Reading Experience in Problem-Driven Classroom Teaching 1 Thanks to Du Chunzhen for bringing us Professor Ye Lan. Professor Ye Lan mentioned four "regression" in "Let classroom teaching be full of vitality": return the classroom to students and let the classroom radiate vitality; Return the class to the students and make the class full of growth; Return creation to teachers and make education full of challenges of wisdom; Return the initiative of spiritual development to students and make the school full of vitality.
With the deepening of the new curriculum reform and Chinese reading teaching reform, many successful experiences have been gained. In short, we should attach importance to the development of students' personality quality, adopt flexible and diverse methods and change boring teaching methods.
From the reform practice of Chinese reading teaching and learning from the successful experience of others, I have summed up the following aspects, which have certain reference significance for our teaching of various subjects:
First of all, a bright smile makes our classroom full of vitality.
I once heard a famous teacher say, "A teacher who can't smile won't be a good teacher." I think this sentence makes sense. If you want to have a good class, I think teachers should first learn to smile, give students an approachable feeling and let them dare to walk into the teacher's heart. In this way, you will subtly infect students and lay a solid emotional foundation for your class. In class, if students dare and are willing to express their views, then your class will be full of harmony and vitality.
Second, the cadence of language makes our classroom full of vitality.
"Words are the heart", the spread of audio language is the main form of classroom teaching, and language is also the most favorable medium to express emotions. The lack of passion in some classes is mainly due to the impression that the teacher's language is dull. Passion into the classroom will definitely make your teaching more attractive and attractive.
Thirdly, elegant teaching attitude is the catalyst to make our classroom full of vitality.
Without the help of teaching attitude, a person will become very stiff, but too much or inappropriate body language will also make people look boring. Natural and confident body language will make our communication more comfortable. Teachers should let students know what information their body language is conveying. Facial expressions, eyes and gestures are all talking, which has surpassed the speech itself. Children will respond to your eyes and actions accordingly, indicating that the communication channels between you and your students are smooth. Such a pleasant teaching environment, are you still worried about not achieving good teaching results? Still worried about the lack of energy in our classroom?
The new curriculum has brought us new ideas, new methods and new life. Every teacher with a sense of mission should take the initiative to enter the new curriculum and implement it in an all-round way, so that classroom teaching can glow with vitality in the process of pursuing truth, goodness and beauty, truly return the classroom to students, and truly become a broad world for children's active and lively development. Then, your classroom will be full of vitality and your life will be splendid.
Reading Experience in Problem-Driven Classroom Teaching 2 At the beginning of last year, Senior One in our school followed the example of Senior Two and set off a vigorous and efficient classroom teaching reform from top to bottom. When I first heard this word, I felt both fresh and confused. What is new is that the classroom teaching reform must overthrow the old teaching model and give full play to students' main role in the classroom; Confused, as a new teacher, I have no teaching experience. How to carry out classroom teaching reform is really a challenge.
In order to meet the requirements of the school, I specially checked the information on the Internet and watched several teaching videos, from which I felt the spiritual essence of classroom reform-fully stimulating students' thirst for knowledge and their enthusiasm and initiative in learning. The school also sent some materials, among which I was most impressed by what I didn't say: students didn't say what they could understand in preview, students didn't say what they could understand after discussion, and teachers didn't say what they could understand at all. Seeing this, I thought, what is this about? Therefore, there are some ideological concerns: worry that students will not learn, worry that students will not learn well, worry that some students will not learn anything, worry about delays, worry that class hours are tight, tasks are heavy, and it will not cost the semester's teaching plan. In addition, I am also worried that students play more than they learn in class (because class is a group teaching, it is more convenient for everyone to sit face to face and talk). After a class, students don't have the knowledge they should master and worry a lot. Classroom reform may be successful, but it does not mean 100% success. In this process, some students will be eliminated. If the classroom reform fails, how to make up for it? These really have to make us think.
Sometimes I still wonder why students can learn to play games quickly without anyone's teaching when they arrive at the game hall, and they are addicted to games. So, at the beginning of the semester, I told my classmates that if you can put 70% or 80% of your interest in games into your study, your grades will definitely improve.
In order to successfully complete the classroom teaching reform, there must be corresponding auxiliary materials in the classroom. The emergence of tutorial system has become a new thing under the new round of classroom teaching reform. There are always some shortcomings in the process of teaching with tutorial system:
1. I'm worried about working overtime in class, and I'm afraid I can't finish the teaching content designed by the "tutoring plan" within the specified time. Either you can't finish the teaching task on time, or the teaching task ends in a hurry. The content of the original class is now more than two.
