How to Improve the Effectiveness of Normal Classroom

How to Improve the Effectiveness of Normal Classroom

How to improve the effectiveness of normal classes With the deepening of curriculum reform, all kinds of high-quality classes, observation classes and demonstration classes "appear in black powder", which is intoxicating under the interpretation of famous teachers and rookies. However, it is difficult to have such a teaching effect when returning to reality, and it is often difficult to carry out realistic teaching like open classes and observation classes. Normal class is the class with the highest acceptance between teachers and students, and teaching is basically carried out in normal class. A good normal class is the fundamental guarantee to improve the teaching quality. Because it is difficult to see a teacher's level in a high-quality class or observation class, but homework can best see a teacher's ability and level. First, the concept of normal class The normal class under the background of the new curriculum is the educational resource condition for teachers to base themselves on reality, use wisdom and talents beyond reality and integrate into personal creative work. Thus showing a rich and agile class. Second, correctly grasp the characteristics of normal class 1. The teaching in ordinary classes is simple, wonderful and efficient. Normal classes are simple. Normal teaching under the background of the new curriculum is to abandon all formalistic things in essence from the spirit of curriculum reform, not to put on airs and affectations, but only to present them in a natural state, close to the original state. Normal teaching is not to copy the teaching achievements of famous teachers, but to proceed from reality, adjust measures to local conditions, and combine the educational resources and students' situation of the region, the school and the class. Normal classes should also be wonderful. Under the background of the new curriculum, the normal classroom should stand repeated consideration, be fully preset and dynamically generated, so that students can be full of dreams and hopes and maximize their potential. Let the classroom glow with the vitality of teaching. Normal classes should also be efficient. Under the background of the new curriculum, the normal classroom should be based on students' development, respect and care for students, and really think for them. On the basis of respecting and caring for students, we should adopt appropriate teaching methods to teach each normal class well, truly achieve "light burden and high efficiency", stimulate students' learning motivation, promote students' active participation and independent exploration, and form good knowledge and insight. Cultivate students' innovative spirit and practical ability, form correct emotional attitudes and values, thus promoting students' all-round and healthy development and realizing the transformation from "I want to learn" to "I want to learn". Only in this way can we touch the soul of curriculum reform and really improve our classroom efficiency. 2. Normal curriculum should be formed in the dynamic process of natural cooperation and effective communication between teachers and students. Classroom teaching is a complex dynamic process of teacher-student interaction, and transformation is strongly advocated. This has become one of the problems before us. Let students communicate effectively is one of the ideas advocated by the new curriculum. "Effective communication" in the classroom is not only the one-way transmission of students' bold and full expression of thinking process and thinking results, but also the dialogue, sharing, exchange and understanding of various viewpoints, and the interactive process of analysis, comparison, induction, criticism and integration of various viewpoints, which ultimately forms students' understanding of knowledge. Active thinking in "effective communication", value-added knowledge, make the classroom smart and bright, and make teaching wonderful. In normal class, teachers and students are active, especially students' study, with less restrictions, natural tacit understanding between teachers and students, relaxed spirit in class and normal mood. Different from high-quality classes, observation classes and demonstration classes, teachers and students' attention is more or less diverted-what is the effect? This utilitarian thought will undoubtedly be revealed in classroom teaching. I remember once listening to a teacher say that students' faces turned red and their movements were confused when they answered the question "wrong". The following teaching can be imagined; If this is not an open teaching, if there are no teachers and judges under the podium, this situation will never happen. Maybe teachers and students will perform a more wonderful learning process. Home-cooked meals are the most nutritious, and so is teaching. Teachers and students should be flexible and timely in normal classes, and students should communicate and understand each other in the process of expressing their thoughts. The spark of innovative thinking was born. Because teachers don't have to worry about the losses caused by mistakes, students learn more actively and naturally. They can inspire each other, ask questions boldly, speak actively and communicate effectively. Teachers and students form courses in the dynamic process of natural cooperation and effective communication. 