The idea of "effective teaching". It originated from the educational science movement in the west in the first half of the 20th century, especially after the movement of verifying the effectiveness of teaching influenced by American pragmatic philosophy and behavioral psychology. This concept frequently appeared in English education literature, and attracted wide attention from educational circles all over the world. In other words, teaching not only has scientific basis, but also can be studied by scientific methods. Its core problem is the benefit of education, that is, what kind of teaching is effective and what kind of teaching is efficient, inefficient or ineffective. The so-called "effectiveness" mainly refers to the concrete progress or development made by students after a period of teaching by teachers. In other words, whether students have made progress or development is the only indicator of the effectiveness of teaching. Whether teaching is effective does not depend on whether the teacher has finished teaching the content, but on whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it can only be regarded as ineffective teaching. Similarly, if students study hard but don't get due development, it is also ineffective or inefficient teaching.
Effective teaching is a modern teaching concept to improve teachers' work efficiency and strengthen process evaluation and target management. I want to talk about my own superficial views on how to improve the effectiveness of classroom teaching based on my own experience in teaching.
Truth is the cornerstone of improving the effectiveness of classroom teaching
Authenticity and effectiveness are the most essential requirements of classroom teaching. On the one hand, "truthfulness" is the basis of all new curriculum practices. To do a good job in the new curriculum reform, we must take "truth" as the premise; On the other hand, "effectively" promoting students' development is the only sign of the success of classroom teaching. To realize the "effectiveness" of classroom teaching, we must take "truth" as the cornerstone.
First, the real classroom should be a dialogue classroom.
Dialogue is the link between man and knowledge, emotion and thought. In the teaching process, by guiding students to have many dialogues and exchanges with textbooks, students can realize their feelings, physical feelings, emotions and creativity, realize their emotional integration with textbooks, teachers and students, and enhance their interest, which can activate the classroom and make it full of vitality.
1. Dialogue between students and textbooks. Dialogue in a broad sense can not happen directly between people, but between people and various textbooks. Teachers should guide students to learn to approach textbooks, walk into textbooks and have extensive dialogues and exchanges with textbooks. For example, when reading "Into the Wine" in Chinese, the teacher reminds students to grasp the artistic conception of poetry in combination with Li Bai's life experience and personality characteristics, and then the students will share their inner depression and elegance with Li Bai in their galloping poetic imagination; When enjoying Car Shop, students can already understand Du Fu's tragic and desolate worries according to the original method. At this time, the traditional methods of explanation and memory should be abandoned. Facing textbooks, students need not only explanation and memory, but also understanding. "There is only one consciousness and one subject when explaining, and two consciousness and two subjects when understanding", thus conducting equal dialogue. Only in this way can students have unique insights and feelings and really improve the quality of learning.
2. Dialogue between teachers and students. All teaching is an interactive communication between teaching and learning, and dialogue teaching is no exception. It still emphasizes the interaction and mutual promotion between teachers and students. We have long made it clear that teachers are not the rulers of the classroom, the owners of knowledge and the only givers, but now many teachers still dominate the classroom stage and dominate the classroom, and cramming teaching is still full of classrooms. And efficient classroom teaching is not who rules who, who dominates who, but equal dialogue and communication between teachers and students. Only in this way can we learn from each other. Therefore, in dialogue teaching, the teacher's role is not single, sometimes it is a "matchmaker", sometimes it is an audience, and sometimes it is a director. The change of role is to create situations, create situations and encourage exchanges and collisions; Stimulate students' problem consciousness, properly guide traction, and recommend the stunning scenery of the science museum to students; Often moved by students' reminders. The role of students is the same.
3. Life-life dialogue. Classroom teaching is not only a practical activity of teacher-student interaction, but also a collective learning activity of students' dialogue and exchange. What we tend to ignore in teaching is the dialogue between students. However, this kind of dialogue is the best embodiment of dynamic thinking and dynamic teaching. It encourages students to speak freely, express their opinions, and share knowledge, experience, wisdom and emotion through the collision and blending of thinking among students and between individuals and groups. "You have an apple, I have an apple, we exchange with each other, or an apple; You have an idea, I have an idea, and we exchange ideas, so we get two ideas at the same time. " Teachers only need to adjust the temperature at the right time.
4. Students' self-dialogue. Self-talk is an advanced form of dialogue. It is an essential quality for an excellent student. We often talk to ourselves consciously or unconsciously in our daily work. Teachers should guide students to enter their own spiritual world consciously and rationally, and communicate with their own souls through understanding textbooks and real life, so as to have their own unique discoveries, their own unique ways of thinking and verbal expressions (oral and written), form their own unique personality, learn to create thinking, purify their souls and improve their personality. Students get the sublimation of personality in the inner questioning again and again, and this is what they have learned.