2. Worried that students can't answer the questions raised in the "counseling case" and dare not let too many students participate in the inquiry of the questions. I'm afraid the whole class is just exploring. According to the "tutorial system plan" mode of teaching, whether it is the same subject or not, whether it is the same teacher or not, the teaching mode of each subject and each class is exactly the same, and students will feel very boring.
3, according to the "tutorial plan" to teach step by step, in this case, the content of the "tutorial plan" is less expanded.
In class, most students are busy completing the problems in the "tutorial plan" and don't listen to the teacher carefully.
In order to solve these problems, I personally think that students are the main body, and students mainly teach themselves and explain in the study of knowledge. Teachers need to work hard on the content of "guidance". With the correct guidance, students may be more comprehensive than teachers think. Even if there is a "counseling plan" as an auxiliary tool, the content and process of counseling should be designed. Although the design in the classroom may not be in line with the actual situation, it should be carefully designed, because it is a targeted first step. Even if you feel tired when you ask questions in class, you need more care and effort in tutoring and homework after class. For the problems in the "tutorial plan", students should be allowed to deal with them in a planned, purposeful and targeted manner. They should not blindly deal with questions and try to avoid the phenomenon of speaking instead of practicing and practicing instead of taking exams. As long as teachers and students work together, they will gradually find that the students who are thinking are the most beautiful and the students who are thinking are the most lovely!
As far as mathematics is concerned, in order to make mathematics education for all students and realize that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics. To understand the characteristics of mathematics teaching under the new curriculum;
1, pay attention to the creation of scenarios and let students experience the process of the formation and application of mathematical knowledge;
2. Create an atmosphere of hands-on practice, independent inquiry and cooperation and exchange;
3. Respecting individual differences and facing all students;
4. Change the way of mathematics learning-independent exploration, cooperation and exchange, practice and innovation;
5. Establish a new curriculum concept, make good use of teaching materials and make flexible use of teaching materials.
In the future teaching, I will learn its essence, grasp its connotation, deeply understand it and improve classroom efficiency. In teaching, we should boldly try to let students practice the process of acquiring knowledge by themselves, conduct self-study according to textbooks, let them show their learning achievements in class, communicate and learn from each other in groups, and let students find the fun of learning and find themselves in learning. In a 40-minute class, we should put students in the leading role, return the limited classroom teaching time to students, and fully tap their potential. Students should be given enough space to show their dominant position. Learning is a kind of happiness, and we also "learn to be happy and enjoy learning", so that our classroom can truly become an active classroom, a free classroom, a harmonious classroom, a passionate classroom and a classroom full of life melody.
The above is my experience of classroom teaching reform, which has changed the original role of teachers and created new opportunities for their development. I believe that as long as we are guided by the concept of classroom teaching reform, stimulate our own vitality, constantly reflect on ourselves and innovate, students will definitely move towards the lofty goal of "learning to learn and learning independently". At the same time, I also believe that I will continue to grow and progress in this process. As long as we persist in learning, always strive to implement the concept of classroom teaching reform in teaching, and constantly innovate education and teaching, classroom teaching reform will certainly succeed. In the near future, we can also say: there is no student who can't teach well, and every student can become a talent here!
Reading Experience of Problem-driven Classroom Teaching 3 《 Chinese Curriculum Standard for Full-time Compulsory Education 》 (experimental draft) tells us: "Correctly grasp the characteristics of Chinese education, actively advocate independent, cooperative and inquiry learning methods, and strive to build an open and dynamic Chinese classroom. Chinese teaching should be carried out in the process of equal dialogue between teachers and students, giving full play to the initiative and creativity of both teachers and students in teaching. Advocate heuristic and discussion teaching. " Students are required to "have their own experience in the content and expression of the text, put forward their own opinions and questions, and discuss difficult problems together in a cooperative way". Under the new curriculum concept, developing "discussion-style" teaching just reflects the requirements of "new curriculum standard". Discussion teaching is based on heuristic teaching thought, and takes "cooperative learning", "cooperative inquiry" and "research teaching" as specific forms. Looking back on the history of human education, heuristic and discussion teaching has existed since ancient times. Confucius, an outstanding educator in ancient China, first advocated heuristic teaching, and advocated the strategy of combining learning with thinking that "learning without thinking is useless and thinking without learning is dangerous". The strategy of "learning from time to time" and "reviewing the old and learning the new"; The inspiring thinking strategy of "no anger, no anger, no anger" and so on. However, how can we make the "discussion" effect reach the best state in classroom teaching? After years of teaching practice, the author has a deep understanding and thinks that three links should be paid attention to.
