Educator Suhomlinski said: "The practice of education has convinced us that each student's personality is different, and the task of cultivating a new generation is to first understand this difference of each student."
1, understand students' personality. Most students' personalities are praised by teachers in their studies. Therefore, regular small-scale competitions can stimulate their interest in learning and enhance their sense of competition. Let the students advance together in the competition.
In the era of knowledge economy, education, learning and competition have extended to people's lives. Cultivating students' sense of competition and encouraging them to participate in competition can stimulate students' strong thirst for knowledge. It can enhance students' participation spirit and overcome their timidity, conservatism and inferiority. It can also enhance students' self-confidence and make them feel successful in the competition. Competition can also enhance students' collectivism. Let them see the strength of the collective and the wisdom of the masses and realize the importance of unity. Competitive learning can enhance students' sense of self-reliance, thus improving students' autonomy and interest in learning. In teaching, I use various forms of competitions to stimulate students' learning interest and enthusiasm for active participation, so that all students can make progress together.
The classroom should be open to all students. Cultivating students to make up the difference is not after class, but an important part of classroom teaching. Facts have proved that students who make up lessons after class have no better grades than those who don't. Therefore, it is especially worth our attention to strengthen the training and make-up lessons in classroom teaching, especially the make-up lessons. Make-up, first of all, is to "cure laziness." The reason why poor students become poor students is "laziness" at first, including laziness in thought and laziness in practice. Laziness in thinking is often manifested in absentmindedness and inattention in the process of learning; Laziness in practice is manifested in slow practice speed, untimely completion of homework and delayed homework. In view of the above situation, effective measures should be taken to strengthen "quick questioning" in class, increase the density of questioning, and let poor students answer some slightly simple questions, so as to form a certain degree of self-confidence; The second is to give them the opportunity to perform and let them develop good practice habits; Third, the classroom work is clear, and teachers should strictly supervise and not give them the opportunity to copy; Fourth, they should not be allowed to delay their homework. Once found, it should be criticized in time and dealt with seriously.
We should not only encourage students to improve their grades, but also encourage them to form good study habits, encourage them to speak actively, practice seriously and finish their homework in time. Our correct motivation is to prepare all students for effective study and realize a larger and more efficient class.
2. Understand students' original cognitive basis. When anyone is learning new knowledge, the old knowledge must always be involved. Learning new knowledge with existing knowledge not only improves the scientific and technological content of classroom teaching, but also eliminates the ineffective space in the classroom and reduces students' learning obstacles. For example, when explaining new mathematical concepts, teachers should ask questions as far as possible from reality, so that students can understand that these mathematical knowledge comes from life and is applied to real life, so as to realize the role of mathematical knowledge in real life; At the same time, teachers should also provide students with more opportunities to extract mathematical problems from concrete examples in daily life and use the learned mathematical knowledge to solve many practical problems in real life.
3. Understand the students' mastery of the knowledge they have learned, adjust the teaching plan in time, conduct group study counseling and individual study counseling in a targeted manner, and do a good job in improving and making up the difference.
Second, cultivate good listening habits.
Listening to this behavior is to make learning the most important behavior of learning. Students who are good at learning are usually good at listening.
To build an efficient classroom, we must first turn "a lively classroom with a lively speech" into a "classroom with careful listening". Only in the "listening class" can all kinds of thoughts and emotions communicate with each other through words, otherwise communication is impossible. Therefore, we should guide students to listen carefully and appreciate every student's voice before speaking. Don't listen to the content of students' speeches, but listen to the feelings and thoughts contained in their speeches, which is with their soul mates.
Listening to students' speeches is like playing baseball and pitching with students. Accurately catch the ball thrown by the students. Even if the student who threw the ball didn't say anything to you, he was in a happy mood. As a teacher, you should be good at catching every kind of ball thrown by students, especially the ball that students throw badly or miss, which is also the best performance of teachers' own professional quality and ability to control the classroom.
Reflecting on my own teaching, I didn't lose my passion in class, but paid too much attention to the design of the process and the integrity of the structure. For those missed balls, I usually brush them off or ignore them. I follow the long-established teaching objectives, step by step, meticulous. Under my leadership, the students entered the expected "territory" in an orderly manner. As a teacher, I sometimes even think of my students and speak for them. Actually, I control the teaching and manipulate it. The students' thirst for ideas and their need for learning have been forgotten by me. An invisible baton binds one's own teaching and traps students in a fixed circle. A classroom without listening will always be a classroom without vitality.