Second, the real classroom should have real independent exploration and group cooperation.
Independent exploration is not free exploration, and group cooperation is not going through the motions and engaging in formalism. However, in the process of guiding students to explore knowledge, some teachers often let students explore and discuss as long as they have questions, no matter how difficult or even some questions that are not worth exploring. In the process of exploration, there are no specific requirements, tips and guidance, and the way of exploration is chosen by students themselves, and they can do whatever they like; Once you find that there is a lot of time, let the students explore "fully" to delay the time; Once you find that there is not enough time, you will go through the motions in a hurry. Often students have not yet entered the state, and the exploration is terminated.
Therefore, we should pay attention to the following points when organizing independent inquiry and group cooperation: (1) Stimulate students' desire for independent inquiry and group cooperation. Exploration and cooperation should be a need of students, a heartfelt desire, which solves the problem of "whether to explore and cooperate". In classroom teaching, a very important task of teachers is to cultivate and stimulate students' desire to explore and cooperate, so that they are often in an impulse to explore and cooperate. (2) There should be room for exploring cooperation. Nothing, everything needs exploration and cooperation. How big is the problem space, how big is the space for exploring cooperation. (3) Organizations for exploring cooperation should be in place. First of all, the team should have a reasonable division of labor. In the process of students' cooperative learning, teachers should not be bystanders, let alone outsiders. Teachers and students should be organizers and guides of cooperative learning, listen carefully to everyone's speeches, and communicate and guide with team members in time.
Third, the real classroom should pay more attention to students' real thoughts.
In the first half of the year, Hohhot listened to a well-designed demonstration class. Before class, the teacher distributed the study plan. After reading the study plan, I feel that the classroom design is novel, interlocking and simple. As long as the teacher makes a little effort, this course can be done well. Seeing the teacher smiling and affectionate in class, the students were really attracted at first. The class continues. The teacher stood on the platform in strict accordance with the pre-designed steps in the lesson plan and gushed. Perhaps I am worried that the teaching content has not been completed, and some questions are answered by myself. At this point, I took a look among the students and found that the students' fresh energy had passed, and the classroom atmosphere was much dull. Some students looked out of the window, some students were talking to each other below, some students looked listless ... Suddenly, the bell rang and I saw the frustration on the teacher's face. Is it that students can't keep up with the teacher's ideas? I pondered for a long time, thinking: who serves whom in classroom teaching activities? Is it that students can't keep up with the teacher's ideas? Or do teachers have to constantly adjust their thinking to keep up with students' thinking? In fact, our teachers all understand that students are the masters of the classroom and the masters of learning; The classroom should belong to the students. If they don't belong to students, classrooms and teachers have no value. In the classroom, it is not the students who cooperate with the teachers, but the teachers who serve the students' learning. The teacher's behavior depends on the students' learning needs. This requires teachers to integrate into students' learning, experience and gain insight into students' learning status, and be time-oriented, inspired, skeptical, encouraging and guided by students' "learning potential", rather than leading students by the nose. In class, we should not only pay attention to how we teach, but also pay attention to students' ideas in the learning process. From this, we can find students' good ideas and wrong ideas and guide them in time, so as to achieve better teaching results. Openness is the ladder to improve the effectiveness of classroom teaching. To effectively improve the effectiveness of classroom teaching, we must implement open classroom teaching. It can be said that there is no efficiency without opening up. So what should we do?
1. Use on-site teaching materials
Middle school textbooks are the carrier of information and the main content of teachers' teaching and students' learning. They are very comprehensive. Although the reform of teaching materials has been intensified in recent years, the current teaching materials still can't meet the needs of teaching, and there are still many places that need to be improved, leaving us a lot of room for development. All these require us to strictly follow the book in teaching practice, pay attention to the flexible use of teaching materials and improve the openness of teaching materials. Textbooks are just an example. Under the guidance of curriculum standards, our teaching should jump out of textbooks and reorganize or add or delete textbooks flexibly.
Activate thinking
Classroom is the main channel of teaching, and it is the most important and difficult to realize its openness. Teachers should, under the guidance of modern teaching concepts, run through the key issue of cultivating students' open thinking in all aspects of classroom teaching, so that classroom teaching is "closed in form and open in essence".
(1). Use the open teaching method.