First, careful preparation, preparation before class is the premise of "discussion"
The classroom mode of discussion teaching is based on problems. In this classroom teaching mode, there are mainly three elements involved: teachers, students and problem system.
1. For teachers, it is mainly a matter of choice and design, what kind of questions to choose, when to present them and how to present them. This is not only an important task that must be considered in teaching design and teaching task analysis, but also an important task that teachers must pay attention to in teaching thinking design. Therefore, teachers must "thoroughly understand" the teaching materials before class, take out the problems that can be discussed, and do not discuss the problems that should not be discussed, so as to "rather lack than abuse". For example, in the article "Arrow of Borrowing Grass Boat", what places are discussed that reflect Zhuge Liang's clever calculation? This kind of problem plays a leading role in this paper. As long as students study independently, they can master some information to varying degrees, and group discussion can often achieve the expected goal. As for the ideological and emotional texts such as "Remembering Mother", we should discuss them less or even not.
2. As far as students are concerned, in the discussion-based classroom teaching mode, their dominant position in learning has been fully respected and realized. Teachers give students the initiative to seek knowledge, so that students can fully integrate into collective learning, give full play to collective wisdom and stimulate their thinking ability, thus promoting individual development. At this time, the teacher should let each student preview the text before class and initially perceive the information of the text. It paves the way for future discussions and also prepares teachers for the smooth promotion of classroom teaching.
3. As far as the problem is concerned, it is the common cognitive object of teachers and students, and it is the specific material and content of teaching. The great scientist Ai En Stein put it well: "It is often more important to ask a question than to solve it. It takes creative imagination to ask questions and look at problems from new possibilities and new angles. " Therefore, teachers should not only ask questions, but also encourage students to break the old mindset and be brave in innovation. Teachers should pay attention to the following characteristics when designing questions: first, the difficulty is slightly higher than the average level of the class, so that the discussion is meaningful; Second, the key and difficult contents of textbooks are often worth discussing. Any course must have at least key content. When the key and difficult problems are discussed clearly, other problems will be solved easily. Third, the key to the difficulty of the problem is the discussion point. There are often some breakthroughs in solving a problem, and these breakthroughs are the key to solving the problem; Fourth, mistakes and confusion are also the best discussion points. We have all had this experience. Although some knowledge is repeatedly emphasized, it is inevitable that students will make mistakes when understanding or using it. For this knowledge, if we organize discussions and deepen students' impression, we can reduce or avoid mistakes.
Second, careful arrangement and creating an atmosphere are the focus of the "discussion"
Psychologist Rogers put forward: "The general conditions conducive to creative activities are psychological security and psychological freedom." Therefore, in the discussion class, teachers should pay special attention to:
1, turn the instructor into a server, get along with the students sincerely and honestly, and create a relaxed and questioning atmosphere for the students with love; For example, in the text "Zhan Tianyou", the teacher can briefly introduce Zhan Tianyou first, and then grasp the first sentence of the text "Zhan Tianyou is an outstanding patriotic engineer" to create a discussion atmosphere. Teacher: "Students, do you know from what aspects the text shows Zhan Tianyou's Excellence? Now let's read the text together in several groups and discuss it together, shall we? " In this way, because the students learned about Zhan Tianyou from the teacher's information, they had a sincere admiration for Zhan Tianyou and were eager to know the specific situation, so they quickly entered the role in this relaxed atmosphere.
2. Leave enough space for students to dare to think and speak. If you are in a hurry, you will be suspected of "going through the motions". It is better not to arrange discussions. When I was teaching Zhan Tianyou, I tried my best to concentrate on it, and then guided the students: "How did the imperialist countries obstruct and coerce? Please talk about your feelings after reading the text, discuss in groups first, and then form a group opinion to designate a member to express his feelings. " After that. Set aside time for students to think, discuss and report their opinions. Because students are given enough time to think and organize languages, almost all languages are full of emotions and colorful words, expressing their arrogance and indignation against imperialist countries. Although the results of the group discussion were announced, they felt the joy of success and further stimulated their interest in learning.
