Masao Sato, a Japanese educator, said: "In the teaching process, it is of decisive significance to stimulate learning interest, induce cognitive interest and activate intellectual enthusiasm for developing knowledge and skills." Ll Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." It can be seen how important it is to study happily! However, some teachers in China have gone astray. They think that they can tell students what they know as quickly as possible in class, so as to improve their academic performance, make themselves very tired and make students more tired. If Chinese teaching makes students feel tired and uninterested, then our Chinese teaching is a failure. Students want the teacher to give them a pair of soaring wings, but we have created a forward volute for them. In view of this situation, the provincial education commission also put forward the call of "reducing burdens and increasing efficiency". So, how can we make students study happily? There are many ways, but here is only one aspect: creating a relaxed classroom atmosphere.
A relaxed classroom atmosphere can make the Chinese classroom full of vitality and play a multiplier effect. How to create this atmosphere? According to years of teaching experience, the author believes that the following should be done:
1 Smile Teaching
Maybe you can't help snickering: Laugh? Isn't that what teachers should do in class? Need I say it? Actually, it is not. The author once made a survey: when thirty-five teachers are in class, less than ten people often smile. There are many reasons, but the most important thing is that we don't pay enough attention to the function of smile. Guo Dejun, a professor of psychology at Beijing Normal University, once said: "Happiness brings happiness, security and comfort. It is the warm color of emotions, which warms people's hearts and makes people more confident. " Yes, your smile can make students happy, just like a ray of sunshine illuminating the whole classroom; Your smile is like a stone thrown into the lake, and the overflow ripples are the smiling faces of children. When you enter the classroom with a smile, you will find that every child looks at you with attachment: when you smile and nod to the students' correct answers, the students will sit down proudly: when you smile and say to the children who are reading extracurricular books, "You did the right thing at the wrong time." He will be flushed, and at the same time he will concentrate on the class at once. Your smile makes students feel that you are like an elder and a friend. Your smile will bring you closer to the students. "Pro-teacher" can "believe in its way". Teachers don't have to keep a straight face. Pretending to be lofty and unfathomable will only lead to prejudice. Indifference will only create estrangement. Smiling can melt ice and push flowers away, which really makes students feel like a spring breeze. Your smile will make the Chinese classroom full of rich humanistic atmosphere.
2 Encourage teaching
Your encouragement is very important to students. Adults still like to hear good things, let alone children. Combating yelling can't help children improve their grades, and sometimes it even backfires, which will make children completely lose confidence and give up on themselves. Applause and applause will make children energetic and full of ambition. The author once met such a student, who lived in a foreign country and stayed for a grade. He is mature, melancholy and taciturn, and his Chinese performance is not very good. When studying Mr. Yu Guangzhong's Homesickness, the author asked students to imitate it. Perhaps Mr Yu's homesickness touched his heart. He wrote: "Now, homesickness is a thin phone card. My father is there and I am here." The author asked him to read aloud in class. His voice choked when he read it. Just after reading it, the whole class burst into warm applause. The author said, "How much like a poet, you can become a poet." Since then, his face has been less depressed and more cheerful. I often hear his wonderful answers in class, and my grades are advancing by leaps and bounds. The potential of students is enormous. Give them some sunshine. They will have the whole bright spring: give them a fulcrum, and maybe they will pry up the whole earth.
Create a good classroom atmosphere and build a new relationship between teachers and students
As the most important communication tool, Chinese classroom teaching urgently needs a good atmosphere, so as to play a positive role in promoting the sustainable development of individuals. Classroom teaching with good atmosphere should be a process of equal communication and mutual cooperation between teachers and students, and all aspects of teaching, such as greetings, questions, activities, homework and evaluation, fully embody equality and democracy.
In the daily teaching process, it is easy to find such a phenomenon: after the bell rings, the teacher angrily walks into the classroom, angrily throws the exercise book on the podium and begins to reprimand: "Students who haven't handed in their homework, stand up for me ... why don't you hand in your homework?" The student whispered, "There is too much homework for me to do." "I've never seen such a stupid and lazy student as you …" You can imagine how the students survived this class in the following time.
