"Effective teaching" mainly refers to the concrete progress or development made by students after a period of teaching by teachers. In other words, the progress or development of students is the only indicator of teaching effect. 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 will be ineffective. Similarly, if students study hard but don't get due development, it is also ineffective or inefficient teaching. Foreign countries began to study the effectiveness of classroom teaching at the beginning of the 20th century. So far, they have analyzed various factors that affect the effectiveness of classroom teaching. I have been teaching for a year, and I have tried to think about effective classroom teaching, but I have no specific experience, only my immature feelings and ideas.
(A) to develop accurate hierarchical teaching objectives, choose the most effective teaching methods.
Modern teaching theory and practice have proved that effective teaching must first have effective teaching objectives. The design of effective teaching objectives first requires accuracy and clarity. Of course, there are many goals, and it is not necessary to have everything. At the same time, it should be noted that the design of the target should have a certain level. That is, according to the differences of students' cognitive structure, learning level, motivation and will, different levels of teaching objectives are formulated. In practice, the teaching efficiency can be greatly improved by determining the hierarchical and progressive teaching objectives that are coordinated with the actual possibilities of students at all levels. Therefore, effective Chinese teaching must not be "one size fits all" so that all students can receive the same level of education.
The effectiveness of Chinese teaching is closely related to the effectiveness of Chinese teaching methods. Only the teaching method that embodies the characteristics of Chinese subject is an effective Chinese teaching method.
Reading aloud is a basic and effective method in Chinese teaching. On the basis of a lot of practice, predecessors have come to the conclusion that reading aloud helps to understand the content of the text, promote the development of language, improve writing ability, accumulate language and characters, and cultivate students' sentiment.
If reading aloud is a classic, then the training of words and expressions is latitude. Only by organically combining reading aloud with the teaching and training of words can we fully realize the basic task of Chinese teaching. In the usual teaching, we should consciously find and correct students' habitual misspellings and misspellings, collect and show them to students, improve students' awareness of error correction, consciously standardize Chinese characters, and avoid unnecessary scoring in the exam.
While laying a solid foundation for students, we should also pay attention to choosing the most effective teaching methods according to the characteristics and functions of each text. For example, a composition with beautiful artistic conception can focus on "how to create artistic conception in writing" in teaching, which seems to have only a little content, but by guiding students to learn and practice writing methods independently and through comprehensive training of listening, speaking, reading and writing, students can effectively master the means of artistic conception creation and consciously apply it to daily writing. This kind of gain is far more profound than simply remembering the center of the article, the background of creation or the meaning of the text.
(2) Improve students' participation in the whole teaching process.
Some experts pointed out: "One of the criteria for testing the efficiency of Chinese teaching should be the degree of students' active participation. A class can be said to be efficient if more than 70% students actively participate in the whole process of Chinese teaching as masters. Really effective teaching is not simply to let learners possess other people's knowledge, but to construct their own knowledge and experience and form their own opinions. Therefore, it is difficult to achieve effective teaching by relying on teachers' unilateral enthusiasm and not striving for students' active participation in teaching. Students can participate in the whole process of teaching, such as the setting of teaching objectives, the choice of teaching methods, questioning and dispelling doubts, cooperation with others, teaching evaluation, etc., and give students the initiative to "discover the truth". For a certain part of learning content, students can preview, research and collect materials selectively, actively seek to acquire some Chinese knowledge, maximize students' participation in teaching activities, and make the education process become real teachers and students, just as Dewey, an American educator, said.
(3) Turn boring into fun, let students learn in happiness and improve their interest in learning.