Third, precise regulation and process control are the key to "discussion"
As the saying goes, it's now or never. Discussion teaching does not discuss everything. From the students' point of view, it is mainly to discuss in time when students have doubts, or take the initiative to ask questions of discussion value.
In order to make the discussion activities effective, teachers should make necessary hints, explanations, questions and answers. The first is to adjust students' emotions. It is necessary to explain the relevant contents in detail before putting forward the problems discussed, so as to fully stimulate students' desire for knowledge.
For example, when teaching "The Poor", it is customary for students to guide the discussion on the basis of full preview: "Students, the teacher has read this text many times, except for the title, there is no word" poor "in it. Can you find out where the protagonist's family is poor? " In this way, students are eager to know how poor the poor are, thus arousing their interest in discussion and stimulating their thinking.
Secondly, standardize the process to ensure that discussion activities serve to improve classroom efficiency. Teachers should consider students' differences, pay attention to group discussion, guide the group that ends the discussion first, and supplement the discussion questions of different languages and thinking training in time. Under normal circumstances, more than half of the discussion groups can enter the next link.
The third is to find problems and find typical ones, so that when feedback is given to discuss the situation, "typical" can play the role of "stirring up a thousand waves with one stone".
Of course, discussion-based classroom teaching is not simply throwing questions at students, but requires teachers to have richer knowledge reserves and higher ability to control the classroom. It is especially worth studying in quality education which focuses on cultivating students' innovative spirit and practical ability. It is not only a teaching method, but also an art of teaching. How to make this art perfect needs constant exploration.
10 9, I was lucky enough to attend a classroom teaching seminar based on "six consciousnesses" in a foreign language school. I watched five observation classes and listened to Director Liu's interpretation of "six consciousnesses" in Chinese teaching, which benefited a lot.
This activity first saw five observation classes. The first is the second-grade text "Sit and Look at the Sky" taught by Jeff. Xu teacher calmly and eloquently pointed out the direction for my second-grade teacher, especially in writing literacy, xu teacher made a good demonstration. For junior two students, literacy is the key, and the interpretation of the text is secondary. How to grasp literacy and writing well and make students interested in literacy? After listening to xu teacher's class, I only understood one or two of them.
First of all, literacy should start from students' interests, start from students' real life, and link literacy teaching with real life from life to life, thus arousing students' interest. Usually, literacy is the main method, and the method of reading with the text is rarely used, mainly for fear of scattering the text. But xu teacher used it properly. Xu teacher not only recognized the words from the topics, but also scattered the new words into the text, and solved them with the text in the reading process. This requires teachers to study the text deeply and be familiar with the text, so as to control the classroom well. At this point, I still need to work hard. Only by carefully preparing lessons, textbooks, students, understanding the learning situation and the difficulties of students' learning can we better grasp the key points.
Secondly, in writing, xu teacher also set an excellent example for us. When I entered the second grade, I was always worried about how to teach writing, because now I pay attention to reading teaching, and one class is divided into two classes. Literacy and reading take up too much time, leaving little time for writing, but each text in grade two requires about ten words. Before that, my method has always been to let students say difficult words and focus on guiding three or four difficult words. Xu teacher's practice is to show the words with the same structure and mark the case with squares of different colors, so that students can see the case and structure of the words at a glance. At the same time, find out the difficult words from these words with the same structure, and after teaching one, the other words will be solved easily. This not only saves time, but also guides students to pay attention to the case and structure of Chinese characters and grasp the writing of Chinese characters as a whole.
When reading the text aloud, xu teacher also pointed out the direction for me. The new curriculum standard points out that we should pay attention to students' reading aloud, and the textbook points out the reading direction for us in each class, or read the text with emotion or in different roles. This text is a text for reading different roles. Reading different characters aloud with feelings and reading the feelings of the characters in the text is based on the inner experience and understanding of the characters in the text. Therefore, what teachers should do is to teach students how to read and guide them to understand the inner feelings of characters, so as to understand their feelings.
Next, I observed two demonstration classes of oral communication and reading. Li Tao's oral communication demonstration class and Wang Xiaojing's Walking the Maze not only made me understand the importance of creating oral communication situations, but also taught me how to guide students to extract information and retell stories in reading. In the "consultation" class, Miss Li created various situations and set up various praise methods such as "Best Mood Award", "Expression Star" and "Best Expression Award" to let students express, communicate and communicate happily. In the "maze" class, Mr. Wang provided a number of picture books for extracurricular reading, guiding students to extract useful information, retell stories and tell stories by drawing flowcharts.
