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Realizing Teacher-student Cooperation in Real Classroom
Shanpai education

Qiu Jun, the host of the famous teacher studio in Shaanxi Province, the first batch of outstanding academic leaders and teaching experts in Shaanxi Province, an expert with outstanding contributions in Ankang City, the cover figure of the sixth issue of "China Teaching Newsletter" in 2020, the co-tutor of the Master of Education in the College of Arts of Shaanxi Normal University, the special teacher of China Education TV Station, and the chief expert of the "National Training" program. He won the first prize in the on-site evaluation of the national project exhibition and evaluation, and the first prize in the "China Cup" classroom teaching competition for young and middle-aged teachers nationwide. He published his personal monograph "Towards Greener Grass" and "My Notes on Chinese-New Chinese Comprehensive Teaching". Now I work in the teaching and research section of Ankang city.

In 2020, the competition for teaching experts (middle schools) in Shaanxi Province came to a successful conclusion. As a judge, I once again realized the real experience of putting "I" into the text and into the life field of "people". When I touch the land and rivers of Chinese teaching with my eyes of discovery, ears of discrimination, individual thoughts and sensitive hearts, I find that my orientation for a good lesson is becoming clearer and firmer:

A real class is not necessarily a "good" class, but a "good" class must be a class that makes learning really happen. The former's "good" is a class that once expected fluency, while the latter's "good" is a class that sticks to words and starts from small language units and real life experiences. Teachers and students are fast and slow, stop and go together, step by step, and gain joy step by step.

Fortunately, we met many real or real classes. Players have a strong sense of moral infiltration and core literacy cultivation, and most of them can practice "standards" and "research", guide their own teaching behavior changes with new teaching concepts, and practice teaching and learning. Can accurately grasp the intention of compiling unified textbooks, clarify the unit teaching objectives, and know the construction of trinity reading system. The most important point is that some teachers can pay attention to the learning situation, attach importance to the starting point of teaching, design teaching from the learning situation, follow the law of students' Chinese learning, let students promote the isomorphism and symbiosis of language and thinking in activities and situational tasks, consciously promote the improvement of students' Chinese ability and point to the core literacy of Chinese.

Students really study and return to subjectivity. In the classroom, it is gratifying to see that teachers have the attitude and feelings of being slow and waiting for one step, and are good at giving students time to read, think and communicate. For example, cultivate students' habit of silent reading and let the unit teaching goal land; Grasp the self-reading text and reading tips, integrate into the reading teaching concept of unified textbooks, and highlight the students' dominant position; Let students participate in the writing on the blackboard to enhance the interaction between students and between teachers and students; Create relevant life situations and lead students to read aloud in different roles and enter the text. Because individual differences are respected, students' learning process is obviously from difficult to common, with bright spots, difficulties, profundity, superficiality, consensus and deviation, and the maximum learning effect can be reflected.

Teachers are really guiding and moderately leading. According to the characteristics of micro-courses, most teachers use subtraction to select teaching content, simplify teaching objectives, simplify teaching design, simplify classroom questions, focus on selecting points and break through the whole article. For example, thematic teaching changes the series of "continuous questions" and "broken questions" that are simple and easy to answer in classroom teaching; Read by comparing the original text, delete the text, etc. , build learning scaffolding for students; Use a variety of reading methods to walk into the text repeatedly; Pay attention to the giving and summary of methods and teach them to fish; With students' fair and sincere evaluation, teachers' guidance is gradually timely and appropriate, and the phenomenon of blindly replacing learning with teaching has been greatly improved.

When teachers and students really cooperate, a community is established. A good classroom is not only the process of students' learning, but also the process of teachers and students integrating into text reading, taste, experience and sharing, which is the process of teachers' re-learning. In this sense, teachers are not only the designers of teaching content selection, but also the leaders of students' growth, the awakens of students' potential, and the collaborators and participants who influence and determine students' growth and success. In this community, it is not only the integration of students' learning process and teachers' teaching process, but also the collision of spirit and soul between teachers and students, the integration of emotion, thought and wisdom. Teachers and students achieve perfection in understanding, trust, communication and interaction, reach a consensus, increase their wisdom, experience life and enhance their personality, thus touching the true meaning of teaching and education! From this point of view, there are also obvious problems in the classroom that need to be improved and changed, such as: the teaching presupposition is too strong, the thinking is solidified and stylized, the teaching task is carried out stiffly, and the guidance of generative wisdom is lacking; Insufficient understanding of students' existing cognition, overhead analysis; In the teaching of classical Chinese, students' unfamiliar words make it difficult to understand, and the understanding of the text is superficial; Teachers lack their own opinions and thoughts on the interpretation of the text, and can't have an effective dialogue with students freely and dexterously.

Professor Ye Lan said: "The classroom should be a journey in an unknown direction, and unexpected paragraphs and beautiful scenes may be found at any time, rather than a journey in which everything must follow a fixed route without passion." Facing the individuals in real life, classroom teaching needs to happen truly. Only the true thinking state of teachers and students can realize the knowledge and ability goals based on literature, the process and method goals based on reading, and the emotional attitude and values goals based on people. The real state of teacher-student integration here includes emotional collision and integration between teachers and students, co-creation of language and thinking, common growth of emotion and thinking, resonance and sharing of text value and life value. This real state is not only a special reading cognitive process, but also a complete reading breathing process. Teachers should pay attention to the development trend of each student in the classroom, pay attention to the real occurrence of each kind of cooperation, promote the wonderful generation of the classroom with clever questions, awaken the sleeping potential of students with intelligent comments, and help students build scaffolding so that they can think, see, do and speak. Let careful presupposition push away the flowers that are naturally and seamlessly generated; Let active reading become students' self-pursuit.

The classroom is vivid, changing, dynamic and generated. Mr. Mei Yiqi, a famous educator in China, once said: "The school is still full of water, and the teachers and students are still full of fish. Their actions are still swimming, with the big fish leading, the small fish following, and they are swimming." In the sea of knowledge, the teacher is a tour guide, leading students to fight the storm and learn skills; Students are tourists, follow the trend, follow closely and grow up slowly. If we want to have this "self-directed" teacher-student relationship, we must let learning really happen in classroom teaching. Only when we are truly independent, truly cooperative, truly thinking, truly exploring, truly sharing, truly communicating, truly experiencing, truly training, and truly guiding, can we generate the height of learning, expand the width of learning, improve the enthusiasm of learning, enhance the effectiveness of learning, and ignite the brilliance of learning.

Editor: Wang Bo