The implementation of classroom teaching has a systematic process and a complete system. The conditions for its success must first have a first-class teaching business process, that is, advanced educational concepts, first-class teaching designs, first-class teaching strategies and first-class teaching processes. Including the strict discussion, questioning and persistent follow-up of teaching objectives, teaching methods and teaching process, as well as the concrete implementation of education and teaching links. The process of shaping first-class teaching business is the process of shaping first-class teachers' way of thinking and behavior, and it is also the most difficult process. Without execution, there is no competitiveness. Barney Vic, chairman of ABB Company in the United States, once said: "A manager's success is 5% in strategy and 95% in execution". Therefore, having excellent classroom teaching execution is an important passport to become an excellent teacher.
Without execution, there is no competitiveness. Executive power is an important force that affects the success or failure of curriculum reform, and it is also an obvious sign that distinguishes mediocre and excellent education quality. Teachers' personality charm, teaching quality, education quality and service quality are the fundamental guarantee for students to love the school, stabilize the source of students and improve the level of running schools.
First of all, thoughts decide actions.
Education should respect students' personality, interest in learning and personality development. It is necessary to provide students with more opportunities for hands-on practice and brainstorming, give them more choices, including the choice of learning time, learning methods and learning content, encourage students to carry out practice, exploration and innovation activities according to their own interests and needs, and cultivate students' courage, upward spirit, creative passion and social responsibility. Only in this way can students' personality develop in an all-round and harmonious way.
Can advanced ideas enter schools and classrooms? To a great extent, it depends on teachers' ability to understand, identify and implement ideas. A school can only be competitive and stand out from the fierce competition if it implements the execution of classroom teaching.
Learn advanced educational concepts and strengthen educational beliefs. I believe that there are no students who can't teach well, and turn faith into confidence and action. I believe that every student can teach well. If some students don't teach well, it's temporary, because the methods are wrong.
Second, to build an effective classroom
Classroom teaching is the basic form of teaching and the main channel for students to obtain information, exercise and improve their abilities and develop certain ideas. How to make students get the greatest progress and development in the least time, maximize the benefit of classroom teaching, realize the best state of teaching, and let students study actively, solidly and effectively in the limited time of classroom teaching?
Determine the teaching content and teaching strategy according to the students' learning situation. Establish a teaching model that allows every student to learn well and learn well: setting goals → guiding self-study → learning and teaching each other → classroom training → classroom feedback. The procedure of teaching mode: show the learning objectives of this course → self-study requirements → students self-study → teachers patrol to find problems in students' self-study → students report self-study results → teachers correct, discuss and guide the self-study results → students complete their homework in class → teachers correct (comment) their homework in class.
In class, students are learning by themselves, thinking and communicating, and the teacher says little. Teachers have retreated from the "first line" of the past "full house irrigation" to the "second line", from the disseminator of knowledge to the organizer and guide of students' learning. Teachers should be "staff officers" for students to study by themselves, think, discuss and answer questions, and create conditions to make students "promising" as much as possible, so that students can change from passive acceptance to active construction and truly become the masters of classroom learning.
The role of teachers is as follows: (1) At the beginning of class, teachers can accurately point out the teaching objectives, stimulate students' learning motivation and mobilize students' learning enthusiasm. (2) Make clear requirements for self-study, that is, what to learn by yourself, how long it will take, and how to take the exam then. Students should also be given methods of self-study, such as reading, reading independently around thinking problems to find answers, or discussing and solving problems while reading. (3) On the one hand, when students study by themselves, teachers urge students to study by themselves according to the teacher's guidance, ensure the completion of self-study tasks, and praise students who are quick and effective in time; On the other hand, through patrol, individual inquiry, especially through blackboard writing exercises and other forms of investigation, the problems existing in students' self-study are exposed to the maximum extent, and the tendentious problems are carefully analyzed and sorted.