In nature, every biological and abiotic factor is interrelated, interdependent and restricted. If one of the factors is destroyed, it will cause a chain reaction and lead to ecological imbalance. Chinese teaching is composed of various factors, and a harmonious Chinese teaching system among these factors is the prerequisite for Chinese teaching to achieve results. As can be seen from the above example, the teacher used his "authority" to ignore the students' humanity, emotionally abused his rights, overloaded his teaching and strained the relationship between teachers and students. Make the classroom lack of harmony, and its teaching effect can be imagined.
"Chinese Curriculum Standard" points out that "Chinese is the most important communication tool and an important part of human culture. Instrumentality and humanism are the basic characteristics of Chinese curriculum. Therefore, as instrumental and humanistic Chinese classroom teaching, it is urgent to have a good ecological atmosphere, so that both teachers and students can form an atmosphere conducive to teaching activities in a harmonious environment. Teaching with a good ecological atmosphere should be a communication process of equal communication, mutual cooperation and joint efforts between teachers and students. All aspects of Chinese teaching should fully embody partnership, flexibility, practicality and integrity.
First, a good relationship between teachers and students.
A good cooperative relationship between teachers and students is the basic guarantee for teachers and students to meet teaching needs, coordinate teaching activities and achieve teaching objectives, and is the direct factor to form an unrestrained and harmonious classroom atmosphere and stimulate students' high learning mood. It can not only arouse students' trust and respect for teachers, but also make students transfer their love for teachers to the subjects they teach. As the saying goes, "parents are teachers and believe in their way."
In classroom teaching, teachers play an important role in the complex relationship between student factors and environmental factors. The complexity of classroom relations requires a variety of behavioral norms and models. This requires teachers to play various roles in the teaching process in order to play a variety of educational functions. For example, in daily communication, teachers should be both teachers and friends, caring, trusting and respecting students; Be good at listening to students' opinions and dare to accept their criticism; In personality, teachers and students should be completely equal; In classroom teaching, "the teacher's duty is less and less to impart knowledge, but more and more to stimulate thinking;" In addition to his official functions, he will increasingly become a consultant, a participant in exchanging opinions, and a person who helps to find contradictory arguments instead of presenting ready-made truths. "Teachers' attitude towards students is more about encouragement, equality and tolerance.
Second, based on the discussion of classroom communication atmosphere
1, greetings between teachers and students
The beginning of a class, just like meeting people, is a process of establishing and exchanging feelings through greeting each other. Traditionally,
The form of class greeting is:
Teacher: "Class!"
Monitor: "Stand up!"
Teacher: "Hello, classmate!"
Student: "Good teacher!"
Monitor: "Sit down!"
This formulaic greeting is mechanical and inflexible. After a long time, it will only make teachers and students deal with things in a pale and lifeless tone. If we combine the actual situation of students and the content to be attended, it will be of great benefit to "chat" with students at the beginning of the class, which will calm students' emotions, harmonize the relationship between teachers and students, activate the classroom atmosphere and attract students into the classroom.
2, the way teachers ask questions
Questioning is one of the indispensable teaching methods in classroom teaching. If the teacher always asks hard questions in an imperative tone (such as "What is the theme of this article?" ), or give a blunt and rude answer to the students' questions (for example, "No, you are wrong. What is the correct answer? " ), the teacher seems to lack affinity, and students will also distance themselves from the teacher emotionally, showing a state of blindly following the crowd and avoiding the house. Most of them will obey and cater to teachers' "instructions" or "orders" in a modular or mechanized way. In this classroom atmosphere, communication skills and Chinese literacy can not be formed, let alone play the main role of students.
Teachers should be able to stimulate students' interest in learning when asking questions, which reflects teachers' ardent expectations for students. For example, ask, "How do you understand this question? What do you think? " Its tone and expression should be like daily questioning, not interrogation. When students answer, teachers can use encouraging language in time (for example, "Your answer is beautiful." "Your answer is very enlightening." ) or cut in at the right time and enlighten you smoothly. For example, "Is that what you mean?" "Can you understand it from this aspect?" The teacher interjected in this way in order to focus the students' attention on themselves and reduce the tension of the students being asked. The skill of teachers' questioning is to ensure that students can answer (speak freely) and are willing to answer. When students ask questions or express their opinions, teachers should promise to be flexible and diverse according to the class situation and play an exemplary role in communication. In addition, whether students sit or stand when answering questions, the teacher does not need to unify the requirements, and everything is better to let students relax and eliminate tension.