Einstein also said: Interest is the best teacher. Interest makes people's exploration and understanding activities have a strong and positive emotional color, thus making this activity accepted and loved by people. A good beginning is often half the battle. A good topic can make children calm down, concentrate and have a strong interest in what will happen. Therefore, in the spirit of being responsible for students, teachers should actively study teaching methods while studying teaching materials, fully tap the charm of Chinese subject itself, and make a fuss about stimulating students' interest. Teachers should have a sense of teaching anytime and anywhere, and pay attention to finding something useful for their own teaching in life, so as to use it in the classroom, or enrich the classroom content, or educate students. As far as language is concerned, this is really effective. Chinese books are boring. If you don't supplement them with extra-curricular knowledge, the classroom will become boring. For example, when students are distracted, they can also use topics related to the text to attract students. This is really effective. For example, in the study of Unit 2 in the first volume of the seventh grade, I paid attention to inserting some examples and short stories. For example, Ideal said that "unfortunate people" refer to those who are in trouble, so I contacted some people at all times and in all countries to let students talk about it, which not only deepened students' understanding of "unfortunate people", but also aroused students' interest. For example, there are many short stories of Confucius in the Ten Pieces, and there are also many examples related to students' reality. Students feel familiar and cordial in class, and their reaction is good, and their interest in learning Chinese is relatively improved.
(D) Pay attention to reading accumulation and expand students' reading volume and knowledge.
Effective Chinese teaching is a slow effort, and the improvement of Chinese performance and ability will not be immediate, and it will not happen overnight, but will be subtle. The extension of Chinese is life, and learning Chinese in life is particularly important. Therefore, if Chinese teaching is to be "effective", we should not only pay attention to improving the "efficiency" of the classroom, but also pay attention to the "effect" of extracurricular reading accumulation. Because the improvement of Chinese ability is more through reading newspapers, practicing calligraphy, reciting and reading aloud after class, and accumulating bit by bit. Therefore, Chinese teachers should try their best to stimulate students' interest in class, encourage students to read extracurricular books, increase students' background knowledge reserves, and give students guidance on independent research-based learning methods, so that extracurricular learning can be an extension of the classroom and the two can be organically combined. For example, arrange five minutes for students to speak before each Chinese class. The content can be set to an idiom every day, or introduce a literary work to everyone every day. This seemingly insignificant five minutes will enable students to accumulate a lot of reading after class. In addition, write more compositions. Middle school life is rich and colorful. As long as you observe life carefully and think carefully, you will find many subjects to write about. Over time, students have developed the habit of observing nature and social life, and at the same time, they have enriched their own experience, laying the foundation for richer writing content, deeper thinking and more literary expression in the future. In addition, for students' compositions, I carefully correct them and write some thoughts and encouraging words to arouse students' writing enthusiasm. Paying attention to students' reading accumulation, strengthening writing training and persisting for a long time will expand students' reading volume and knowledge, thus improving students' comprehensive Chinese literacy.
Generally speaking, in today's comprehensive promotion of quality education, teachers must establish students' dominant position, establish the idea of "all for students' development", improve students' quality, optimize classroom teaching, improve efficiency, mobilize students' enthusiasm, and make students change from passive learning to participants in classroom teaching, so as to improve students' interest in learning Chinese and realize the effectiveness of teaching.
Educational narrative model essay 2 has worked as a class teacher for many years, and has gained a lot in both educational experience and educational experience. The development of the times and the changes of society always remind every teacher to pay attention to every student in our educational environment, their personal growth background, cultural and educational background and their personality psychology. In the expression of their emotions, we should capture their spiritual trends and guide them to the track of positive, optimistic and healthy growth. Thus, the win-win effect of "teaching students in accordance with their aptitude" and "being willing to be taught" can be achieved.
First, capture students' subtle opportunities for change and teach students in accordance with their aptitude.
After entering the first semester, the mentality of some students changed slightly, and the students with impetuous emotions began to be more stable.
For example, Liu Yongqi, a classmate of my class, just started school, and I found that this child is much more stable than last semester. I praised him in the whole class, and then communicated his changes with his parents in time, knowing that the child was particularly concerned about my opinion of him. With this opportunity, combined with the characteristics of children, I often communicate with my parents about the changes of children in all aspects, and my parents often cooperate with me to encourage him. Small to the quality of homework, classroom performance, big to do good things for students in class. Parents have a unique strategy to manage their children, and they are particularly responsible. After nearly a month of mutual communication and communication of educational methods, the child has changed a lot: he no longer looks around in class, fights with his classmates after class, and can study on the bench in self-study class, which also improves the efficiency of class. Especially in math class, sometimes the geometric reasoning steps on the blackboard are not much different from the teacher's ideas. Answer the reasons more actively in class. The most important thing is that he is more and more grateful. These performances show us a gratifying change in a child. But he still has a fatal flaw: he is willing to show in front of the teacher, and he has returned to his original appearance after leaving the teacher. Most of his work is superficial, resulting in little progress in his grades. In view of the characteristics of Liu Yongqi, this is the next problem I want to overcome. Nevertheless, my parents and I realized the magic of targeted personality education.
