Keywords high-order thinking; Mind mapping; Micro-course; Autonomous learning; Teaching effectiveness
1. Teaching thinking
Looking back on my six-year English teaching career, I can't help but sigh that time flies, and the sun and the moon fly. From two aspects of students' learning methods and teachers' teaching methods, this paper discusses some understandings and thoughts on cultivating students' higher-order thinking and realizing the effectiveness of English classroom in the past teaching process. Compared with the traditional classroom, the effective classroom refers to the classroom that pursues the goal of higher efficiency in the teaching process [1]. Under the existing educational background, many educators have conducted corresponding research and discussion on practical courses. Wangtong believes that the core concept of an effective classroom is "student-centered, accurate starting point, selective content and interactive dialogue". Yang Xiaorong also made some theoretical and practical explorations on how to build an effective classroom [3]. In view of the effectiveness of classroom teaching, Yin Min believes that "efficient preparation of lessons is the premise, and careful preparation of lessons is the premise of good classes" [4]. Under the background of the popularization of rich teaching resources, how to cultivate students' higher-order thinking ability and realize the maximum effectiveness of English classroom is a great challenge for all teaching workers.
? Think about what students think, think about what students think, and combine loving and respecting students with strict demands on students. Thinking about students' thoughts is to understand their learning psychology, habits and ways of thinking. Think about what students think, that is, what methods students will use to learn a new knowledge, and where the learning content will start. Through learning, students can connect what they have learned with new knowledge that can be migrated and expanded.
? Students are developing students, students are people with development potential and needs, and they are the subject with learning ability. Different students have different flowering periods, some are early and wise, and some are late bloomers. First of all, we should change the cognitive concept of students, establish the consciousness of loving, respecting and treating students objectively and fairly, evaluate students in many ways, and teach students in accordance with their aptitude, rather than the teaching concept of only achievement. Students who study hard and get good grades need praise; Give timely encouragement to students who study hard and have unsatisfactory grades; For students who don't work hard and have unsatisfactory grades, give correct guidance and use their spare time to do ideological work and extracurricular counseling. Only by loving students, respecting students and strictly demanding students can we win their respect, avoid the resistance of underachievers to English or teachers, and expand classroom participation. Only in line with students' psychology can students unload negative emotions and love teachers. But loving students does not mean tolerance indefinitely, let alone doting and letting go. While loving students, we should strictly urge students, think what students think from their perspective, and strictly demand students from all aspects to help them lay a good foundation, thus reducing polarization. This can strengthen students' sense of achievement in learning and improve their interest in learning English. Interest is the best teacher for students to learn knowledge. Once students are interested in English, they will actively participate in classroom activities, actively think about problems and listen to teachers' ideas, and teaching activities will naturally go smoothly. At the same time, students' listening efficiency, thinking ability and problem-solving ability will be improved accordingly. Especially for the sixth-grade students, the sixth grade of primary school is the psychological "transition period" of students, and the sixth-grade students are in a rebellious period, which makes them more tired of learning than the fourth and fifth grades, and their hearts will become more impetuous. By the sixth grade, the reading volume of each unit is one more than that of the fifth grade, which increases the reading volume and the depth and difficulty of knowledge points. Some students with insufficient foundation have decreased their grades and interest in learning, and gradually lost their sense of accomplishment in learning. Once students lose their sense of achievement in learning, their learning will go from bad to worse and their sense of burnout will increase day by day. Learning methods and ways of thinking are not updated in time, which will lead to some difficulties for students in the later stage. Once it is not handled well, polarization will become more and more serious. 1. Cultivate high-order thinking and achieve practical results. The course cultivates students' higher-order thinking and achieves effective English classroom. Think what the students think, think what the students think. Give full play to students' dominant position. Thinking determines methods, methods affect interests, and interests reflect achievements. The same teaching content, different teaching designs and different teaching methods lead to different teaching effects. There are several ways to cultivate and develop students' higher-order thinking: (1) Make full use of mind mapping and brainstorming to stimulate students' interest and desire for independent exploration and learning. The biggest advantage of mind mapping is that it can visually highlight the key points and difficulties of teaching content. Zhao Liping believes that mind mapping, with its illustrated features, makes thinking visualization play an important role in promoting students' English learning [5]. Mind mapping can attract students' attention, improve their interest in autonomous learning, stimulate their desire to explore, discover and solve problems independently, and enrich and extend their imagination. For example, I have a pen pal in the reading and writing class of Unit 4 of the sixth grade English book published by People's Education Press. Reading and writing can make full use of mind mapping and brainstorming to stimulate students' desire to explore and learn independently [6]. So as to cultivate and develop students' higher-order thinking ability and improve the effectiveness of classroom teaching. The following is the main content of mind map and brainstorming course design in unit 4 teaching design. I have a pen pal. Reading and writing are used to cultivate and develop students' higher-order thinking in classroom teaching;
I have a pen pal. The teaching content of reading and writing class is 1. Read the contents of the four notices, hear and read the words join, club, shall, goal, need, partner, and say the sentence: shall we dance? Let's play football. We can share. 2。 Learn how to make club posters through teaching. 3。 Complete the exercises about four advertisements.