Professor Ye Lan said: "Learn to listen to every question and every sentence of children, and be good at catching the spark of thinking in every child." Yes, only by learning to listen can we participate in educational activities on an equal footing with students, and we can form an equal, friendly, understanding, respectful, trusting, accepting, caring and helping teacher-student relationship with students. This is the real respect for students' personality. In this way, in an equal, harmonious, happy and safe classroom atmosphere, teachers show their talents and wisdom, and students show their nature and intelligence. So some people say: "The classroom is wonderful because of mistakes"!
Third, adequate preparation before class.
We know that the classroom without presupposition is laissez-faire, chaotic and inefficient. In order to create an efficient classroom and make full use of every second of these forty-five minutes, it is very important to make full preparations before class. You can't waste your time because of your insufficient presupposition, unclear goals and poor regulation of classroom instant generation. According to the physical and mental characteristics of students of different ages, the new "Standard" has made scientific and specific provisions on the teaching objectives of different classes. This requires us to study the standards seriously and do it in strict accordance with the requirements of the standards when formulating teaching objectives. First of all, the orientation of teaching objectives should be moderate and difficult. Just like playing basketball, the basket is too high, and students can't throw it in no matter how hard they try, so they naturally lose confidence; Moreover, if the basket is too low, students will easily fall into it, and of course there will be no joy in overcoming difficulties. Secondly, teachers should fully consider the unity of three-dimensional goals when formulating teaching goals. Knowledge and skills, emotional attitudes and values, processes and methods are equally important and indispensable. Thirdly, the formulation of teaching objectives should also consider three levels: good, medium and poor. According to the principle of teaching students in accordance with their aptitude, the formulation of teaching objectives should also vary from person to person, and students at different levels require different goals, so it is necessary to avoid generalizing. It is necessary to ensure that more than 80% of the students in the classroom master more than 80% of the classroom teaching content. For top students, you can extend some slightly challenging exercises after class; For those underachievers, we can also put forward some superficial requirements for them to make them step by step.
In addition, it is necessary to clarify the key points and difficulties of each class, not to cover everything, and not to grab the beard and eyebrows; Understand the difficulties in students' learning process and focus on breakthroughs; Reasonable speaking and practice, each class should have in-depth information feedback and adjustment to ensure the achievement of each class goal.
Fourth, create an active and scientific classroom learning atmosphere.
As long as students' thinking is always active, actively explore knowledge, strive to transform newly acquired knowledge into ability, and pay attention to the guidance of learning methods, I think this is an efficient classroom and a successful classroom.
1, I deeply reflect on my teaching and practice it in reflection. How to make students integrate into my own classroom more happily requires us, as teachers, to do our best in designing teaching links and designing classes suitable for students. As a teacher, we should fully respect students' individual differences and regard students as developing people, developable people, and everyone has creative potential; If students want to learn mathematics creatively, mathematics teaching should be full of innovative vitality.
Teachers must carefully create teaching situations, effectively mobilize students to actively participate in teaching activities, and gradually sublimate their learning motivation from curiosity to the realization of interests, hobbies, ideals and self-worth. Teachers design interesting, exploratory, adaptive and open situational questions for teaching content, and give students appropriate guidance. By carefully setting up scaffolding, they skillfully put their learning goals and tasks in the students' recent development areas. Let students have cognitive confusion, cause reflection and form necessary cognitive conflicts, thus contributing to the construction of new knowledge meaning. Therefore, in creative mathematics teaching, both teachers and students should become the main body of teaching. At the beginning of a math class, if teachers can skillfully set suspense questions in combination with reality and put students in the process of "solving problems", they can arouse students' curiosity, attract students, stimulate students' learning motivation, make students actively participate in the discovery of knowledge, quickly ignite the sparks of students' thinking, and make students realize the value of math knowledge, thus changing the passive state and cultivating students' active learning spirit and independent thinking ability.
