First, the characteristics of efficient teachers

The results show that efficient teachers have three characteristics: clarity, enthusiasm and solid professional knowledge. Clear expression is a teacher's behavior worthy of attention in the future effective teaching research. If the teacher explains clearly, students can learn more knowledge and evaluate the teacher more positively. Teachers' enthusiasm, friendliness and understanding are important characteristics of teachers, which are highly related to students' love for teachers and classes.

Second, knowledge about teaching.

? Expert teachers can understand teaching problems by integrating knowledge system. The research in German high schools found that the richer the knowledge of teaching content, the more devoted the students they taught, and the more support they received in their study.

3. What does the latest research on teaching give us?

Cognitive latitude refers to teaching support, including promoting students' conceptual understanding and high-quality feedback on the learning process. Teachers with rich teaching knowledge can easily promote students' conceptual understanding and high-quality feedback. The third dimension is classroom organization, which refers to clear activities and routine classroom and curriculum management behaviors, which can ensure students have enough time to study and really invest, similar to the clarity in teachers' characteristics.

Section II Teaching Plan

First, the study of lesson plans

Teachers should participate in the planning of different periods-as big as every school year, every semester, as small as every unit, every week or even every day. At the same time, they must ensure that these plans are coordinated and unified. Planning determines how to effectively use teaching time and learning materials in student activities. There is no single model for planning, but all plans should be flexible.

In order to make the plan creative and flexible, teachers need to master the following knowledge: a lot of knowledge about students' learning interest and learning ability; Familiar with the subjects taught, understand various teaching and evaluation methods; Know how to use and adjust teaching materials; Understand how to integrate a variety of knowledge into teaching activities.

? There will be more than one effective teaching mode. No teaching model can be applied to all situations. Making plans is a creative solution for experienced teachers. They know how to complete the teaching task and make every part of teaching effective. They know what they expect and how to achieve this goal. Many experienced teachers believe that making detailed teaching plans is helpful for future work.

Second, learning objectives

Teaching goal is a clear and definite description of students' teaching intention. For teaching, it is meaningless to generalize the teaching objectives too much.

ISTE has formulated national technical standards for teachers.

(1) Promote and stimulate students' learning ability and creativity.

(2) Design and develop learning and evaluation in the digital age.

(3) Work and study in analog and digital times.

(4) Promote and display the civic literacy and sense of responsibility in the digital age.

(5) Professional growth and leadership input

Teaching goal is defined as the expected learning effect, and the goal refers to the teacher's learning performance after teaching. According to Mager, a good goal should include three parts: first, it should describe the expected student behavior, that is, what students must do; Second, the goal should list the conditions under which students' behaviors occur, that is, how these behaviors should be identified and verified; Finally, it should point out what is the standard of acceptable behavior in testing.

Third, use the classification of educational objectives to make plans.

Bloom's classification of educational goals in the cognitive field includes:

(1) Memory means remembering or recognizing something without understanding, applying or changing it.

(2) Understanding means understanding the material, but you don't need to associate it with other things.

(3) Application, that is, solving special problems with general concepts.

(4) Analysis, that is, the material to be understood is decomposed into parts.

(5) Evaluation means to judge the value of a certain material or method in a specific situation.

(6) Creation, that is, synthesizing different viewpoints to form a new understanding.

The emotional field contains the following five basic goals:

(1) accept (2) the reaction (3) evaluate (4) the value of the organization (5) and make it a personal characteristic.

Teachers who are not directly involved in physical education often ignore the field of action or physical fitness goals. There are also different classifications in this field, from basic sensory perception and reflex activities to functional and creative actions. Typical classification (1) requires muscular ability with endurance, strength, sensitivity or speed (2) the ability to perform specific skills.

No matter what the teaching goal is, Terry Tenbrink believes that the goal should meet the following standards: (1) student-centered; (2) describe the learning results properly; (3) clear and easy to understand; And (4) observable.

Fourth, make plans from the perspective of constructivism.

Under the guidance of constructivism, plans need to be shared and negotiated. Teachers and students should jointly decide the teaching content, teaching activities and teaching methods.

? Section 3 Teaching Methods

First, direct teaching.

Direct teaching is generally suitable for basic teaching with clear knowledge structure or core technology. Direct teaching has the following characteristics (1): teachers have efficient classroom management ability, and the frequency of students' intervention behavior is very low; (2) Teachers are very concerned about teaching and can effectively use their own time to start or promote students' learning activities; (3) Teachers are convinced that if students choose appropriate tasks and can clearly present subject information and problem-solving strategies, teachers can constantly identify students' learning progress and learning difficulties, and at the same time provide effective help to students through counseling. In addition, teachers walk briskly in the classroom, and it is also important to have a warm and acceptable classroom atmosphere.

The study of effective teaching has extracted six teaching items: (1) reviewing and checking the work of the previous day; (2) presenting new materials; (3) provide guiding exercises; (4) Feedback and modification according to students' answers; (5) Providing independent practice opportunities; (6) In order to consolidate learning, we need to review every week and every month. Direct teaching should consider students' age and previous knowledge. The younger the students are or the less knowledge they have, the more detailed the explanation will be, and more methods such as explanation, guided exercise, feedback and correction will be adopted. However, the use time of each method should not be too long and should be carried out alternately.

