in the teaching process;

The second is guidance-to determine the teaching steps, teaching links and teaching activities that teachers will take in each step or link, and to guide teachers to complete teaching plans or tasks in an orderly manner;

The third is guiding measurement, which clarifies the learning requirements or levels that students should reach, and provides standards and basis for teachers and educational supervisors.

Third, the ideas contained in the teaching objectives

1, children's consciousness: education should know temperament.

2. There are essential differences between "learning" and "learning" in standard consciousness.

Learning should be guided by methods, guiding students from ignorance to understanding, from not knowing much to knowing a lot; Never attend a meeting, never go to a meeting.

"Learning" means mastering the knowledge and having the ability.

Correctness means that when reading aloud, the pronunciation of each word should be correctly pronounced in Mandarin, and the pronunciation should be clear and loud. Try not to have typos, other words, additions, deletions, repetitions and bad singing.

Fluency means that when reading aloud, the tone is more coherent, the pause between sentences and paragraphs can be read, the rhythm is natural and the speech speed is appropriate;

Emotion means that when reading aloud, it conveys the feelings of the text through changes such as lightness, intonation and pause. It can read different tones such as statement, exclamation and question, and also involves the feelings of the subject.

In the first period, "applying what you have learned" emphasized the guidance and demonstration of teachers and the process of learning to read aloud.

The second learning period "Yong" emphasizes the practical process of reading aloud in Putonghua, which already contains the meaning of cultivating related habits.

In the third stage, "knowing how to use" emphasizes the achievement of ability, which basically requires reading the text correctly, fluently and emotionally in Mandarin.

Silent reading: at the initial stage, we should "learn" the method of silent reading, then ask for "preliminary learning" this method, and then we should read silently at a speed to form a habit. "Don't make a sound, don't refer to reading" is the specific requirement of silent reading. As a specific symbol of the initial learning of silent reading, it has moved from the first learning period to the second learning period.

The standards of "learning" and "understanding" in literacy teaching are also different. Literacy should achieve "four skills". Fang Fang thinks that the "four skills" means "reading, writing, speaking and using".

Baidu Encyclopedia-Teaching Style