Classroom teaching should resolutely abandon the "full-hall irrigation" teaching method and enhance the diversity of teacher-student activities and teaching methods. We should flexibly choose different teaching methods such as discussion, questioning, situation, question and debate according to the different characteristics of teaching materials, learning situation and teaching situation. In teaching, we should also strive to create an equal, free, relaxed and harmonious teaching atmosphere, form a thinking activation state of teacher-student interaction and student-student interaction, and encourage all students to actively participate in teaching activities and actively explore new knowledge. In addition, modern teaching methods should be selected according to the specific situation in teaching, which should not only attach importance to the application of modern teaching methods based on multimedia, but also ignore the useful methods in traditional teaching.
(2) Ask questions in class.
Open questioning is an effective way to stimulate students' divergent thinking, reverse thinking and critical thinking, and to cultivate students' fluency, flexibility and originality. Teachers should design open questions in advance when preparing lessons, and at the same time, the designed questions should be diversified in thinking dimensions and answers. Open teaching is to encourage students to divergent thinking. There may not be only one answer to each question, but some questions may have several conclusions. Teachers should encourage students to explore boldly and organize students to discuss different conclusions in class. When students hold their own opinions, teachers can let students debate freely or participate in the debate, but they must not suppress their thinking. In this way, it not only enlivens the classroom, improves the students' critical thinking ability, but also leaves the after-class questions, which makes the classroom teaching go deeper.
(3) Classroom exercises should be open.
With the deepening of the reform of college entrance examination, the forms of teaching and training content can be varied, allowing students to compile their own questions about the text into judgment questions, screening questions, elaboration questions and summary questions; This kind of open training, students will actively, attentively and happily participate, which is conducive to cultivating students' ability.
3. Extracurricular development
Make teaching close to daily life and integrate life into subject teaching. We should actively extend to extracurricular activities, strive for the largest range of study time and space, and realize the openness of study time and space. Specifically, we can start from the following aspects:
① Recommend extracurricular reading materials to students.
(2) Guide students to make use of all kinds of curriculum resources in and out of class for research study.
③ Pay attention to extracurricular activities and let students study in social classes.
4. Optimization evaluation
An open and scientific evaluation mechanism has a great incentive to stimulate students' enthusiasm for learning and mobilize their enthusiasm for learning. In class, teachers should avoid simply affirming or denying students' answers and suggestions, but be good at discovering students' creative learning and giving students time and opportunities to fully express their opinions. This not only exercises the students' courage to think and speak, but also helps to fully understand students' thinking, so as to make a comprehensive, accurate and objective evaluation.
To evaluate students' learning in the whole process, we should reform the traditional evaluation methods that emphasize results over process and knowledge over ability, and establish an open evaluation mechanism oriented to learning process and learning resources. Trying to establish a home class is a catalyst to improve the effectiveness of the class.
In teaching, teachers should attach importance to the cultivation of emotional factors, make full use of teachers' emotions, carefully design the teaching process, and strive to create a democratic and harmonious classroom atmosphere to stimulate students' learning emotions. Let students actively participate in the whole process of learning, so as to obtain the all-round development of cognition and emotion and really improve the efficiency of classroom teaching.
Although the construction of such a classroom requires a lot of teachers, there is one thing we can and should do, and that is to make our teachers smile more, be more gentle and shed more brilliant sunshine in the classroom. Teachers under the new curriculum standard, if they still keep a straight face, regard the teaching staff as the imperial edict, base their teaching on utilitarian goals, and chew slowly for the sake of students, for fear of missing any test center, such a class will become rigid and lifeless, which will not be welcomed by many students at first.
Love for students should be engraved in your heart, but it should be manifested in your manners and behaviors, so that students can see and feel it. Good teaching attitude is the premise of establishing attractive magnetic field. Therefore, teachers should try to go to class without bad emotions, make themselves humorous and knowledgeable, and build a friendly family class. Teachers' affinity can win the respect and trust of students and gain their tolerance and understanding. Although your knowledge is lacking, your cultural background is not deep, and your Mandarin is not up to standard, students are willing to listen, can communicate with you enthusiastically, take the initiative to think and interpret the teaching materials in the atmosphere you create, and can guide them into a relaxed and lively classroom to obtain the best teaching effect. Because affinity is essentially a kind of emotional education of love, only by loving students from the heart can we really get close to students, tolerate students, including their occasional mistakes, respect their right to speak, convince people by reasoning and empathize with people.
