Through listening, observing, recording and personal experience of several newly introduced teachers' college graduates in a high school, it is found that there is a certain gap between the teachers' college graduates who have just left school and the old teachers, and there are some * * * problems generally. These problems have affected the professional growth of new teachers from the beginning. Therefore, this paper makes an in-depth study on this issue from the perspective of cultivating normal graduates in normal universities and puts forward some solutions, hoping to solve these problems that plague new teachers from the "source" and play a reference role in better cultivating excellent normal graduates.

Keywords classroom teaching; Countermeasure research

There is a certain gap between the new teacher and the old teacher in classroom teaching. Although the school will take a series of training to help new teachers improve their own quality, if these problems are solved before the new teachers leave the school, then the new teachers can easily cope with the profession of teachers and the middle school will reduce the burden.

1. Problems existing in new teachers' classroom teaching

1. 1 teaching basic skills.

1. 1. 1 The teacher's language is not standardized, and the speed of Putonghua and teaching needs to be improved. By observing the teaching of new teachers, it is found that the common problems of new teachers are that they can't use the art of language (speech speed and intonation) well, and there are many phenomena such as dialects, spoken languages and mantras in teaching.

1. 1.2 New teachers are not strict with themselves in teaching mode. Body language and expressions are auxiliary means to enrich teaching, and can create teaching situations that are suitable for teaching content. However, in the observation, the new teacher's emotional rendering is not enough, which does not cause students' emotional singing. Among the eight Protestant teachers, four teachers have the habit of propping up their desks in class, and two-thirds of the new teachers fail to pay attention to the students' observation angle in class, so their bodies will inadvertently block the students' observation line of sight during the teaching process. Six teachers move around too much in class, which leads to students' distraction.

1.2 Teaching design and classroom implementation.

1.2. 1 The form of teacher-student interaction is too simple, with more questions in class and less discussion and inquiry interaction. New teachers' questioning skills need to be improved. In some classes, there are too many invalid questions, the way of asking questions is single, the way of commenting is the same, asking more questions, asking more questions, asking more questions repeatedly, not leaving enough time for students to think and not taking into account students' reactions. Therefore, there are not many effective questions. The interactive link lacks in-depth analysis of emotional goals. There are too few discussion and questioning sessions, each class is almost 1 time, the discussion is not real enough, and the game interaction is less.

1.2.2 The teaching focus is not prominent enough, the time allocation is not very reasonable, and the key contents are often not explained in place. The new teacher can describe and break through the key points and difficulties. However, some new teachers are not prepared enough to prepare lessons, have insufficient emotional influence, deepen and break through the theme, and have no deep emotional goals to educate people. Some new teachers only prepare lessons but don't write lesson plans or design lesson plans, but in the end they don't design them according to the lesson plans. There is also a phenomenon that new teachers copy excellent lesson plans, and they are unfamiliar in class, which leads to forgetting words in class because they are not ready. Some of these lesson plans are very simple in design and lack of discrimination in case selection.

1.3 embodiment of the new curriculum concept.

1.3. 1 Teachers are still dominant, so it is difficult for students to show their subjectivity. New teachers ignore students' factors in classroom teaching and fail to embody the new curriculum teaching concept of taking students as the main body. In the process of teaching, most new teachers are cramming, mainly teachers and professors, and students have less time to take the initiative to participate. Therefore, the new curriculum concept of "students as the main body and teachers guiding students to learn" has not been well realized. Under the new curriculum concept of new curriculum, new teaching plans and rich teaching resources, the teaching methods of new teachers have not kept up well.

1.3.2 The evaluation method is single, which rarely reflects the developmental evaluation view. In the whole class teaching, especially in the interaction between teachers and students, most new teachers give students a single and simple evaluation method, which does not encourage students well and makes developmental evaluation from the perspective of students' lifelong development.

To sum up, although the school will train new teachers, it still brings many difficulties to the middle school. Therefore, we will eliminate these problems from the source and train the graduates of normal colleges in a targeted and planned way, which will help the healthy development of basic education in China.

2. The countermeasures and suggestions of normal universities for postgraduate classroom teaching.

2. 1 Strengthen the "three words and one sentence" and exercise the basic skills of normal students. The school has changed the way of "herding sheep and eating grass" for normal students. From the freshman year, it is equipped with full-time teachers to guide normal students, arrange a certain amount of training assignments, and do a good job of supervision and regular evaluation. With the joint efforts of teachers and students, students' basic oral and writing skills will be strongly guaranteed. In addition, by linking three-character blackboard writing, Putonghua learning and student community activities, we introduce a competitive mechanism in the process of three-character sentence learning, and hold extracurricular activities such as calligraphy practice evaluation, observation, hard-pen calligraphy exhibition and chalk blackboard writing live performance to create a healthy competitive learning atmosphere. Teaching language is different from ordinary language, which requires not only accurate pronunciation, but also strong expressive force, appeal, interaction and inspiration. We should vigorously advocate and hold many theme recitations, debates and speech contests. To cultivate students' comprehensive ability to express their meaning by using language and body language.

2.2 Broaden the channels and open up a variety of internship channels for normal students. Internship is an essential practical training link for normal students before they step onto the platform. Probation gives students an opportunity to get close contact with teachers' work and experience the ups and downs of teaching work. In addition to the internship arranged by the school, we should also start from the following two aspects:

2.2. 1 Pay attention to the teaching scene, there are many "stealing teachers" on campus. When students are studying at school, in addition to laying a good foundation in computer courses, normal students have to "steal" more teachers on campus: carefully observe their study in daily teaching and observe their teaching attitude; Learn how experienced teachers deal with unexpected situations in the teaching process and accumulate teaching experience; Pay attention to the teacher's accurate and concise use of subject terms and master standardized terms so as to express them accurately in future lectures.

2.2.2 Make good use of multimedia network and read more classic teaching cases. The national new curriculum reform is being carried out vigorously. Schools should establish audio-visual education centers and network resource libraries so that normal students can find CDs or videos of teaching courses and teaching commentary programs. Let normal students cooperate with the teaching process through appropriate multimedia teaching resources, combine theory with vivid teaching examples, and deeply understand the subtle influence of teachers' behavior on teaching relationship. Play more teaching videos of excellent teachers and organize students to communicate with experienced teachers at school in order to improve; Strengthen the new curriculum concept of interns, and the tutor will focus on training interns in this area before internship.

2.3 Microteaching combined with students' trial lectures. Microteaching decomposes the complex teaching process into many individual teaching skills that can be mastered, evaluated and trained. Through the evaluation and training of these individual teaching skills, the teaching skills of normal students can be effectively improved. Let normal students gradually change their concepts and adapt to the new curriculum standards for trial training. Through the guidance of students as audience and professional teachers, the classroom experience of normal students will be more abundant and accumulate experience for future work.

2.4 Multi-channel access to real teaching experience. Normal students can gain the most valuable teaching experience by participating in social remedial classes and short-term teaching in remote areas, so as to improve the comprehensive quality of classroom lectures. Strengthen students' theoretical study, and at the same time, in order to have more practical opportunities, the school can organize students to be substitute teachers in schools in relatively remote areas. Obtaining the most useful experience information in the real classroom is helpful to the rapid growth of normal students.

refer to

1. Liu Zongfa, Huiran Town. Psychological conflicts of interns in normal universities and countermeasures [J]. Education and occupation, 2007 (14)

2. Li Sai. Role Cognition and Role Playing [J]. Journal of Bijie Teachers College, 200 1(2)

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