Second, go into students' hearts and find the key to save their hearts.
Shi Yukun belongs to the top five in his class in study, so he didn't have to worry about everything last semester. However, this semester, I suddenly stayed in the dormitory for no reason, and there are often violations of discipline: borrowing money from my classmates in the dormitory is not paid back, housekeeping is often unqualified, I have conflicts with the dormitory teachers, and I talk back to several teachers. Sometimes this abnormal phenomenon happens several times a day. Even with the school year leader Zhou, the students are afraid of who. Shi Yukun's reasons really caught me off guard. At the beginning of school, there was only one reason to solve it, thinking that it was just the reason why his holiday was too loose. But in the face of his repeated reasons, I realized that his reasons were not simple. Occasionally, I talked to our temporary psychology teacher about Shi Yukun in geography class, and she also found the child's abnormal performance. Teacher Qi volunteered: Why don't you give him psychological counseling? I said: ok! But Mr. Qi is worried that as a psychology teacher, he will not accept contact with the student. I talked a lot with Mr. Qi, and Mr. Qi also dismissed his concerns and began to give Shi Yukun psychological counseling. After many heart-to-heart talks with Shi, I learned that the reason for this child is to make friends with Wang, a bad student in the same grade. Because Wang is powerful and Shi doesn't want the students in the class to be bullied, he shows the above behavior. Know this. I think Shi Yukun's essence is a sense of justice, but a child is not sure what kind of posture to appear. I communicated with his father again and learned that the child's mother died at the age of six. Knowing this, I feel sorry for him from the heart. Teacher Qi and I walked into his mind in different identities, which made him realize the harm of poor friends. He asked the teacher not to see Wang for a week. It was at this stage that I fixed my eyes on what kind of child he was interacting with. I found that the child has changed a lot, and he no longer associates with Wang, and his attitude towards classmates has also become gentle. I took the opportunity to praise him in class. I also heard from my classmates that Shi Yukun had a good relationship with Zhao Yang in the class, and the psychology teacher also revealed that Shi Yuliang talked about everything about Zhao Yang. In view of this important information, I discussed with Mr. Qi: build up self-confidence for Shi Yukun and give full play to his strengths to make friends. Let Shi take advantage of the time before self-study at night to give Zhao Yang a math lesson, and he happily agreed. I saw the innocence and kindness of the children. After a while, I communicated with Zhao Yang, and Zhao Yang was glad to tell me that with the help of his teacher, he had made progress in mathematics. I told my parents about this situation, and my parents called to thank me for helping him solve the problem of children making up lessons. Think this is a win-win situation!
In a word, the work of the head teacher is very complicated and has a long way to go. As long as our teachers treat them with a keen and caring heart and carefully cultivate them as their own children, we will not only enjoy the happiness from the work of the head teacher, but also let the spring buds bloom on the fertile soil of our education with little love.
As a class teacher, we should pay more attention to underachievers, convince others by reasoning, be more loving, patient and persistent, be less impatient and blaming, do in-depth and meticulous work, make the best use of the situation and be persuasive, and they will change and make progress.
Keywords:: class teacher education respects and transforms underachievers
Rousseau, a French educator, wrote in Emile: "The most dangerous period of life is from birth to twelve years old. If you don't take measures to eliminate all kinds of mistakes and bad habits during this period, they will sprout and grow, so that when you take measures to change them later, they have taken deep roots and will never be uprooted again. "
20 1 1 September, I took over 9 1 1 class. I heard from the former head teacher and teacher that they had never taught such a poor class. There are 45 students in the class, all of whom are smart and sensible, and study hard, but their grades are not top-notch. 1 Only two male students are studying hard. The academic performance is extremely unsatisfactory, especially the so-called "Five donkey kong", which makes trouble every day, either with classmates or teachers. The teacher counts down every day and vows never to teach in the ninth grade again.