Open class should not be a show class. Teachers try to be free and easy in class, funny and relaxed, ranging from international events to interesting things in the neighborhood, and sometimes change the original teaching plan. But as long as you have enough classroom control ability, you can let it come back and let students learn in pleasure and improve their quality. Why not? There are two most practical ways to test whether your teaching is successful: whether students like your class, whether your teaching effect is good, and whether both are good. Why should they care about rigid rules and regulations? The new curriculum standard tells us that teachers, as the guides and organizers of controlling the classroom, should not be timid, but should strive to make the classroom more active. Of course, there is a premise, that is, you can't become "everywhere" because of the pursuit of classroom humor, and you can't even "herd sheep" to please students. Improving teachers' own quality is the guarantee to improve classroom effectiveness.
To make the classroom magnetic and attractive, and to implement the new curriculum standards, we must first calm down and read more books and precipitate more culture. First, improve teachers' academic accomplishment, deepen their humanistic background, and don't let yourself become a "bookkeeper" who only pursues "mechanical scoring" skills. It is hard to imagine that a teacher can give a vivid lesson to his students with only a few teaching references and counseling materials. A teacher full of cultural fragrance always has the charm that ordinary people can't reach, and students will feel the spring breeze in such a teacher's class. Will the effect of classroom teaching be bad?
No matter whether you are an education expert or a front-line teacher, no matter how good and popular your interpretation of curriculum theory is, we must reach a consensus that the classroom must be magnetic, so as to grasp and attract students in order to be truly effective.
In a word, our classroom teaching can only become a magnetic classroom that really attracts students and improve the effectiveness of classroom teaching if it takes "truth" as the cornerstone, "openness" as the ladder, "building a family classroom" as the catalyst and "improving teachers' own quality" as the guarantee.
Fourth, the real classroom should be a classroom where students' grades and knowledge increase.
Quality is the life of education, and effective classroom teaching is the main way to improve education quality. Therefore, making classroom teaching effective is the most critical. So how can we make classroom teaching effective? I think we should do the following:
(1) Prepare lessons.
Read the textbooks and teachers' books carefully before class, find out the important and difficult points of the teaching content, find out the relevant materials to solve difficult problems, or learn from each other. According to the teaching content and students' reality, the teaching path is clear. In addition, the exercises in the textbook should be done in case we are caught off guard. In order to improve the level of lesson preparation, it is necessary to prepare lessons collectively, at least once a week, and write a lesson preparation record for the next study and superior inspection.
(2) Write practical lesson plans.
It is very important to have a good class, set a good goal and design every link of teaching, so it is necessary to write a practical teaching plan. In order to master students and use textbooks freely in class, teachers must prepare detailed teaching plans according to the teaching content and students' reality. If necessary, circle it in the textbook and write it down. Arrange the designed teaching process, exercises and homework in the teaching plan. The content of teaching plan generally includes: teaching objectives, teaching difficulties, preparation of teaching AIDS, teaching process and blackboard writing design.
(3) Ask the quality in 45 minutes.
Effective classroom is embodied in "three actions" and "three realities". "Three movements" means: initiative, interaction and vividness. The "three realities" are: truth, truth and simplicity. To achieve these two "three" teachers, it is not enough to follow the teaching plan. Teachers should actively guide and organize teaching according to the actual situation and learn to improvise. The main flow of the teaching process is generally as follows: situation introduction or review introduction or question introduction ~ independent inquiry, cooperative exchange ~ display evaluation ~ feedback exercise ~ summary evaluation. Situation import, review import or question import: it can be story import, specific situation import or suspense import, which can stimulate students' interest and let students take the initiative to participate. Independent exploration, cooperation and communication: it is to let students learn independently and solve problems in cooperation. Here, teachers can only be guides or guides for students, and cannot replace students. We should pay attention to students' initiative and interaction, and pay attention to the interaction between teachers and students to make the classroom lively. Demonstration evaluation: the evaluation should be true and accurate, properly praised and corrected to the point, so that students can learn solidly. Feedback exercises: The exercises should be specific, typical, representative and step by step. There should be both guaranteed exercises and extended exercises, so that all the good, medium and poor students can have enough to eat, and only then can they have the motivation to learn. Summary and evaluation: Summarizing and evaluating the whole class can make students see their own successes and shortcomings, make students feel the joy of success and have the impulse to improve, so as to enjoy learning more.
(4) scientifically arrange homework.
Giving students some homework appropriately does not conflict with "reducing the burden". There are two kinds of homework, one is the homework that the teacher has to correct, and the other is the homework that the teacher has to arrange for inspection. Both kinds of homework should be appropriate, and not less every day, so as to give students scientific pressure and let them make continuous progress. Teachers must carefully correct their homework. By correcting homework, students' problems can be found and corrected in time, which is conducive to students' progress and the next class.