Teaching emphases and difficulties Learn how to make community posters through teaching (learn how to make community posters) Teaching design process Step 1? Preheating 1. Let's brainstorm (T: 10 second). How many hobbies can you name? Students: singing ... review and consolidate old knowledge, stimulate students' interest in learning, enrich students' imagination and cultivate learning thinking. ) 2. Free talk 3. What's your hobby? What is her/his hobby? My hobby is .../I like ...? She/he likes to ... activate background knowledge and pave the way for introducing Sandy's Kung Fu Club. Demonstration and practice 1. Create sandy joints as a context of Kung Fu club (paving the way for reading four advertisements, and clearing the obstacles of new words such as join, Club, need and partner). ) 2. Read and answer: The advertisement of Sandy's Kung Fu Club is posted on the bulletin board of our school. Read and answer this question: What is Sandy's hobby? Where can sand do kung fu? When does Sandy practice Kung Fu? How to join the club? (Preliminary perception of key components of poster content) 3. Read and circle the poster advertisements written by who? T: There are four other advertisements on the bulletin board in our school. 4. Read carefully and find out the key words in groups (mind map reading in groups, fully understand the key points and difficulties, develop and cultivate the ability of independent thinking, independent exploration and learning, find problems, actively think about problems, and cultivate students' spirit of cooperation and collaboration. Reading and writing (T: Amy joined the dance club and Robin joined the science club. Do these four people need pen pals? Cultivate students' reading skills, reading comprehension ability and logical thinking ability, stimulate students' desire to explore, discover and solve problems independently, and break through key points and difficulties. )Step3？ Merge and expand 1. Say more about the club (T: Are you a member of the science club? There are many other clubs in our school. What club do you want to join? Develop high-level thinking, expand students' vocabulary and knowledge, enrich and extend students' imagination, and pave the way for making a poster. Make an advertisement for the poster of your favorite club. Design your favorite club poster. And make a small advertisement 3. Watch a video about how to make a poster (watch the micro-lesson video to consolidate the key and difficult points, break through the difficult points and prepare for writing) 4. Write, share and find your partner (test the flexible applications you have learned in real life) 5. Emotional education (different people have different clubs. By joining different clubs, we can do and learn different things. Sharing makes us happy).
Step four? homework
1. Share your club posts and find your partner.
2. Finish a cooking advertisement? Club.
3. What's your hobby? What is her/his hobby? My hobby is .../I like ...? She/he likes to ... activate background knowledge and pave the way for introducing Sandy's Kung Fu Club)
Step two? Demonstration and practice
1. Create a situation in which Sandy joins the Kung Fu Club.
(To pave the way for reading four advertisements and removing the obstacles of new words, clubs, needs and partners. )
Step 2 read and answer
T: The advertisement of Sandy Kung Fu Club is posted on the bulletin board of our school. Read and answer this question: What is Sandy's hobby? Where can sand do kung fu? When does Sandy practice Kung Fu? How to join the club? (A preliminary understanding of the main components of the poster content)
Step 3 read and circle
Who writes poster advertisements? T: There are four other advertisements on the bulletin board in our school. )
4. Read carefully and find out the key words in groups
Read the mind map in groups, fully perceive the key points and difficulties, develop and cultivate the ability of independent thinking, independent exploration and learning, finding problems and positive thinking, and cultivate students' spirit of cooperation and collaboration. )
5. Reading and writing (T: Amy joined the dance club and Robin joined the science club. Do these four people need pen pals? Cultivate students' reading skills, reading comprehension ability and logical thinking ability, stimulate students' desire to explore, discover and solve problems independently, and break through key points and difficulties. )
Step three? Consolidate and expand
1. Say more about the club (T: Are you a member of the science club? There are many other clubs in our school. What club do you want to join? Develop higher-order thinking, expand students' vocabulary and knowledge, enrich and extend students' imagination, and pave the way for making posters)
Make an advertisement for the poster of your favorite club. Design your favorite club poster and make a small advertisement.
