Paper Keywords: classroom teaching; Communication between teachers and students
Abstract: Constructing real communication between teachers and students in classroom teaching is the key to today's teaching. At present, there are some untrue phenomena in classroom teaching between teachers and students in primary and secondary schools, which have a negative impact on the teaching implementation of the new curriculum. Therefore, we should correctly understand the meaning of teacher-student communication in classroom teaching, analyze the reasons for unreal communication, clarify the characteristics of real teacher-student communication, construct effective teacher-student communication in classroom teaching, and promote the healthy development of classroom teaching reform.
School teaching activity is an important communication activity. First of all, teachers, as transmitters of information, hope to impart a lot of fresh and useful information to students. Students are recipients and have an urgent desire to accept new knowledge. Secondly, both sides expect to get certain communication effect and get something from each other. Students are eager for teachers' knowledge, care, life guidance and help; Teachers get the joy of harvest, the pride of success and the realization of self-worth from students. As a teacher, we must establish and maintain good interpersonal relationship with students, otherwise we can't achieve the teaching purpose in a hostile environment.
First, the main problems of communication between teachers and students in classroom teaching now
In fact, many teachers don't really understand the current situation of classroom teaching in primary and secondary schools under the curriculum standards of compulsory education in China. Teaching is a process of interactive development between teachers, students and students? In [1]? Associating? Therefore, it is a common phenomenon that teachers and students (in fact, mainly students) cannot exist in the classroom as the subjects of equality, freedom, autonomy and all-round development. There is a certain degree of alienation in communication in classroom teaching, which is manifested as unreal communication. These untrue contacts are mainly manifested in the following three types.
1. Formal communication: At present, this kind of formal communication is relatively common in classroom teaching, which is only a formal communication with no substantive content. There are various forms of expression. If the teacher asks a student a question, and one student stands up and gives the correct answer, and other students already know that it is correct, why does the teacher ask? Is his answer correct? , students answer together? Right? . Such formal communication between teachers and students can be quoted in many classroom teaching questions. In addition, some teachers arrange discussions to show the interaction and cooperation between students in class. For example, a very simple physics question can be understood or answered by students, but the teacher asked four or six students to form a group for five minutes. After the discussion, each group elected representatives to speak, and the results were exactly the same. This kind of formal communication is difficult to challenge students' intellectual activities and form a good way of thinking. The core of education is the awakening of personality and soul, and education is the combination of human spirit. In this sense, formal communication has no educational significance.
2. Monopolistic communication: The characteristic of monopolistic communication in classroom teaching is that communication is exclusively enjoyed by a few people. In the process of learning, there are differences among students. It is the existence of these learning differences and teachers' superficial view of students that make classroom teaching communication in a monopoly state. For example, what do students think of teachers? Good students, average students, poor students? Their category and their position in the classroom have become important results and signs of communication. Some students can only sit in the corner of the classroom because of their status or category, and their occasional interaction not only fails to get due praise and respect, but even gets laughed at or insulted. For students, there is no such thing as classroom teaching? Associating? It's actually a relief. An important manifestation of the monopoly of classroom teaching communication is the opportunity of teaching communication. In the communication between teachers and students, teachers like to communicate with good students. They think that too much communication with students with learning difficulties will interfere with their teaching and hinder their teaching progress and the realization of teaching goals. Therefore, we can see in the mathematics classroom teaching in many schools that some students are asked more than a dozen times in a class, while others are always ignored and become? Forgotten corner? .
3. Autocratic communication: The communication in classroom teaching involves knowledge, social experience, thinking methods, emotions, ethics and social relations between teachers and students. In these respects, teachers with higher education are in a favorable position because of their knowledge and social experience. So, teachers naturally think? I am superior to the students, so I can't treat them equally, let alone open my heart to them? . [2] In this context, the communication between teachers and students in the classroom can easily be transformed into authoritarian communication due to teachers' own advantages: teachers are the masters and initiators of communication, and students are subordinates and executors; What teachers should do in teaching communication is to control students and let them communicate completely according to their own ideas. In the communication process of classroom teaching, both teachers and students are the subjects of communication and should be recognized by both sides, that is, both sides should bear certain responsibilities, rights and equal status in the communication process. However, in the autocratic classroom teaching communication, students are deprived of their corresponding rights and equal status more or less intentionally or unintentionally while taking responsibility. This kind of classroom teaching exchange is obviously unfair to students.
The prevalence of the above three kinds of untrue communication in classroom teaching will have many adverse consequences for the implementation of the new mathematics curriculum in schools. Its main manifestations are: (1) students' learning initiative is inhibited. (2) Without students' active participation, classroom teaching activities lack dialogue and communication, and lack the vitality and vigor advocated by the new curriculum? Students' learning activities should be a lively, proactive and personalized process? Unable to achieve; (3) Teachers' teaching has lost the fun of real communication with students, so the traditional professionalism has been enhanced, and the corresponding new curriculum has greatly reduced the professional role of teachers as organizers, guides and collaborators of mathematics learning, which is not conducive to the improvement of teachers' own quality and healthy growth.
