"Three three four", the first three refers to three sentences. The first sentence: the direction is wrong, and the efforts are in vain; The second sentence: if you use the right method, you will get twice the result with half the effort; The third sentence: the implementation is not in place, and the efforts are in vain. The last three refer to three teaching methods, namely, the goal should be precise, the learning should be the mainstay, and the implementation should be in place. Fourth, it refers to four types of teaching: calibration by examination, guiding learning by standard, teaching assistant by teacher and evaluating teaching by learning.
First, the direction is wrong, and the efforts are in vain.
This sentence is used in teaching, which means that the goal should be precise. The goal here refers to both the teacher's teaching goal and the student's learning goal. How to achieve accurate goals? Four words: test calibration.
Before 2000, teachers' teaching guidance relied on the syllabus, and after 2000, it relied on the new curriculum standards. In recent years, the core literacy has been put forward, the guiding ideology of teaching is constantly advancing with the times, and the corresponding examination focus has also changed. The original exam may not be taken now, the focus of the original exam may no longer be the focus, and the original exam may also be the focus of the current exam.
When I was listening to the class, I found that some teachers' teaching objectives were inaccurate. Some of them rely on experience, and some teachers rely on feelings.
Many teachers have studied the teaching reference when preparing lessons, but there is no denying that quite a few teachers are not accurate enough to grasp the goal and do not really understand the requirements of the teaching reference.
In addition, the goals in some teaching reference books are general and not specific, especially in Chinese classes, which teachers can't accurately grasp when preparing lessons. China Teachers' Daily published an article "Seven Questions about Good Class" to discuss this issue, and truly experienced teachers will further refine the teaching objectives.
How to make the target accurate? Four words: test calibration. It means to make clear what to test in each class by studying exams, papers, textbooks, teaching reference materials, curriculum standards and so on. How to take the exam? Why did you take this exam? "These three questions.
"Take an examination of what? How to take the exam? Why do you want to take this test? " These three questions not only include knowledge and skill goals, but also reflect the guiding spirit of three-dimensional goals and core literacy. When these three problems are solved, the understanding of teaching objectives will be in place, because the current exam is getting closer and closer to the new curriculum standard and core literacy.
Specifically, it is to study test papers, teaching reference, teaching materials, curriculum standards, core literacy and so on. By studying the test paper and teaching reference, you will know what to test and how to test (what questions to test); By studying the curriculum standards, you not only know what to take, how to take it, but also know why to take it this way. What is the purpose of this exam?
However, we believe that the most direct, simple and basic learning is to study examination papers. Researching and making test papers is also one of the effective ways for young teachers to grow up quickly.
To sum up the first aspect: efforts in the wrong direction are futile, telling us that the goal in teaching should be accurate, and how to make the goal accurate is to determine the standard through exams, and to know what to test, how to test and why to test in each class by studying exams, papers, textbooks, teaching references and curriculum standards. When you make these three questions clear, you can achieve accurate goals when you are teaching. Accurate goals are the basis of teaching.
The second sentence: if you use the right method, you will get twice the result with half the effort.
The relatively inefficient classroom teaching I see is that teachers talk in class and students listen passively in class.
We advocate "learning-centered classroom teaching". It is to ask teachers to talk less in class, return the class time to students, and let students make full use of their sensory organs to think, observe, read, communicate, perform, show, recite, do and practice. Use a variety of ways, use the learning style that students like, not just "listen to the teacher".
"Learning Pyramid Theory" provides us with more efficient suggestions on learning methods.
We advocate, first, "guiding learning with standards." That is, when students' learning goals are clear, encourage and help them to master the learning goals through their own "learning".
For example, in the study of English words, when students have a clear goal, the next step is to learn to master it by themselves.
In class, the teacher gives students some time to try to read, listen to the tape and correct each other. If you can't pronounce correctly, you still can't read. Let the teacher help you. After the meeting, I will practice repeatedly, practice after class, and go to the teacher to read aloud and recite in the morning.
Second, teachers help students. It is the teacher who helps students with their studies. When will you help? When students encounter difficulties and problems in their study, and it is difficult to break through by their own efforts or even collective efforts, they need the help of teachers. In addition, when students' learning methods are improper and their learning efficiency is low.
Take students' vocabulary learning as an example. When students try to read, listen to tapes and communicate with their peers, their pronunciation is still inaccurate or even incomprehensible. At this time, the teacher guides, analyzes and explains to help students master.
As can be seen from the above, teachers have two roles in the classroom, the first is to organize teaching, and the second is to help learning. Organizing teaching is to arrange the learning tasks of each class and organize students to learn in order to achieve their learning goals. In the way of learning, try to be lively, relaxed, interesting and fully interactive, so that students can spend each class easily and happily and learn knowledge. The focus of helping students learn is to help them overcome difficulties in the learning process, help them master scientific and efficient learning methods and cultivate their good learning ability.
The third sentence: the implementation is not in place, and the efforts are in vain. We often say: "An unimplemented layout equals zero", "A thousand unimplemented classics are the real classics". Implementation here refers to inspection and testing.
For the assigned learning tasks, such as homework, homework, it goes without saying that these homework teachers must check.
The detection mentioned here is to check the learning effect of students according to the standards of examinations, including but not limited to examinations. What is the standard of the exam? It is to let students think independently and finish independently without consulting any materials, communicating with anyone or accepting anyone's help. The forms of the test include questioning, dictation, performance, recitation, dictation and examination. Examination time can be used to test students immediately after learning a knowledge point. This can urge students to listen carefully and study hard at any time in class, and form good study habits. In addition to testing at any time, there are class tests, weekly tests, unit tests, monthly tests, mid-term and final tests.
Through the test, first of all, students can be encouraged to form the habit of studying hard; Secondly, students should be made aware of the learning effect. Learning is a process, and learning to master and use flexibly is the goal. Third, teachers and students can know the learning effect in time and provide necessary reference for the next step of learning.
"Precision Teaching 334" is like a seedling, growing sturdily, hoping to grow into a towering tree in the education garden.