3. The form of teacher-student activities
(A) efforts to create a democratic and harmonious classroom atmosphere, so that students can participate in classroom teaching.
It is very important to create a democratic classroom atmosphere and let students dare to participate in classroom teaching. It is also an important aspect of classroom teaching reform. It is the direction of classroom teaching reform to let students take the initiative to participate, communicate and cooperate, so that students can develop harmoniously in body and mind and improve their basic quality in an all-round way. Every teacher should work hard in this direction.
I often teach students in the teaching process: teachers are not omnipotent, and teachers make mistakes; In many ways, students are not worse than teachers. For example, in computer, I will learn from you with an open mind. Our teacher-student relationship is mutual teaching and learning, and good students should dare to question. In this frank learning atmosphere, teachers will not lower their prestige, but will make students have heartfelt respect for teachers. The relationship between teachers and students will be more harmonious.
(B) give full play to the role of discussion in classroom teaching. Promote the development and stimulation of students' intellectual potential.
Teachers encourage students to actively participate in classroom discussions and create situations where students have something to say. As long as sufficient evidence can be provided for a certain problem, you can express your own views and play freely. Sometimes students' discussion is beyond the scope of teaching, and sometimes it even affects the progress of teaching. Students should also be allowed to fully express their views and opinions, even if some of them are naive and absurd to teachers. We must also let them finish. In teaching, I deeply realized that:
1. Classroom discussion can make students gradually enter the realm of being happy, able to learn and good at learning.
In classroom teaching, we should strive to create a democratic, harmonious and lively learning atmosphere, stimulate students' desire for knowledge, let each student's wisdom potential and personality be brought into play in a relaxed and harmonious teaching atmosphere, and let students enjoy learning. The learning guidance method enables students to learn, answer questions and solve doubts about controversial issues in students' discussions, so that students can gradually enter the realm of being good at learning.
2. Classroom discussion enables students to learn to analyze and evaluate opinions and cultivate students' ability to listen, think and speak.
Classroom discussion is a rational exchange of ideas. Listen carefully when others are talking. This is respect for other people's opinions. It is also necessary to jot down the opinions they want to support or oppose, and respond flexibly and promptly. The speaker must put forward his own opinions logically and prove them well, which is a good opportunity to train his oral expression ability. For other students, this is a good opportunity to practice listening. The collision of viewpoints in the discussion triggered students' deeper thinking and developed their thinking ability.
3. Classroom discussion deepens students' understanding of textbooks.
When it comes to the novel Medicine, does Grandma Si Xia really understand her son's revolutionary behavior? The students argued endlessly, one said it clearly, the other didn't understand it, and both sides cited favorable evidence to try to convince the other side. I instruct students to carefully read and repeatedly understand the relevant sentences describing Grandma Si Xia in the textbook. Finally, everyone agreed that Grandma Si Xia didn't understand her son's revolutionary behavior. Students' understanding of textbooks has deepened.
Third, free choice of business forms.
Teachers enter the classroom with bad emotions and reprimand students, which leads to the destruction of classroom ecology, mostly because of students' homework problems. Students at different levels are tired of a lot of homework required by the unified requirements: students with good grades are tired of doing it because they think it is simple and unnecessary, students with poor grades are too difficult to do it, and teachers are unhappy because students have not completed the tasks as required. From the perspective of cultivating students' personality on the basis of all-round development, teachers should change compulsory homework into consultative recommended homework according to the characteristics of students at different levels, and specify some topics with different weights or difficulties for students to choose freely according to the given content. Only in this way can students give full play to their greatest potential and fully mobilize their enthusiasm, consciousness and initiative without feeling burdened. Chinese homework can be divided into hard homework (written homework) and soft homework (oral homework). The difficulty of homework is reflected in written form. For students with good grades, teachers can ask them to do less trivial homework and recommend them to do some exercises outside textbooks to broaden and deepen their knowledge structure. For students of middle and low level, it should be based on "this". Before recommending homework, the teacher needs to select some demonstration questions to explain and do some necessary guidance. For example, after learning Farewell to the Pavilion, students with good grades can be asked to do such homework: collect the poems and songs of Farewell from the ancient couplet and do special research. It makes them have to consult the information about "farewell" ancient poems, which not only makes them learn the knowledge of ancient poems related to the text, but also cultivates their ability to consult materials and write; For other students, they just need to be able to do solid text exercises.