3. Watch a video about how to make a poster.
4. Write, share and find your partner (test the flexible application you have learned in real life)
5. Emotional education (Different people have different hobbies. By joining different clubs, we can do and learn different things. Sharing makes us happy)
Step four? homework
1. Share your club posts and find your partner.
2. Complete the advertisement of the cooking club.
In the process of reading, reading text materials is not only a communication tool, but also the best material to cultivate and develop students' thinking ability and autonomous learning and exploration ability. Teachers should carefully design questions according to the reading materials, extract the key information of the article, and guide students to analyze, think, discover, summarize and summarize the text. Encourage students to explore actively, speak freely, use their imagination, and exercise their abilities of independent learning, independent thinking and bold thinking, so as to exercise and develop their higher-order thinking ability. In the warm-up, I have a pen pal in the lead-in session of Unit 4. Reading and writing, reading and writing as the center of low-order thinking introduction design is a simple question-and-answer oral communication (such as T: What's your hobby? What's your partner's hobby? My hobby is singing. I like ... and ...), and the warm-up to cultivate and develop higher-order thinking through reading is through Let's Have a Brain. T: 10 second How many hobbies can you name? Challenging brainstorming allows students to speak freely, think positively with their brains, stimulate their imagination and improve their interest in learning.
"Reading" in the process of While reading is the embodiment of developing higher-order thinking in reading teaching, that is, through Amy, Mike, John and Robin4 [7]' s hobby mind map, students can read independently and hierarchically, and read in groups in cooperation. What is Amy's hobby by using the characters' heads and keywords in the mind map? )? Where can Amy dance? When (When can Amy dance? How (how to join the club? ) Let students quickly extract the key and effective information in the group cooperation competition. Let the students know the key points and difficulties of the article at a glance through the key words and pictures of people in the mind map. (instead of tedious and boring words or multiple-choice questions such as: 1. Amy's hobby is _ _ _ _ _ dancing? B singing? C. cooking 2. Where can Amy dance? A. amusement park? B. dance studio? C gym. This kind of low-level thinking learning. Moreover, mind mapping not only cultivates students' ability to explore, discover and solve problems independently, but also cultivates students' reading skills and reading thinking ability, and helps students vividly remember what they have learned, breakthroughs, teaching emphases and difficulties. Through mind mapping, let students think actively in the process of finding answers, expand and extend students' vocabulary and imagination, develop students' induction and summary of knowledge, exercise students' thinking ability and reasoning ability by analogy, and develop and enrich students' thinking and imagination. Because mind map vividly presents the key points and difficulties in teaching, it has done a lot of thinking and vocabulary foreshadowing for the writing part. Making posters promotes writing by "reading", which makes writing from difficult to easy, thus stimulating students' interest in making posters independently and improving the effectiveness of the classroom [8].
(2) Make full use of microteaching to expand students' knowledge, broaden their horizons and improve the effectiveness of the classroom.
In the 45-minute classroom teaching of reading and writing, it is really not easy for teachers to complete all the teaching contents of reading and writing, not to mention that students can master what they have learned in class, and at the same time, they can squeeze out the extension of classroom time and migrate out new knowledge. However, broadening students' horizons, enriching students' imagination and expanding students' thinking ability are the catalysts for achieving high efficiency in the classroom and the source of cultivating and developing students' higher-order thinking. In teaching, teachers should make full use of the characteristics of short and pithy teaching videos, vivid images and easy to learn and understand, highlight key points, consolidate difficulties and implement microteaching. Using micro-class teaching to broaden students' horizons, cultivate students' thinking ability and develop students' imagination. For example, when the teacher teaches Consolidationandextension of Unit4Ihaveapenpal. Readandwrite, People's Education Edition, Grade 6 English, Amy, Mike, Wu Yifan and Robin can join different clubs and let the students talk more about the clubs they know (say more clubs? Are you a member of the science club? There are many other clubs in our school. What club do you want to join? Develop higher-order thinking, expand students' vocabulary and knowledge, enrich and extend students' imagination, and pave the way for making a poster to stimulate students' exploration and desire for knowledge. Finally, let the students design their favorite clubs and make a small advertisement for their favorite clubs. Make an advertisement for the poster of your favorite club. ) combine teaching with real life to stimulate students' initiative to explore and think independently. Play a micro-lesson teaching video on how to design your favorite club poster before designing your favorite club poster advertisement as follows: (Watch the video on how to make a club poster)
By watching, listening and matching micro-lesson teaching videos, students can quickly establish a thinking framework on how to make community posters in their brains. That is, the poster content of a community includes five elements: title, hobby, time, place and contact information. Students can imitate quickly and write their favorite club posters with a thinking frame. In addition, micro-course teaching changes knowledge from difficult to easy, saving the time for teachers to explain what they are teaching. Moreover, the examples in the video broaden students' horizons, broaden their knowledge and lay a certain foundation for students' thinking development and future learning methods.