(5) continuous reflection.
In order to improve teaching ability, we must constantly reflect and sum up in order to learn lessons. It is necessary to reflect on each class and whether classroom teaching is effective; Whether the design of each link of teaching activities is scientific; Whether the teaching methods and learning methods are appropriate; Whether the arrangement of homework and exercises is reasonable; How is the student's study, and whether it is conducive to development; What needs to be improved and why? It is also necessary to record the reflection clearly to facilitate comparison and reflection, so as to improve the teaching ability and make the classroom more efficient.
(6) Carry out school-based research.
Teachers' own quality directly affects the quality of classroom teaching. Teachers should have the concept of lifelong learning and constantly improve their own quality in order to be competent for a teacher's work. Listening to lectures and evaluating classes is the most direct way for teachers to improve their professional level. Every teacher should take the initiative to participate in lectures and evaluation, learn something useful from it, and correct their own shortcomings. Require yourself to have no less than 20 classes each semester, and strive to go out and study in other places to get newer things and absorb better nutrition. It is also important to participate in school-based research such as business research, professional research and subject research. Teachers should study hard and record carefully so as to accumulate knowledge and experience by themselves. Inter-school communication is a good opportunity to learn from each other. There are also self-study, extensive reading and online learning. Pay attention to taking personal notes and extract all useful things for later use.
Five, the basic situation of effective classroom teaching
(1) guiding ideology
1, the concept of textbooks has changed, and textbooks are used instead of textbooks.
2, understand the curriculum standards, and really use the curriculum standards to guide classroom teaching.
3. The classroom has changed from a church to a school, and it has become a place where teachers and students grow together.
4. Use modern technology to change the classroom from single to diversified, and gradually improve the efficiency of classroom teaching.
5. The relationship between teachers and students is improving, and the classroom gradually presents a harmonious, democratic and harmonious atmosphere.
6. Teachers change from course executors to course designers, and pay attention to teaching design in preparing lessons.
Teachers' design ability has also been improved.
7. Pay attention to after-class reflection, improve classroom teaching in reflection, and promote teachers' own development.
(2) Preparation before class:
1, pay attention to the understanding of the nature of the subject, and explore the educational value of the subject behind the knowledge.
2. Pay attention to mastering knowledge and correctly understand basic knowledge and basic intelligence.
3. Pay attention to the overall grasp of the teaching content, and study the vertical relationship between internal learning and learning segments.
4. Pay attention to the actual understanding of students' learning, and strengthen the understanding of students' knowledge, life experience and practical experience. To study the difficulties of students' learning, we should add rational knowledge in addition to perceptual knowledge.
5. Instructional design has really changed from "teaching" to "learning". Participate in students' learning and give them the initiative to learn. When setting teaching objectives, teaching methods and teaching methods, try to think from the perspective of students.
6. Design teaching activities according to students' actual conditions, create teaching scenarios, and stimulate students' interest in learning. Pay attention to the study of "teaching strategies" and choose appropriate teaching materials according to teaching objectives and teaching contents.
7. Pay attention to the effectiveness of questioning, from the aspects of difficulty, slope, pertinence, inspiration, clarity and openness.
Pay attention to other aspects.
8, in-depth study of the key and difficult points of teaching.
9. Pay attention to teaching students in accordance with their aptitude in teaching design.
10, which reflects the overall thinking and pays attention to the comprehensive consideration of the content of a semester, what has been learned and what is being learned.
Tolerance and the content of future study are well integrated.
(3) classroom teaching:
1. Pay attention to the equal, democratic and open thinking dialogue between teachers and students in the classroom.
2. Choose flexible and effective teaching mode according to the content. As far as possible, we should consider how to mobilize students' learning enthusiasm and apply it to inquiry teaching, research learning and cooperative learning on a regular basis.
3. Pay attention to the role of information technology in cultivating students' ability to collect and process information.
4. Make good use of the teaching resources generated in the classroom.
5. Always pay attention to students' process reaction in the classroom, effectively use students' various generative resources in the classroom, and make up for the shortcomings in teaching design.
(4), homework and evaluation
1, pay attention to the content of homework and learning, as well as the level and ability, and pay attention to the overall thinking of the topic.
2. Make good use of the results of homework to serve the reflection and improvement of classroom teaching.
3. Control the amount of training and homework, improve the actual effect and reduce the burden on students.
4. Evaluate students' learning in strict accordance with the curriculum standards, and do not raise requirements at will. At the same time, we should give due consideration to students' differences.