From a practical point of view, students are required to do soft homework such as watching, listening, speaking, reading and memorizing because it is difficult to check, and students are "bullied" because they are "soft". In teaching practice, many of our teachers like to make great efforts to ask students to recite all the texts they have learned. In fact, this practice consumes a lot of time and energy, which is not conducive to the development of students. It is also difficult to achieve in the case of certain requirements for teaching progress, and it will make teachers feel bad and students have a heavy burden. On the other hand, even if students recite it, it can only be a short-term memory, and the effect will not last long. The most ideal way is to guide students to listen, speak and read consciously and with great interest by making their own tapes. Encourage students to communicate actively through free combination, free adaptation of what they have learned and performing on stage; Let the students retell the text, let them use the language points in the textbook flexibly and cultivate their sense of language. The biggest advantage of these methods is that students don't passively and mechanically recite the text, but use what they have learned according to their own actual situation, which not only cultivates their oral expression ability, but also stimulates their interest in learning, and can change "I want to learn" into "I want to learn".
At the same time, we should clearly realize that no matter what form of homework, too much homework or copying will only make students overwhelmed, dampen their enthusiasm for learning, produce disgust and weariness, and ultimately destroy the classroom ecology and artificially worsen the teaching environment.
Fourth, the evaluation method of democracy.
Evaluation is not a teaching purpose, but a means to educate students to be positive. The evaluation results should be conducive to the improvement of students' self-confidence and self-evaluation ability. If teachers regard evaluation as a weight to show personal love and hate, or as a weapon to show teachers' power, students will have fear or resistance. Therefore, in order to make evaluation play its due educational role and arouse students' good response, we should pay attention to:
1, so that students can be evaluated on the basis of full preparation.
Teaching is for learning, learning is for learning and learning is for learning. The preparation process of students is actually a learning-learning-learning process. For example, when checking "retelling the text", students should be given sufficient preparation time, and they can be asked to prepare the keywords and sentences of the text in advance; When answering, allow them to look at these "outline signals", so that students will have a good mentality, and a good psychological state will enable them to play their own level.
2. Give students the right to evaluate and let them make their own decisions.
For example, when assessing students' "listening and speaking" ability, we can change from the teacher as the examiner, and the students accept the assessment and examination, to the students themselves as the judges to evaluate themselves and their classmates, and the teacher only acts as the guide and audience; During the examination of dictation and dictation or the examination of writing ability, students can correct and grade each other, and teachers only check a few books purposefully after students evaluate and understand the situation; In daily exams, teachers can even take the form of "invigilation-free". Teachers' full trust is bound to be rewarded by students. This democratic evaluation method will enhance the trust between teachers and students, so that students can fully display themselves in a relaxed environment and play their due level.
3. Evaluation criteria should be diversified and hierarchical.
Traditional evaluation criteria are formulated by teachers, with teachers' understanding as the main body. In fact, the world is diverse and students' language level is uneven. The only standard not only limits students' creativity, but also violates the dialectical method. To a certain extent, students are allowed to evaluate their own or their peers' learning according to their own understanding and mastery, which reflects the diversification and hierarchy of evaluation standards and is conducive to students' self-education and self-evaluation in the learning process. This diversified and hierarchical evaluation standard provides a good democratic atmosphere for students' personality development. They will correct their behavior in a harmonious and relaxed learning environment, so as to finally achieve the teaching goal of learning.
In short, creating a good classroom atmosphere and building a new relationship between teachers and students is the need of the development of the times and the direction that every teacher should work hard.