3. Teachers in normal schools should teach students in accordance with their aptitude and respect students' individual differences. A good normal class can leave room for students to think. Let students fully develop. Teachers' responsibility is to provide students with the necessary time and imagination space, guide students to think, and let students actively participate in learning activities and think actively. Teachers' colleges should adopt flexible teaching methods to meet the requirements of different students' reality and teaching content. "Teaching has the law, but teaching cannot." Teachers should be able to respect students' individual differences according to different teaching contents and students' development levels. Respect the needs of different students in knowledge, ability and interest, design different levels of questions, different types and different levels of topics, choose appropriate teaching methods, and respond flexibly and tactfully to "accidents" in teaching, so that all students have the opportunity to participate in activities and get a successful experience. Cultivate students' learning confidence, and believe that every student's answer is the result of intellectual activities, which will bring enlightenment to students and give full play to their initiative and enthusiasm. Let students at different levels learn the same teaching content at different levels. Third, several steps of teaching implementation in normal classes: 1. The guiding language is concise and clear, and comes straight to the point. Attracting students and stimulating interest are the primary quality requirements of classroom teaching methods. 2. Presentation of teaching materials: After students have a desire for knowledge, teachers present teaching materials at different levels, from shallow to deep, orderly one by one. This is also an important issue in completing teaching. 3. Consolidate drills: Teachers should guide students to firmly grasp knowledge and skills on the basis of understanding knowledge and remember them for a long time. They can be copied quickly as needed to facilitate the application of knowledge and skills. 4. Summary: Teachers need to summarize what they have said, outline important concepts, remind students of learning standards, and let students grasp the main points. Promote memory. 5. Assigning homework: Assigning homework is an operational requirement for students, and it is necessary to strengthen and deepen understanding through practice and review. 6. Maintaining classroom discipline is an important prerequisite for implementing classroom teaching. Teaching first includes classroom discipline management, and then information transmission and communication. On the basis of good classroom discipline, teaching materials can be completed. In a classroom with chaotic classroom discipline, you just can't teach well and learn well. Next, I will combine the "effectiveness of teaching and learning" in primary school mathematics teaching to study this topic, mainly talking about how to make good use of thematic maps when presenting textbooks in mathematics teaching: the new primary school mathematics textbooks attract students most with colorful thematic maps, vivid and interesting stories and vivid life situations, which not only gives vitality to boring and monotonous mathematics, but also makes mathematics approachable. It has narrowed the distance between mathematics and life and between mathematics and students. More importantly, our teachers guide students to explore mathematics from existing experience through familiar situations, so as to feel the significance of mathematics knowledge and understand the close relationship between mathematics and life. Rich teaching resources. First, from the perspective of curriculum concept and textbook design, theme maps have two characteristics: one is interesting; The second is ideological and educational; Second, we should use it flexibly. Teachers should not only correctly understand the theme map and its connotation, but also consider how to use it flexibly to optimize the theme map. Make our classroom teaching more effective. Let me introduce some effective ways to use theme maps. 1. Reasonably grasp the presentation of the theme map. The mathematical concept contained in the theme map lies not only in the expression form of the theme map, but also in the presentation process of the theme scene. As a scene with rich mathematical information, the presentation of teachers has a very important influence on the embodiment of the educational and teaching value of "theme map". In classroom teaching, there are several ways to present the theme map: (1) display the theme map in layers. Digging out the hidden mathematical problems in the theme map is the key to mathematics learning. According to the thinking characteristics of primary school students, if students suddenly find a math problem in a very complicated situation, they will be asked to pull one sentence from the east and one sentence from the west. I don't know what to do. For example, the theme map of "solving problems" on page 2 of the second volume of the second day of junior high school contains four situational questions: watching a play, seesaw, throwing sandbags and buying bread. Teachers can show each scene in batches and show each scene to guide students to collect information, ask questions and solve problems. In this process, due to the reasonable arrangement of teachers, thematic maps still play an important role, providing students with a process of exploration. Promote students' life experience to be constantly mathematized. (2) The process of changing static state into dynamic state. Paying attention to students' learning process and methods is one of the basic concepts of the new curriculum standard. The theme map in the textbook is static in the textbook. In teaching, we turn the original static theme map into a dynamic process demonstration, and let students find problems on the premise of firmly grasping students' thinking. Ask questions and then solve them. For example, the theme map of "addition, subtraction and mixing" on page 75 of the first volume of senior one shows that there are four beautiful white swans in the lake, three of which fly in and two fly away. How many are there now? The process of changing a static picture into a dynamic picture by using multimedia will help students to understand the formation process of knowledge more deeply and have a stronger interest in learning. (3) String up the theme map with stories. Stories are the most interesting learning materials for children. Interpreting thematic picture situations in the form of stories will arouse students' fresh, curious and close interest in children, which is conducive to generating positive emotions. Help students master new learning content smoothly in a happy atmosphere. For example, I once listened to the class "Understanding of 0" in senior one. In this lesson, the teacher used the story of a little monkey's birthday to string together three pictures to attract students to study with great interest and let them deeply understand the meaning of 0 in vivid situations. 