Second, the construction of effective communication between teachers and students in classroom teaching
Looking at classroom teaching from the perspective of communicative practice, it is found that there are all kinds of untrue forms of communication. We should not only find out the shortcomings in the communication between teachers and students in classroom teaching, but also find out appropriate ways and means to eliminate the irrationality in classroom teaching communication and build reasonable and effective communication between teachers and students and between students for mutual promotion and common development. In order to do this work well, we must make clear the characteristics of real communication between teachers and students in classroom teaching. According to the spirit and requirements of the Ministry of Education's "Outline of Basic Education Curriculum Reform (Trial)" and "Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft)", this real teacher-student communication should have the following characteristics.
1. Equal dialogue: Jaspers believes that the communication between people is the dialogue and openness between the two sides (you and me), and this relationship between me and you is the core of human history and culture. It can be said that any interruption of this dialogue between you and me will shrink mankind. Obviously, it is of great significance to have an equal dialogue between teachers and students on such a special occasion as the classroom. Equal dialogue should be a means of educational exchange, but also an educational scene. The equal dialogue between teachers and students in classroom teaching not only refers to their simple and narrow language conversation, but also includes both sides? Open? And then what? Accept? ,? Is it listening to both sides, or is it a relationship in which both sides are present, attracted, inclusive and involved? , is it? Mutual acceptance and sharing between teachers and students? , is it? Interaction and spiritual acceptance of both sides? . Of course, it is unrealistic to fully realize the equal dialogue between teachers and students in classroom teaching, but it is necessary and necessary to reform the current teacher-student relationship with this concept. In order to establish equal dialogue between teachers and students, we must solve the strict barriers between teachers and students. On the one hand, teachers and students should be equal, on the other hand, teachers should also be equal. Teachers should not let some students communicate in classroom teaching? Noble? , also can't let some students reduced to the point of communication? Slave? . To face all students and achieve equality between teachers and students, teachers should learn? Condescending to listen? ; To achieve equality among students, teachers should learn to control themselves, eliminate students' dependence, treat students equally in various ways, and mobilize students' enthusiasm for participation.
2. Mutual respect: In classroom teaching, teachers and students, as independent communication subjects, should respect each other. However, due to the existence of many advantages of teachers themselves, teachers are in an advantageous position and students are in a relatively inferior position, so mutual respect between teachers and students is more reflected in teachers' respect for students. ? The ideal teacher-student relationship is that teachers and students, as collaborators, enjoy creation? [3] Teachers' respect for students is mainly manifested in three aspects. First of all, teachers should respect students' true inner experiences and emotions. Second, teachers should respect students' whimsy. In learning, students often come up with some fantastic ideas that teachers can't think of. Teachers should never put those that are inconsistent with their own teaching ideas, or with the teaching materials, or even appear? Clumsy? A whim. Teachers should respect students' whimsy, because it may be the flash of students' wisdom and the bud of innovative thinking.
3. Mutual evaluation: more classroom teaching? Why don't you leave after you hand it in? What about each other? Turn it in No? Going? The reason for this phenomenon is often the lack of mutual judgment between communication subjects. The particularity and difference between people determine the necessity, complexity and diversity of communication between subjects. Teachers and students need to judge each other if they want to reach mutual understanding in this complex and diverse communication. Mutual evaluation is not to denigrate, but to let others accept their own ideas and concepts, and also to better acquire other people's knowledge, reach an agreement with others, and form * * * knowledge, thus shaping themselves and developing themselves. ? Give students active and free choice, implement teacher-student cooperation, promote students' development and enrich their intellectual life? [4] China's current primary and secondary schools still implement the class teaching system. Under this classroom teaching structure, a teacher has to face a large number of students, and it is difficult to take care of everyone in classroom teaching. Therefore, it is very important to mobilize the enthusiasm of every student, let them actively participate in classroom teaching, develop themselves better and promote teachers to improve their teaching level. So grasp? Judge? Such a mechanism is necessary to promote the real communication between teachers and students in mathematics classroom teaching.
To sum up, the author believes that the growth of human life. Development, success, happiness, happiness, worry, sadness, love and hate are all in communication with people. Similarly, in modern education and teaching, the communication between teachers and students plays a decisive role in education and teaching, and we must pay enough attention to it.
Author: China Women's College
References:
[1] Ministry of Education of People's Republic of China (PRC). Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) [S]. Beijing: Beijing Normal University Press
[2] Jaspers. What is education [M]. Translated by Zou Jin. Beijing: Sanlian Bookstore
[3] Twelve key normal schools in China. Fundamentals of pedagogy. Education Science Press. 2002
[4] Huang Ji, Wang Cesan. Modern educational life. People's Education Press P375
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