Research shows that some concrete models, charts or analogy methods are good organizers. The classroom of direct teaching can be a resource for students to construct their personal knowledge system. In fact, all subjects need to be taught directly. Studies have shown that teachers' lecture time generally accounts for 1/6 or 1/4 of the whole class time. Generally speaking, the teacher's presentation is more effective in the following situations: there are many students and a lot of materials need to be taught in a short time; Introduce new themes; Introduce the information background; Stimulate students to learn independently, etc. Therefore, the teacher's statement is more suitable for the low-level cognitive and emotional goals such as memory, understanding, application, acceptance, response and evaluation in Bloom's classification teaching.

If the teacher makes too many statements, there will be problems in direct teaching. If the teacher states that this way adds too much cognitive load to students and makes them in a passive learning state, it will hinder students from asking questions and even thinking about problems.

Second, classroom assignments and homework

Any independent work needs careful monitoring. It is much better to help students at any time when they are doing their homework than to help them after they ask for help. In order for students to benefit from homework, we must first ensure that students can understand the assigned homework. Another way to make students do their homework actively is to make them responsible for the correctness of their homework, instead of just filling out a blank sheet of paper. The quality of homework is linked to the final course score. Expert teachers usually ask students to evaluate their homework, so that mistakes in homework can be corrected quickly a few minutes before class.

Third, problem discussion teaching.

One of the keys to learning skills today is to keep students highly aware-this is where questioning strategies can play a role. Questioning plays an important role in the cognitive process.

? Regardless of students' age and learning ability, all students should try their best to answer questions that arouse people's deep thinking. After the teacher asks questions, learn to pause for 3-5 seconds before the students answer. Only in this way can students feel that more and more students actively participate in the questioning process and voluntarily give appropriate answers.

For high school students, teachers also need to grasp the time waiting for students to answer questions. Teachers should have a better feedback mode according to the accuracy of students' answering questions.

Group discussion helps students to synthesize and evaluate their personal views. Group discussion is also useful when students try to understand some concepts that contradict their daily experience.

Group discussions also have shortcomings. This kind of discussion is unpredictable and easy to digress, which may deviate from the unimportant issue of islands.

Fourth, make teaching fit the goal.

Different goals and students' needs require different teaching methods. Direct guidance can make students get better grades in achievement tests. Open and informal teaching methods, such as discovery learning or inquiry learning, are more related to the evaluation of creativity, abstract thinking and problem-solving ability. Open teaching methods can better improve students' attitude to study, stimulate students' curiosity and cooperation spirit, and reduce the absenteeism rate.

In order to achieve certain learning goals, every student needs direct and explicit teaching guidance at a certain time, but all students also need to experience more open, constructive and student-centered teaching.

On the basis of general teaching strategies, teachers must appropriately change teaching methods according to students' needs and abilities-they must implement differentiated teaching.

Section 4 Differentiated Teaching

First, in-class ability grouping and flexible grouping

At present, there is no evidence to prove that in-class ability grouping is superior to other methods. The key to any grouping strategy is to provide appropriate challenges and support, that is, to reach the "nearest development zone" of students. Elastic grouping is a possible choice.

Flexible grouping requires teachers to have high-level guidance for all groups and high expectations for all students. Students' academic performance is mainly because they are more focused and confident in flexible group learning.

Second, adaptive teaching

Adaptive teaching emphasizes that learners' differences are regarded as opportunities to learn from the teaching process, not obstacles to be overcome. With the development of students' ability tendency in a certain field, direct teaching will transition to demonstration, guiding practice and counseling.

? When students master more knowledge and skills, teaching can be transformed into guided discovery learning, independent research or peer guidance. At this time, special emphasis is placed on self-regulated learning, which is a kind of learning that students must have in their later lives. Adaptive teaching ensures that every bloody H H will be challenged.

Thirdly, differentiated teaching in inclusive classroom.

In order to achieve their academic goals, students with learning disabilities seem to get help from daily and weekly diffusion exercises and pre-organizers.

Fourthly, technology and differentiated teaching.

Assistive technology can be a product, a device or a system, which can be used to cultivate, maintain or improve the functions of the disabled.

Fifth, the method of differentiated teaching: tutoring students.

Understanding students helps to adjust teaching, and positive teacher-student relationship helps students devote themselves to learning.

? Section 5? Teachers' expectations

First, two expected effects.

In practice, self-fulfilling prophecy seems to be more obvious in the lower grades, and the persistent expectation effect is more likely to appear in the higher grades. Some students are more susceptible to the persistent expectation effect than others.

Second, the source of expectations.

People's expectations and beliefs can play the role of concentrating attention and organizing memory, so teachers will pay more attention to and remember the information that meets the initial expectations.

Thirdly, the influence of teachers' expectations on students' performance.

Although teachers' expectations can really affect students' academic performance, this influence is moderate and will decrease with time.

Fourth, the enlightenment to teachers: convey appropriate expectations.

Teachers' challenge is not to pass on low expectations to students, or to make students have low expectations of themselves, and at the same time, to deal with these realistic class management problems in the right way.

? Some teachers treat students differently, depending on their different views on students. For students with low expectations, teachers may set less difficult tasks, pay attention to low-level learning, provide fewer choices, provide inconsistent feedback and express less respect and trust. Students may act accordingly, realize the teacher's expectations or stay at the original expected performance level.