Later, I observed the middle and senior students in two classes. Teacher's "Father Woodbird" and teacher Zhang's "Bridge", select key paragraphs to guide students to focus on reading and understanding, read the text on the basis of in-depth understanding of the inner feelings of the characters in the text, pay attention to the rendering of the environmental atmosphere, let students experience the inner world of the characters in the rendered environment, read their feelings, and guide students to understand the text and experience the inner world of the characters by grasping key words and expanding training.
In the afternoon, Director Sun Yuting brought us a set of action descriptions. By integrating the relevant paragraphs in different articles, students can deeply understand the methods of character action description, and use the methods of grasping key words and finding continuous action description to realize the role of continuous action description in character creation.
Six teachers have their own characteristics. Their original ideas, novel teaching methods, charming personality and profound knowledge all affect me. Director Liu's last lecture in the teaching and research section made me have a deeper understanding of the concept of "six consciousnesses", made clear the importance of improving professional quality, improved my ideological understanding and improved my learning concept. This training, let me clearly understand the requirements of the new curriculum standards for teachers, let me know how to really return the classroom to students, so that students can truly become the masters of the classroom. We should take "emotion" as the link, let emotion enter the classroom, create a good learning environment for students, give students an "open classroom" and let students show themselves. We should try our best to stimulate students' interest in learning Chinese in various ways, so that students can grow up in a relaxed learning atmosphere, fully tap their potential, stimulate their interest in learning, let them study happily and cultivate their sound personality.
After this training, I learned that my knowledge level is far from the usual teaching methods, and I feel that my knowledge, teaching methods and ideological understanding are still insufficient, but under the influence and edification of expert teachers, I have improved invisibly. In the future, I will devote myself to future education and teaching with harvest, sentiment, faith and enthusiasm. I also hope that I can participate in similar training in the future and further improve my teaching ability. I hope that through this training, I can learn something useful and let myself grow faster.
Reading experience of problem-driven classroom teaching 5 As a science teacher, you must have profound scientific knowledge, skilled operation skills and good thinking quality, especially the backbone teachers, and master modern education and teaching theories and technologies. In the process of scientific inquiry, teachers no longer regard the teaching of scientific knowledge as their main teaching task and purpose, nor spend their main energy on checking students' mastery of knowledge, but become members of the learning community. Teachers and children seek answers together in front of questions, and teachers become students' partners and intimate friends on the road of scientific inquiry. Therefore, in science curriculum, teachers' teaching and students' learning in the traditional sense will give way to mutual teaching and learning between teachers and students, and form a real "learning community" with each other.
I also have a new understanding of science classroom teaching:
1, classroom teaching emphasizes starting with problems.
A very important concept of science class is to emphasize that classroom teaching should start with problems, which is one of the most important differences between science class and science class. We should create situations in classroom teaching, start with problems, and let students learn with curiosity. In class, students have to go through a long process from asking questions to solving them. Without processes and methods, solving problems is also empty talk. As a teacher, children must be taught how to solve problems. In this way, the whole process of science education is that he asks questions, and after a series of research processes, he uses a series of scientific methods to finally solve the problems. In the process of learning and applying methods, students are bound to acquire relevant knowledge, master certain skills and develop certain emotional attitudes and values, which are the goals to be achieved in the process of asking and solving problems.
2. Classroom teaching is based on scientific inquiry.
"Science Curriculum Standards" points out: "Science learning should be centered on inquiry. Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Experiencing inquiry learning activities is the main way for students to learn science. " This means that the teaching strategy of science education in primary schools will change from "imparting knowledge" to "developing students", from "teaching" to "research" and from "result" to "process".
Scientific inquiry activities are of great value in scientific learning. Through "doing science" to "learning science", students can combine scientific knowledge with observation, reasoning and thinking skills, thus gaining an understanding of science on their own initiative. In the process of scientific inquiry, participation in problem solving, planning, decision-making, group discussion and evaluation, students link their scientific knowledge with scientific knowledge obtained from various channels and apply what they have learned to new problems.
Through scientific inquiry activities, students have experienced a series of problems, such as the means of scientific inquiry, the rules of using evidence, the way of forming problems, and the methods of putting forward explanations, rather than just hearing or remembering relevant knowledge and conclusions; Through scientific inquiry activities, students have a personal understanding and experience of the relationship between science and technology, the nature of science and a series of other issues, rather than just getting the standard answers to these questions.