First, the waste in the import stage.
English classroom teaching under the guidance of the new curriculum concept emphasizes the interest and exploration in the introduction stage; However, in actual teaching, some teachers only pay attention to interest and neglect science in the introduction stage, and only pay attention to the creation of teaching scenarios and neglect timeliness in the introduction stage. The created scene takes up a lot of time, but it does not provide valuable thinking for students and does not play a role in stimulating students' interest in learning the content of this lesson. Some scenes have nothing to do with the theme, and the result is a waste of time, which makes it difficult for students to understand new languages and ultimately affects classroom teaching activities. In a reading class about advertisements, a teacher used nearly 20 pictures to show various advertisements. These are classic advertisements that students are familiar with, and students are really interested in them. However, because the teacher did not process these materials, simple display and listing only played the purpose of stimulating interest. If it's just for the point, two or three pictures are enough. If the teacher classifies them, can combine them with the specific content of the article, can use them after reading, and can achieve such multiple purposes, then these five minutes are efficient. Therefore, when designing the lead-in, teachers should not blindly seek novelty and difference, but make bold choices around the purpose of the lead-in, so that this link can truly serve the whole classroom.
The second is the waste caused by improper link design.
Because teachers don't understand the learning situation in place, there will be situations such as difficulty inversion, too much bedding, too difficult or too easy in the classroom process. According to the principle of 1+ 1, students can only effectively process the input content on the basis of their existing cognitive level. Because teachers pay too much attention to the form of design links, but ignore the difficulty of specific content, the order of presentation and other important issues, resulting in waste. In the group cooperation class, the teaching goal is to review and consolidate the phrases and sentence patterns learned. In order to make everyone interact, the teacher designed a story connection link, so that students can make sentences and make up stories with these phrases and sentence patterns. One person in the group makes up a sentence and continues the story. As a result, the activity was too difficult to be laid, and it became a Chinese discussion among students. The difficulty of this task is that it requires both the use of prescribed phrases and no time buffer. If it is oral solitaire, the teacher should not specify the scope; If the scope is specified, it can only be implemented in written form, so that students have room for thinking, and the form of solitaire in groups can only be replaced by competitions between groups. When designing links, teachers should proceed from the actual situation of students, never form for the sake of form, but consider the acceptability of students and the operability of links.
Third, grouping activities cause waste.
The new curriculum concept advocates cooperative learning, and group activities are the main form of classroom cooperative learning, which should be strongly advocated. However, there are two main problems in practice. On the one hand, group discussion is abused, and many teachers discuss in groups no matter what class. Group discussion is used to solve problems that students can't solve alone, or to cooperate to complete the task of exchange drills. The current trend is to crowd out individual learning through group discussion.
After the teacher asks questions, they will discuss them in groups according to the procedure. Obviously it is a very simple question, but they have to discuss it, wasting time and energy. On the other hand, due to the lack of experience in this classroom organization mode in China, many teachers just learn a form. The method of grouping, the operation of incentive evaluation, the design of activities and tasks, and the monitoring and guidance of teachers are all new topics faced by teachers. Communicative activity teaching method can only produce certain effects under certain conditions. Conditional can adopt, unconditional can't move. If the teacher has not mastered it, it is better to use it less. Fourth, the waste caused by loose classroom organization.
The traditional classroom is teacher-centered, and the teaching organization and management are very simple when teachers speak in class. However, the curriculum reform requires changing the current situation that the previous curriculum implementation overemphasized learning, rote memorization and mechanical training. This requires teachers to make great efforts in organizing various teaching activities. However, if teachers do not have good experience and ability in classroom regulation and organization, the classroom process will be messy and loose. It is embodied in the following three aspects: 1. Some teachers' instructions are not clear enough and students don't know what to do; Some of them are too verbose, and the time for students' activities is not as long as that for assigning tasks. 2. Poor on-site adjustment ability leads to classroom disorder or even out of control. Due to the obvious increase in student activities, the number of classrooms has also increased accordingly. Sometimes, students discuss a problem for longer than the teacher expected; Sometimes, students will have difficulty in operating an activity. At this time, if teachers don't have random control and adaptability, not only the teaching process will be confused, but also a lot of precious time will be wasted. 3. The pace of classroom teaching is loose. Teachers and students spend a lot of time in grouping, demonstrating and maintaining discipline. In the classroom, the teaching plot is reversed, the teaching activities are slack, students don't have much "valuable" language knowledge in a class, and the operation time is not guaranteed. Therefore, under the background of the new curriculum, teachers should constantly reflect and summarize in practice, improve classroom management ability, and ensure the orderly and efficient classroom.
Garbage produced by improper handling in the classroom.
As mentioned above, in the student-centered classroom, there will always be a substitute. Whether it is handled or not and whether it is handled properly will affect the rhythm and efficiency of the whole classroom. In a reading training class, the author first asked students to proofread each other's answers to questions, and then asked each group to send representatives to ask questions. Among them, there are two opposing views, and the main idea of a theme is in the classroom. I didn't let the discussion continue because I was in a hurry to finish the scheduled task of this class, but gave an arbitrary answer. I found this topic really controversial after class. So when the same problem appears in another class, I simply let everyone speak freely. The result was unexpected, and everyone came to the conclusion that there were loopholes in the topic design, and there should be more than one answer. At that time, I had a brainwave and asked my classmates to discuss it again and design related options and interference items by themselves. After such thinking exercises and collisions, students have a deep understanding of the interference design of the theme. At this time, I found that the "classroom generation" in the last class was wasted, and it was difficult to find and make up. However, not all accidents and small details can be extended. For the useless "generation", if spread out, it will not only waste students' time, but also disturb the normal thinking logic and direction. Therefore, teachers should be good at capturing useful information and situations in the teaching process, making maximum use of "generation" and not wasting valuable classroom resources. It should also be noted that the promotion of links can be increased or decreased in the generation, and the plan can be adjusted in time. Of course, this ability needs teachers to acquire through long-term practice and accumulation.