Paying attention to classroom effectiveness and improving classroom efficiency is not only one of the core concepts of the new curriculum reform, but also the core concept of education and teaching.
Actual needs. However, at present, our teaching, especially classroom teaching, pays little attention to this research and practice. This not only wastes valuable classroom teaching time, but also delays the best time for students to study.
Some experts have made an investigation and found that the ineffective labor of primary and secondary school teachers accounts for about 50% at present. Although the survey results can't reflect all the facts, and may even make people feel a little exaggerated, one thing is certain, that is, the phenomenon of ineffective teaching is common in all disciplines. So, how to improve the effectiveness of the classroom? Through a large number of lectures, classroom evaluation and my own teaching reflection, taking Chinese classroom as an example, the author intends to elaborate from four aspects: the choice of teaching strategies, the art of classroom questioning, the management of classroom time and the efficiency of preparing lessons. First, the problem that choosing the best teaching strategy is ineffective is largely due to the problem that teachers choose classroom teaching strategies. The phenomenon of centralized teaching by teachers has a long history. According to Lu's "active learning", a large-scale educational psychology study found that different teaching methods have different teaching efficiency. The average rate at which students remember what they have taught is:
The memory rate of teaching method is 5%
Students read 10% audio-visual and use 20% teachers to demonstrate 30% students to discuss 50% students to practice 70% students to teach others 95%.
In reality, the proportion of teaching methods used by our teachers is almost the opposite: the proportion of teaching methods used by teachers is 95%, and that used by students is 80%.
Audio-visual combination 70% teachers demonstrate 65% students discuss 45% students practice 20% students teach others 5%.
The survey shows that 53.5% of teachers teach for 15-25 minutes, 3 1.3% for 25-35 minutes, 14. 1% for 35-40 minutes, and 1% for those over 65438. Facts have proved that the teaching method that teachers use most now is actually the least efficient method, which has to be thought-provoking. Of course, the choice of classroom teaching strategies can not be generalized, but should be combined with the actual situation of students, but should be combined with audio-visual, teacher demonstration, student discussion and practice.
Whether such effective means can be given priority, if conditions permit, we can make full use of the conditions, if conditions are not available, we can strive to create conditions, fully respect the psychological laws of learning, and let teachers get twice the result with half the effort. Second, improve the art of classroom questioning
Some teachers ask too simple questions in class, so students can answer them in chorus. It is better to ask such questions less, since there is no need to think, it will not help students much. Some classroom questions are like a bundle of cluster grenades. Students can't even remember what they ask, and they can't understand it, let alone solve the problem, which wastes valuable classroom teaching time. Some teachers just throw a question and ask the students to answer it at once. After only a second or two, the students were named and answered before they had time to think. It can be seen that interaction is completely insincere and the effect is poor. Some questions go straight to the point without any preparation after the start of the new class, and some questions are beyond the students' understanding ability, resulting in no one can answer them. Teachers should ask themselves and answer themselves, which not only wastes teaching time, but also dampens students' self-confidence.
After the implementation of the new curriculum, some teachers think that to update their ideas, they must come up with new tricks, but they don't respect the teaching materials. Some problems are too empty, divorced from the text, and only regard the text as a "use" and "prop", which wastes the text resources. For example, at the second national "Shengtao Cup" Chinese classroom teaching competition held in Yixing, Jiangsu recently, a player coached The Book of Songs. Quiet girl, 40 minutes of class, class with 15 minutes for students to imagine the scene of the hero and heroine dating, the teaching effect is not necessarily good. If we can shorten the time and extend it to the comparative reading of other similar articles in The Book of Songs, the efficiency may be higher and better. Seeing these problems and avoiding them is undoubtedly of great significance to improving the effectiveness of the classroom.
Third, we should pay attention to the management of classroom teaching time.
