First, carefully preset the wonderful classroom 1. From the teaching level, it embodies the "four transcendences":
Transcendence mode (getting rid of bondage and breaking through procedures) transcends teaching materials (integrating resources and wisdom)
Outside the classroom (pay attention to generation, inspire creation) and outside the teacher (respect the subject, empathy). 2. Look at the "three neat" classroom forms;
Atmosphere (colorful platform, vivid three-dimensional) popularity (humanistic emotion, situational charm)
Reiki (flying imagination, personality publicity). 3, from the teaching characteristics, reflecting the "four haves":
The problem is "suspense" and the thinking is "collision"
There are "challenges" in perception and "surprises" in inquiry. 4. From the teaching style, it embodies the "four flavors": full of interest, endless affection and endless charm.
What is prudent presupposition? Careful presupposition means that teachers should consider everything before class. Macroscopically, it includes the analysis of learning situation (cognitive characteristics), the use of teaching materials, the determination of goals, the focus and difficulty of teaching, the compilation of teaching materials and the teaching process. Microscopically, it includes classroom introduction, classroom questioning, link transition, after-class care, media application, teaching rhythm, blackboard design and so on. Classroom is a collection of many ideas, and there will be many collisions and interweaving of ideas. This is a classroom with dozens of people, and anything can happen. The classroom is full of mystery, charm and confusion. Therefore, sufficient presupposition can give a good class. The default is to prepare lessons. The teaching design of a class is not a comprehensive presupposition of classroom scenes and teaching behaviors, but only describes the general outline, leaving room for the emergence of various uncertainties. It is a plan, an unpolished manuscript, an unfinished manuscript, and a repeated dialogue between pre-class conception and actual teaching, which is always full of suspense. Now, why don't some teachers have generative teaching They mainly blindly follow the lesson plans, and as a result, they become "lesson plan dramas" in class. Some take "decoration" as the premise. Therefore, preparing lessons presupposes "three preparations", that is, preparing people, preparing shapes and preparing spirits.
What is a wonderful generation? It's also wonderful not to make an appointment for class. Wonderful comes from teaching details, and details are a resource. Capturing a detail can produce a wonderful link, and ignoring a detail can ruin a wonderful classroom. Generation is a kind of teaching. Classroom generation is a kind of teaching resource, and teaching generation pursues authenticity. Wonderful generation is the input of students, the waves of dialogue, collision and creation between students and teachers, students and students, and students and texts. The classroom presents the original ecological facts and landscapes. The new curriculum calls for generative classroom. However, many teachers simply and mechanically interpret "generation", thus completely abandoning "presupposition". In the "herding sheep" class, there are cases that are generated at will away from the text, and there are cases that tend to escape and have no arguments. There is a tangled situation. Endless hair growth squeezes out the time for students to study effectively. Maybe the students are very active and the class is very lively, but the superficial glitz masks the real paleness after all. Dynamically generated classrooms bring new challenges to our front-line teachers. As Professor Ye Lan said: "The classroom should be a journey to an unknown direction, and it is possible to find unexpected paragraphs and beautiful scenes at any time, rather than a fixed route without passion." There are "three points" in generation, namely, generation point, wonderful point and innovation point. Generation comes from seeking difference, brilliance comes from truth, and innovation comes from challenge and collision.
-About the prudent presupposition
First, the presupposition of teaching situation. Professor Ye Lan pointed out: "We should look at classroom teaching from the perspective of life and dynamic generation" and "make the classroom full of vitality". In order to promote the dynamic generation of classroom teaching, teachers should strive to create a democratic and harmonious classroom teaching atmosphere. The cohesion, affinity and creativity of teachers are largely reflected in the presupposition of teaching scenes before teaching and the rendering of classroom atmosphere during teaching. The short story, beautiful music and humorous transitional language carefully designed by the teacher before class can make students really feel democracy, relaxation, harmony, freedom, calmness and happiness in class, and let students actively participate in the learning process, think and explore independently, open their hearts and express their views without scruple. It can also narrow students' psychological distance from teaching materials and classroom. For example, the scene of "looking in the mirror" is introduced by the mirror of the whole wall of the dance studio, and the unique environment gives students special information. You can also import the story of "piggy looking in the mirror".
