First, let listening become a habit.
Socrates, an ancient Greek philosopher, also said, "God has two ears and two eyes, but only one mouth, which makes him listen more and see less."
Huang, a psychologist in Taiwan Province Province, said: "Listening is an essential element of effective communication, and it is a recognized language."
Listening is a process of acceptance, analysis, understanding and sharing. Listening is also the process of finding problems. As a student, you can hear expression skills from classmates' speeches, and as a teacher, you can hear problems from students' speeches.
1, clearly required. It is much more difficult to cultivate a good habit than to destroy it. But as long as you take the first step, the road will be much better in the future. At the beginning of school, I introduced the benefits and requirements of listening to students, asking them to do: raise their hands and speak without interrupting; Grasp the core meaning of the speech and be able to repeat it; Raise your hand when you find a problem, don't be silent.
2. Guide in time. In order to improve students' self-awareness, once I find that some students are not focused on thinking and listening, I will repeat their speeches by name and educate them in time.
3. Set an example. Usually the way to cultivate habits is to set an example. After a period of contact, I basically mastered the students' situation and set an example to guide other students to learn and follow suit. This method is very useful for middle school students.
4. Praise in time. Everyone likes compliments. Therefore, in the course of class, students who listen carefully and refute questions in time should be praised to stimulate students' emotions and keep their thinking concentrated.
In order to make students develop good listening habits in science teaching.
Second, let speech become desire.
Why do our students' desire to speak decrease year by year with the improvement of their grades? Children who used to want to talk, love to talk and dare to talk become silent. I think there are at least the following reasons: the teacher is not friendly enough, inspiring enough and interesting enough; Students' psychological changes and speaking habits have not been developed.
First of all, in classroom teaching, teachers should fully trust students, let them speak freely, and give students the opportunity to express their views in time and space to the maximum extent, whether right or wrong; Teachers should listen attentively without any impatience or interruption. Teachers use words such as "Don't worry, speak slowly" and "Try again" to stimulate students' desire to continue to explore and overcome setbacks, cultivate students' perseverance, devote themselves to students' inquiry with a listening attitude, and then make targeted summary and guidance after students have experienced the learning process.
Secondly, teachers should give affirmation to students' correct answers and give strong praise and encouragement to creative answers. Evaluation language should be concise, targeted, hierarchical and attractive. Such as "not bad", "not bad", "very good", "your analysis is thorough", "what you said is very reasonable", "your observation is meticulous" and "your conclusion is very creative" and so on. However, be careful not to praise excessively or stiffly. For example, after the students answered, the teacher said "Yes", and all the students clapped their hands and shouted "So-and-so, you are great" and "So-and-so, you are really great". It is really not desirable for students to know the results of their study and thinking from the evaluation.
Finally, organize a good group discussion, so that the students' speeches can be previewed and prepared for the whole class. Moreover, in the group discussion, children's ideas gradually become clear, which can better trigger students' self-reflection and deepen understanding.
I hope our science class is not only a "hands-on" class, but also a bold class, so that students can form a positive desire to speak to me.
Third, let scientific expression become a kind of consciousness.
The essence of science is to know the world and explain the essence and laws behind the phenomenon step by step through scientific research. Science emphasizes evidence, and evidence is convincing. This is unique to science. Therefore, in order to cultivate students' scientific spirit, it is necessary to cultivate students' awareness of evidence. To form students' evidence consciousness, students need to understand and internalize it through scientific inquiry process again and again. The scientific consciousness of expression is also an extremely important aspect. So how can we form the consciousness of scientific expression?
1, demonstration guide. Whether the teacher's speech is scientific and accurate affects the students' oral expression. Therefore, as a science teacher, I constantly strengthen the cultivation of language expression ability. By repeatedly studying curriculum standards, studying textbooks, thoroughly understanding textbooks and memorizing relevant materials, I can express it accurately in class without making mistakes or misleading. Teaching by example is more important than teaching by words, which is also one of my firm beliefs.
2. Guide in time. In the usual teaching, once I find that some students lack scientific expression, I will promptly guide and correct them. When teaching "Everything is moving", a student did not make it clear that the object is moving relative to something when judging whether something is moving. I lead students to think: If the position of this object has changed, can it be explained? I can't. So he immediately corrected his expression. Such examples are numerous in teaching.
3. Emphasize the evidence. In scientific inquiry activities, students get some data, but when the data is different from their prediction, they may tamper with the data or turn a blind eye, which seriously violates the scientific spirit. So I often organize students to summarize data on the blackboard and organize analysis. In an open class, the instructor taught "how to raise the national flag". After the experiment, the data obtained by each group show that the pulley is labor-saving and the crown block is laborious. But in order to cater to the teacher's meaning, the group report said that the crown block is neither laborious nor laborious, and the pulley gets twice the result with half the effort. Although the data is current, the students don't agree. In my class, the data also shows the same situation. I prepared a big pulley and conducted a comparative experiment with a weight of 4 Newton. Then lead the students to imagine what would happen if they did the experiment with a weight of 40 Newton. This is undoubtedly more scientific.
Cultivating students' communication skills is not a one-off event. Only by stressing methods and perseverance can we gradually improve.