2. Properly choose the presentation opportunity of "thematic map", and the mathematical knowledge is written in the form of "thematic map". Presenting teaching content through screen scenes is a major feature of the new textbook. Grasping the opportunity of presenting "theme map" has become one of the problems in our classroom teaching. Generally speaking, teachers will choose to show a "theme map" at the beginning of the class, so that students can observe and extract effective mathematical information before teaching new knowledge. However, properly choosing the presentation opportunity of "theme map" can make classroom teaching achieve better teaching effect. For example, in the teaching of "carry addition of 9 plus several", the presentation of the theme map is placed at the end of the class. On the basis of various algorithms that students have summed up, the teacher showed the theme scene of the sports meeting and asked, "This is the scene of our school sports meeting last week. Can you ask the math problem calculated by addition from the map? " As soon as the question was raised, the students immediately understood the hidden resources in the theme map and answered, "How many people jump rope and kick shuttlecock?" "Who can solve this problem?" Student: "3 +9= 12." The teacher asked again, "What do 3 and 9 mean here?" The student replied, "Three people jump rope with three fingers and nine people kick shuttlecock." The teacher caught the crux of the problem and immediately asked, "What problem does this formula solve?" The student replied, "There are 12 people who jump rope and kick shuttlecock." From such a link, we can clearly see that the application of topic map has been really implemented, and the students' knowledge framework system has been sorted out from the in-depth problem situation, so that students can closely link new knowledge with practical application and achieve good results. In this case, the teacher put the original theme in front. It should be said that it more effectively embodies the significance and function of the original "theme map" of the textbook. We should clearly realize that the value of dealing with the theme map of teaching materials fully embodies the activation of students' creative thinking, which enables students' thinking to be applied and consolidated, and at the same time, it can also require students to achieve the preset teaching objectives of cost link from a higher level. Therefore, it is not necessary to put the theme map before class, but to consider when to present it reasonably and effectively. When to present can better activate students' thinking and promote the development of students' thinking Teachers should properly grasp and flexibly handle the presentation opportunity, so that it can fully reflect the connotation and value contained in the theme map. 3. Drawing teaching has become drawing teaching. The theme map of "Addition Calculation of Elements and Angles" in the first volume of Senior One is as follows: There are three balloons with different shapes, each with a round balloon of 0.50 yuan and each with a gourd shape of 65438+. A little boy was holding a gourd-shaped balloon and a heart-shaped balloon in his hand and said, "How much do I need to buy these two?" The first teacher designed it like this: first, let the students observe the pictures carefully and say what information can be found from them. Students answer according to the pictures. Then the teacher asked, "Do you know how much the little girl and the little boy have to pay respectively?" Students say the formula: 5 angle +8 angle, 1 yuan 2 angle +8 angle. The second teacher designed it like this: first, observe the meaning of the picture and tell me what information you find from it. Then the teacher asked, "If you had to choose two kinds of balloons, which one would you choose?" ? How much does it cost? How to form? Students actively raise their hands to speak. Reflecting on the design of the two teachers, we can easily find that the first teacher respects the concept and teaches according to the picture. The second teacher expanded her thinking and used pictures to teach. The first teacher taught the theme map completely according to the idea, and experienced the process of "guiding observation, explaining the idea and saying the formula", but it always made people feel that the processing of the theme map was too simple, while the second teacher asked the students to do it themselves. In this way, students can solve their own problems, so that their learning behavior can be generated according to their own needs. At the same time, this arrangement makes the question more open and allows students to make three formulas, which is more flexible. 4. Expand the diversified uses of thematic maps. Some teachers think that the function of thematic maps is only to create situations and introduce topics. As a result, students only study in the situation for the first few minutes, and learn simple mathematics knowledge outside the thematic map for the rest of the time, which not only makes students feel uninterested at once. It also caused a great waste of teaching resources. For example, "Two Numbers Multiply Two Numbers" on page 63 of Book 3 of People's Education Edition, a theme map provided by the textbook can only lead to a formula of "Two Numbers Multiply Two Numbers" in this lesson, which has a small amount of information and low utilization rate of theme maps. If the information of two people and three questions is supplemented, the content of the theme map will be more abundant, and the actual situation is not just a problem. It is a multi-integration, which makes the classroom more harmonious. In short, the use of new textbooks broadens our teaching horizons and provides a carrier for us to effectively implement