After students learn by themselves, teachers should pay attention to three points: (1) The content of teaching should be knowledge that students can't master after self-study, that is, difficult problems with main tendencies exposed in self-study should not be taught to students who have mastered through self-study. (2) The requirement of teaching is not to talk about the topic, but to find out the answer, but to find out the law and really let students know why. It is also necessary to guide students to prevent possible problems in application. (3) Let the students who have mastered the teaching methods speak first. If the student is right, the teacher will be sure. There is no need to repeat it. If the speech is incomplete and can't reach the depth, the teacher should add it; If there is a mistake, the teacher should correct it, so as to solve the problem.
In view of the problems exposed in students' self-study and mistakes in practice, teachers guide students to discuss, so that students can't teach students, and teachers only evaluate, supplement and correct them. Students learn from each other, which not only solves the problem of students with learning difficulties, but also promotes the improvement of excellent students. If an excellent student wants to help others, he must fully understand, express what he understands clearly, and have a sense of urgency in learning, which in itself is a kind of progress. Finally, guide students to finish their homework in class and conduct strict training. Teachers should ensure that the training time is not less than 15 minutes, so that students can turn what they have just learned into abilities.
In short, the construction of effective classroom will gradually change the teaching process from full-time teachers to self-study under the guidance of teachers, give full play to their self-study enthusiasm and initiative, and obtain the best learning effect, thus improving the teaching quality; This classroom teaching structure provides a good carrier for the implementation of quality education; This kind of classroom teaching structure ensures that students can finish their homework in the classroom, fundamentally reduces the excessive burden of students after class, and enables students to develop in an all-round way and grow up healthily.
Third, teaching reflection (reviewing teaching → analyzing gains and losses → finding out the reasons → seeking countermeasures → promoting the future)
Teaching reflection is a process in which teachers take their own teaching activities as the object of thinking and examine and analyze their own behaviors, decisions and their results. It is a way to promote the development of ability by improving the self-awareness level of participants. Teaching reflection has the advantages of advanced teaching concept, scientific theoretical thinking, teaching strategy and evaluation effect.
1, reflected content
(1) Reflections on Students' Learning
Does reflective teaching stimulate students' desire to learn? Do you take students as the starting point of teaching? Is there enough room for students to think? Do students have enough opportunities for learning activities? Does it help to promote students' progress and development?
(2) Reflection on teaching "goal"
What is the goal of this lesson (clarity)? Is the goal of this class comprehensive? Are the goals of knowledge and skills clear? Are the goals of thinking and emotion concentrated? Is the goal reflected in the course of class? Did you adjust your goals during class?
It is the premise of improving the effectiveness of teaching to formulate practical curriculum objectives and accurately describe them for each class, so that each class has a clear and definite teaching direction.
(3) Reflection on "teaching materials"
Can reflection properly handle teaching materials? Do you use textbooks creatively? Is it necessary to provide students with a challenging teaching situation? Can we treat teaching materials with a critical eye, explore in questioning, identify with or be unconventional in exploration?
(4) Reflection on "teaching methods"
Different teaching methods have different contributions to cultivating students' cognition, so they should be chosen flexibly according to their needs.
2. Reflection after teaching practice.
Reflection is not a simple summary of teaching experience, but an activity to examine, analyze and solve problems with the whole teaching process. For example, how to make students learn more effectively in activities and give full play to the actual effect of activities; How to grasp the scale between "the nourishment of emotional cultivation" and "the edification of intellectual charm"; There is a contradiction between the sublimation of the problem and the teaching time. How to choose? The process of reflecting on teaching practice is not only a circular process from finding problems, analyzing problems to solving problems, but also a process of continuous development of teachers' quality, and it is also a process that experienced teachers must go through when they move towards scholar-oriented teachers and research-oriented teachers.
In the process of problem → design → action → reflection, teachers constantly reflect on the gap between their teaching behavior and teaching design, constantly adjust their teaching strategies, and follow up their behavior in time, so that teachers' effective experience rises to a certain theoretical level and has a positive impact on subsequent teaching behavior. As a result, the teaching concept is constantly updated, the teaching structure is constantly optimized, and teachers' classroom teaching execution is constantly improved.