Secondly, in all aspects of organizing classroom teaching, teachers should always keep in mind that students are the center of classroom teaching, and carefully design methods to mobilize students' initiative in classroom learning. The effect of classroom teaching is ultimately reflected in students. Only through students' personal practice and understanding can they acquire knowledge, which is the best way to learn. Therefore, in the process of teaching, we must completely change the traditional teaching mode and concept of "injecting, cramming, teachers talking and students listening" and cram knowledge into students' brains. Teachers should change from "speaker" to "screenwriter" and "director", and create a scene where students can really learn while doing, just like a director telling an actor a play, so as to promote students to learn knowledge and think consciously and actively. Of course, we should not only pay attention to the mastery of students' double basics, but also stimulate students' interest in learning with humorous and infectious language and examples in class, cultivate students' learning confidence and promote the full realization of three-dimensional goals. Create a good learning situation to stimulate students' initiative and enthusiasm in learning.
2. The famous educator Mr. Tao Xingzhi pointed out: "I think a good teacher is not teaching, not teaching students, but teaching students to learn." Therefore, while imparting knowledge, teachers should also pay attention to the guidance of learning methods and help students master scientific cognitive methods. Scientific learning method is an important guarantee to create an efficient classroom.
Encourage students to dare to ask questions, guide students to ask questions, and then find problems. Give students time and space to ask questions, so that students can ask questions at any time. Being able to question is the development of thinking and the improvement of ability. By asking questions, students can get useful thinking training, change "learning" into "learning", and form the habit of diligent thinking through "finding problems-analyzing problems-solving problems-rediscovering problems".
In the process of teaching, we should really give full play to students' dominant position. This requires a fundamental change in our teachers' teaching methods. Let students learn first, and according to the teaching objectives revealed by the teacher, let them read books and teach themselves under the guidance of the syllabus. Then the teacher will carry out the next "teaching" according to the students' self-study. In this process of "teaching", what teachers should do is to "teach people to fish". Let students find problems and find solutions by themselves in self-study. In this process, teachers should guide students to participate in cooperative inquiry according to the problems exposed by students. Let the teacher's "teaching" and students' autonomous learning be completely integrated.
Leave some time for students, they will make the class more exciting.
When designing classroom teaching, we will presuppose some questions first. In the final analysis, presupposition serves students' learning, but don't presuppose that classroom learning should be full and leave no room. On the premise that the teacher provides a cognitive starting point that conforms to the students' ability, if the students have no preset generation, the better choice is to give them time. Sometimes students don't answer, which doesn't mean the result is 0. They are just adjusting their thinking mode or haven't established a connection with the original experience, which takes time. Teachers should be willing to give students enough time and space in teaching, so that students can practice, explore and discover. Only in this way can students have the opportunity to shine the spark of wisdom and show their innovative talents. Believe the students: We give them a world and they will give us a surprise.
Sixth, approach students, change organizational forms and improve classroom teaching efficiency.
The new curriculum standard points out: "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." In the actual teaching process, cooperative learning is the most difficult part to grasp, and many cooperative learning become a mere formality because teachers have no effective norms, with little effect. How to improve group cooperation requires teachers to make reasonable control in teaching.
The new curriculum standard places special emphasis on cultivating students' innovative ability and operational ability. In classroom teaching, we can often see that students' homework is arranged in the teaching process, and students are often more interested and enthusiastic, but sometimes the effect of homework is always unsatisfactory. Although there is a teacher's guidance before homework, it is not enough. There are obvious differences among students, especially among senior students. Some students may understand the operation as soon as they listen, and some students have no way to start or don't understand at all. At this time, in addition to the cooperation between groups, teachers should also become their partners and guide their operations.
In the cooperative learning of students, teachers should also effectively control the whole learning. Some groups are not harmonious in cooperation due to various reasons, so teachers should approach students in time and coordinate. Some students are not fully engaged in cooperative learning, so teachers should approach students and remind them in time; Some students have finished the task of cooperative learning early and have nothing to do. Teachers should approach students and guide their discussion to develop in depth.
In a word, classroom teaching is a profound knowledge with strong artistry. In order to improve the effectiveness and efficiency of classroom teaching, we must adhere to the principle of "all for the development of students", take teaching theory as the guide, and constantly summarize, improve and innovate through our own continuous practice, so as to truly improve the quality of classroom teaching and students' learning.