the concept of curriculum standards in teaching, which not only carries knowledge, but also permeates mathematical thinking methods. Therefore, in practical teaching, we must treat the theme map rationally, deeply understand its connotation, and use it flexibly and creatively on this basis. Only in this way can we give full play to the maximum value of thematic maps and let our classroom truly serve the development of students. (Point) A good normal class can be said from two aspects. First, intuitively, students' learning mood is high, their interest in learning is strong, their attention is concentrated, and their thinking is in a positive state. Second, from the effect, students understand, know, and know how to learn. In short, a good lesson. Learning, learning and loving learning are the driving forces of learning. Only if you love learning can you learn. A lively and interesting learning atmosphere in the classroom can improve the enthusiasm of learning. If the teacher's lectures are weak, boring and monotonous, it will only make students memorize the current knowledge and will not arouse students' interest. Can not stimulate students' positive thinking and innovative consciousness. (Point) Fourth, teachers should have four kinds of consciousness, and teachers should pay attention to the six states of students. Our teacher is eager to learn every normal class around him, so in short, we should have four kinds of consciousness and the teacher should pay attention to the six States of students. 1, four kinds of consciousness: curriculum consciousness: teachers should study curriculum and study curriculum and develop curriculum resources (such as school-based curriculum, etc.). ) combined with the actual situation of local schools. In teaching, teachers should not regard textbooks as bibles, but as curriculum resources. They should closely connect with students' real life and use teaching materials effectively and creatively. Student consciousness: Teachers should regard students as living, complete and thoughtful people, and can't think that they are just children who know nothing. In class, teachers should pay attention to the performance of each student, communicate with each student at any time, encourage students to study hard and never give up a child. Maybe the one you give up may be the future Edison. Democratic consciousness: Teachers should create a democratic, relaxed and harmonious classroom atmosphere so that every student can actively participate in learning activities. And can express their opinions boldly. Teachers should not easily deny students' opinions or answers. Even if it is different from the teacher's idea, let the students tell their own reasons, think about whether there are correct places, analyze and evaluate scientifically, point out the wrong places in good faith, and encourage students to think more actively and speak enthusiastically in the future. Open consciousness: Teachers should have an open, inclusive and receptive mind, and not stick to one way of thinking. Encourage students to think from multiple channels and angles. We can cultivate students' multi-directional thinking ability by designing open topics and diversified algorithms. 2. Teachers should pay attention to students' six emotional states: students' emotions in class are very important, which is related to the efficiency of students' learning and the success or failure of classroom teaching. Teachers should always pay attention to students' emotions, and when students are depressed, teachers should adjust the classroom atmosphere in time. Even adjust the teaching ideas and methods, so that students' emotions become passionate. Note: although students are in high mood in class, they are not focused enough. It is difficult for them to learn well by looking around or playing with things. Therefore, teachers should always pay attention to students' attention, and when they find that students' attention is not concentrated enough, they should send out signals or ask questions to find ways to attract their attention. Bring their thoughts back to study. Participation: Sometimes some students pay more attention, but their enthusiasm for participating in learning activities is not high. Other students thought positively and spoke enthusiastically, but he sat there unmoved. At this time, teachers should encourage or incite him to actively participate in learning activities. Communication: The new curriculum concept emphasizes that students should actively participate in the interaction between teachers, students and students on the basis of independent thinking, and promote students' exchanges and cooperation, so as to consolidate, improve or sublimate what they have learned and satisfy students' sense of accomplishment. Thinking state: The more vivid the class is, the better. However, students should actively study and think hard in a limited time, have a certain breadth and depth of thinking, and attach importance to cultivating students' multi-directional thinking ability. Students should frown and think. Generative state: in every teaching activity, students' learning must have certain effects, and some problematic conclusions or works will be produced. However, these achievements should be produced naturally by students in their learning activities, and should not be imposed on students by teachers. Therefore, teachers should pay more attention to the normal classroom under the new curriculum background, because it is not only related to the teaching quality. It is also related to the accumulation of students' knowledge and skills, the development of potential, the formation of process methods and the formation of emotional attitudes and values. A good normal class requires teachers to have "wisdom and talent beyond reality" and "creative personality"! As a teacher, you should be pious, diligent in learning and good at reflection. He should not only be satisfied with being the spokesman of teaching materials and the executor of teaching routine, but also strive to be the creator of teaching activities, the pioneer of teaching environment and the leader of students' growth.