summary
Good teacher-student relationship is the soul of developing students' thinking and realizing efficient classroom. It is every teacher's dream to establish a new teacher-student relationship with students with equality of personality, mutual respect, mutual learning and mutual teaching, and psychological compatibility. In order to establish a good teacher-student relationship, realize efficient classroom learning and improve students' higher-order thinking ability, it is suggested that the following aspects should be scientifically and reasonably integrated into the teaching process:
(1) Cultivating students' team spirit, learning phonetic words in groups and assessing them can arouse students' initiative in learning, lead underachievers with top students and reduce teachers' teaching burden. The classroom is dominated by students' explanations and demonstrations, supplemented by teachers' guidance. Through the interaction among students, teachers and students, students' classroom participation is greatly expanded and emotional communication between students is promoted.
(2) Talk with students in need in a planned and thematic way. Making full use of evening self-study, having a heart-to-heart talk with students after meals, caring and caring for students are the soul of teachers' morality, and giving students necessary encouragement and spiritual support through intangible care.
(3) Carefully design classroom activities to let students find the fun of learning English. Properly control the difficulty and amount of homework to improve students' learning motivation. Starting from students' cognitive level, knowledge level and learning reality, we should pay more attention to students in preparing lessons and prepare lessons scientifically for all students.
(4) Thinking about teachers' teaching work means constant reflection and good adjustment. Teachers' teaching design, organizational ability, personality charm and classroom control ability all have great influence on the effectiveness of the classroom. Teachers need to prepare lessons carefully, attend classes and write reflections after class in time. Make complex knowledge comprehensive, systematic and generalized. In class, we should speak and practice carefully and be open and honest every day.
(5) The new era puts forward new requirements for teachers' teaching. Teachers should constantly strive to find teaching methods suitable for students. We should be good at capturing children's information, pay attention to the purpose, hierarchy and systematicness of questions, and pay attention to open questions. Cultivate students' divergent thinking. In the process of classroom implementation, we should also change according to the actual classroom teaching situation, and we can control the classroom flexibly and easily, regardless of the teaching plan. Teaching is a long road to practice. We should infect students with high passion and attach importance to emotional education in teaching. Attach importance to people-oriented, cultivate students' gratitude consciousness and cultivate students' indomitable thinking quality.
Li Ka-shing said: "Eggs, what is broken from the outside is food, but what is broken from the inside is life". Teaching is like an egg. Breakthrough from the outside is thinking, and breakthrough from the inside is growth. Teaching is a long-term practice. It's never too late to teach and never too late to learn. In the future teaching, any educator should be strict with himself: "I learn, I think, I realize, I teach, I am happy!" " "And constantly sum up teaching experience, master teaching skills, pay more attention to cultivating and developing students' higher-order thinking, and improve students' classroom teaching efficiency.
refer to
[1] Han Yanan, Liu Jianna. Problems and countermeasures in the process of effective classroom reform in colleges and universities [J]. Anhui Literature (second half), 2017 (09):149-150.
[2] wangtong. Focus on Dialogue: the Core Idea of Effective Classroom [J]. Jiangsu Education Research, 20 15( 16):63-66.
[3] Yang Xiaorong. On three concerns of effective classroom [J]. Scientific consultation (education and scientific research), 2015 (11): 89.
[4] Yin Min. The focus of effective classroom [J]. Middle school political teaching reference, 20 13(08):48-49.
[5] Zhao Liping. Mind Map and English Teaching in Primary Schools [J]. English Square, 2018 (12):132-133.
[6] Lu Xinyu, Wu Shaoqin and Feng Haiyan. Teachers' teaching books [M]. Beijing: People's Education Press, 20 14.
[7] Tang Feng. Synchronous refining: English [M]. Guangzhou: Guangdong People's Publishing House, 20 12.
[8] Zhang Wanxiang, Zheng Xuezhi and Wan Wei. Class teacher's work assistant series [M]. Beijing: China Light Industry Press, 20 10.