Second, the presupposition of teaching activities. A good lesson is that it is not only a platform for spreading knowledge, but also a process of constructing and generating knowledge. Basic features:
Science (cognitive characteristics, subject personality and subject characteristics)
Art (classroom design, teaching process, media application)
Affordability (effective learning, inquiry skills and thinking ability)
The third is to preset the "possible generation" in the classroom. Bloom once said: "People can't predict the all-round results of teaching." Of course, our "subjective presupposition" before class cannot predict the whole class, but this does not deny the role of "subjective presupposition". The more careful the teacher's sense of presupposition and consideration, the more targeted the teaching can be, the more directional the generation can be, and the broader stage can be provided for "instant generation".
-About the beautiful generation
Generative teaching is a kind of teaching form in which teachers adjust their teaching ideas and behaviors in time according to the state of classroom interaction. Wonderful generation should have space and stage, teaching wisdom and artistic guidance.
First, pay attention to the "three natures":
Openness of classroom questioning
Creativity in the use of teaching materials
Unsaturation of teaching process
Second, adhere to the "three giving": give questions-let the imagination fly, guide the generation to setbacks-integrate resources, challenge the generation to appreciate-give up presupposition and create a generation.
First, the reserve of teachers' professional knowledge and the cultivation and improvement of teaching wisdom. Careful presupposition and wonderful generation reflect teachers' teaching thoughts and wisdom. In the classroom under the concept of new curriculum reform, due to the enlargement of students' autonomous learning space, some students' personalized learning situation is unpredictable by teachers. Therefore, in the actual presupposition process, teachers must have rich knowledge reserves if they want to anticipate from multiple angles and consider the learning situation at multiple levels. Mencius said: "The depth of capital means that it is both right and left." With a rich and solid knowledge reserve, teachers can easily control teaching materials and guide students.
Second, presupposition and generation should not deviate from the teaching objectives. The essence and value orientation of presupposition and generation is effective teaching. Teachers should deeply study the teaching materials, grasp the teaching objectives, closely focus on the design process of the objectives, and the pursuit of preset values should better promote the realization of the teaching objectives. The presupposition and generation of students' development. Teaching objectives should be highlighted by default, and teaching objectives should be highlighted by generation.
Third, the generation should pay attention to effective teaching. The generated goal is rooted in the preset teaching goal, and the purpose of generation is to better realize the teaching goal. Only by making "generation" move towards "effectiveness" and combining "generation" and "effectiveness" harmoniously can we pursue the three-dimensional real classroom state. Generative teaching pays attention to students' interest, experience and the quality of classroom life. Teachers should be good at capturing dynamically generated valuable resources and adjusting the preset teaching process in time. If we blindly pursue the goal of generation, it will lead to the misunderstanding and embarrassment of "aimless" teaching; If aimless creation seems to develop students, its essence is misleading students, and it seems to produce wonderful things, but its essence is failure.
Fourth, grasp the degree of generation and presupposition reasonably. We should presuppose, not insist. Presupposition makes teaching orderly and generation makes teaching full of aura. Only the organic combination of presupposition and generation can make the classroom full of vitality and vitality. Some classes don't use the resources generated in the class in time, and some classes can't reach the preset in advance, but they are entangled in some worthless problems. We know that if all knowledge is generated, it is not conducive to the system to master mathematical knowledge, and it is not easy to achieve because of the limitations of subjective and objective conditions. Therefore, teachers must master the degree of "presupposition" and "generation" when considering them. Some knowledge does not need to be explored and generated in class. Whether the teacher's presupposition is effective depends on whether the students get the best development in unit time; Is the ratio of the energy invested in teaching and learning to the effect produced high? Whether to accept or create by default needs teachers' reasonable grasp. In teaching practice, teachers should choose and integrate from the actual situation, learn from each other's strong points, so as to improve teaching efficiency and achieve the goal of teaching optimization.