A 40-45 minute class should be divided into three sections. According to the theory of "zone of proximal development" in learning psychology, it is very important to guide students in class, stimulate their curiosity, create a teaching atmosphere and guide them to have a general understanding of new knowledge. The best time for this stage is about 10 minutes. The second stage is to dig deep into the text, from birth to maturity, from bitterness to sweetness. At this stage, we can design various teaching links that conform to the teaching content and students' characteristics, fully mobilize students' enthusiasm and classroom atmosphere, and let students master new knowledge and gain new experience in a warm and positive atmosphere of seeking knowledge. This is a critical stage, which is estimated to take about 20-25 minutes. The third stage is the stage of improvement, sublimation and aftertaste. For example, in Chinese class, we should avoid the gradual in-depth path of text-literature-culture, open students' horizons, get the influence of beauty and get the growth of cognition. Estimated time 10- 15 minutes. Of course, each class has different time allocation according to the type, teaching content and students' characteristics. However, before teaching, teachers must have a good idea about the arrangement of 45 minutes, and the management of time is a direct grasp of classroom efficiency. Fourth, improve the efficiency of preparing lessons.
1, improve the practicality of lesson preparation. Lesson preparation is an important part of effective teaching, but for a long time, schools have carried out routine inspections on teachers, which have evolved into a rigid procedure for many years, and some of them pay special attention to so-called quantifiable indicators such as the cleanliness of teachers' lesson preparation papers and the length of lesson preparation. Under this kind of misleading, teachers prepare lessons for exams, prepare lessons for exams, and finally don't know why. Hard-written lesson plans have become furnishings, leading to two skins of preparing lessons and teaching, formalism and wasting time. Effective and even efficient lesson preparation focuses on the essence, the in-depth interpretation of the text itself, and the study of classroom operability. We should fully anticipate the direction, width and depth of the whole class. Preparing lessons is nothing more than recording this design so that it can be used as a "drawing" to implement teaching in the classroom. Although detailed cases are not for testing, simple cases should fully reflect practicality. Even if it's just a card, you can record the writing on the blackboard, the main link of asking questions and the time allocation. The following is a brief account of the author's participation in the competition class when he participated in the tenth Chinese teaching rookie in Ningbo:
In teaching, simple cases are combined with teaching.
Presentation document
, can be manufactured.
Presentation document
Print it out in the form of handouts and set it aside.
Observe the teaching link. In this way, teachers can control the teaching process to the maximum extent and ensure the effectiveness of classroom teaching management.
Make love.
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Learn from others' strengths and use them for me. Can make full use of network resources and other lesson preparation resources, fully absorb other people's lesson preparation.
Advantages should be reasonably utilized and supplemented, not simply copied, but in guiding teachers' in-depth understanding and style of teaching materials.
On the basis of the meeting, the teaching link is designed according to the students' cognitive level and the characteristics of the class. A teacher in the relevant questionnaire.
Well said, it may bring some inspiration to our efficient lesson preparation:
"Resources * * * enjoy.
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Combined with the study practice of this class
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Self-reflection. Lesson preparation for the first time: due to the knowledge taught in a grade,
The capacity is the same, therefore, the lesson preparation materials can also enjoy * * *, such as the unified purchase of high-quality lesson plans in grades and the online lesson plan resources can also enjoy * * *. Data stage
After concentration, it is presented in the form of printing. Second lesson preparation: On the premise of collective lesson preparation, teachers should prepare lessons for the second time before class.
In class, we should make detailed comments and revisions, add and delete, and some can even combine the situation of this class or prepare lessons again.
Preparation for the third time: After class, there should be reflection on this class and analysis of wrong questions, as well as analysis of students' homework after class.
Then adjust the teaching plan and class strategy in time. "
To sum up, as a teacher, the classroom should be his foothold. Can the podium stand up and stand still?
To stand up, the key is whether his teaching is effective and efficient. The implementation of the new curriculum reform will inevitably require reducing the burden.
Efficiency, so the basic and inevitable classroom effectiveness requirements are put forward for teachers. Faced with such a request, each of us
Every front-line teacher should have the determination and effective strategies to deal with it. It is to offer suggestions and suggestions, and it is also a requirement for yourself.