Since the school leaders trusted me to take over this class, I secretly told myself: No matter what kind of past these students have, I will try my best to be the head teacher of this class and bring some warmth and emotion to their junior high school life.
As a class teacher, I must use a set of educational management methods different from those of their former class teachers to transform the backward boys in my class. According to my 1 1 year experience as a class teacher, I think the most important thing to transform underachievers is: first, on the premise of respecting students' independent personality, help students destroy all kinds of mistakes and bad habits as soon as possible with love and promote their healthy growth. Students in Grade Three graduated smoothly in June this year. Looking back on this year,
First, don't criticize in public at will.
When underachievers make mistakes, don't criticize them in public, but leave a step behind. As the saying goes, "praise in front of others, criticism in private." Blaming and criticizing students in public will definitely not have a good result. Students are in the process of maturity, especially junior three students, who have strong self-esteem and should "criticize in private" Find an opportunity to talk to him like an old friend after class, so that he can have a chance to talk, tell the reasons for his mistakes and calm down.
For example, in order to encourage several male students to like studying, I appointed Kobayashi, a talented student whose academic performance is moderate in the class, as the representative of the science class. On one occasion, he didn't give the class's homework to the science teacher in time. When the science teacher asked him why he didn't hand it in in time in class, he not only didn't explain the reason, but also openly contradicted the teacher in front of the whole class. In the end, the two almost got into a fight. When the science teacher told me this, I didn't criticize him in class, but quietly called him to an empty classroom next to the office during a nap. We sat down and talked calmly as old friends. Afterwards, he really realized his mistake and apologized to the science teacher in front of the whole class in the later science class. Since then, such mistakes have never happened again. I can finish my science homework on time every time and give it to the science teacher for correction. It was because I didn't criticize him in public, but respected his personality that he realized his mistake and turned over a new leaf. In this year's senior high school entrance examination, he achieved good results in science 170.
Please sit down and talk.
Rousseau, a French educator, once pointed out: "People are born equal and free." In fact, the relationship between teachers and students should be equal. However, when we talk to students at ordinary times, we often have such a subconscious mind: I am a teacher and you are a student; I am older than you, but you are younger than me. So we often see such a scene: the teacher is sitting in a chair, while the students are standing opposite the chair. Regardless of their conversation, judging from their different postures, it is the impression that the teacher is superior and pretends to be "absolute" authority. This can easily cause students' emotional tension, anxiety and lack of self-confidence. If teachers and students want unimpeded and unlimited communication, the class teacher should take the initiative to put themselves in the shoes. Improve the status of students and let them sit down and talk. Only in this way can teachers and students have truly equal "encounter" and "dialogue" and have effective "face to face" and "heart to heart" communication. When the underachievers in our class make mistakes, I always set up a bench in the office and pour boiling water so that students can sit down and communicate equally.
For example, on August 3rd last year, on the first day when students reported for school, I found that the seats in the last row were all boys regardless of their height. I immediately realized that this was not a good phenomenon. When all the new textbooks and other things were distributed, I asked the whole class to arrange the seats in two rows according to their height. A short boy refused to move forward two rows and was very angry. Look at me sideways. At that time, I didn't criticize him simply and rudely, but calmly said to him, "You must have your own reasons for not wanting to change seats. The teacher wants you to stay after school. I want to hear your thoughts, ok? " It turned out that in the first grade, his grades were above average in the class. Because of poor self-control, I am addicted to online games every day after returning home. He usually goes to school until two or three in the morning and plays games almost 24 hours on weekends. His eyes are getting closer and closer, and his grades are getting worse. It's no use beating and cursing his parents every day. On the contrary, his resistance is so strong that he would rather sit in the back and sleep. I refuse to advance my position. After listening to his inner thoughts, I was emotional to him, emotional, and finally touched him. After the conversation, he took the initiative to change seats. Since then, he has really changed, and his academic performance is slowly improving. He entered his ideal high school in this year's senior high school entrance examination.
Personality psychology is one of the branches of psychology, which can be simply defined as psychology that studies a person's unique behavior patterns.