What is the art of classroom teaching management?

Teachers' classroom teaching language refers to the language used by teachers in the teaching process. It is a special communication language in industry, which is of decisive significance to the teaching effect. In fact, teaching means that teachers externalize their inner knowledge and intentions into activities such as language, action and expression, so that students can understand and master them. Teaching practice shows that students' knowledge learning is closely related to teachers' teaching language. Zhu Guangqian, a famous aesthetician in China, pointed out: "If you speak well, you will truly express your meaning and make the listener feel comfortable and beautiful. Such a speech becomes art. The art of classroom teaching language refers to the artistic practice of teachers' creative use of language in teaching. It is the most basic and important part of teaching art and the most important teaching method for teachers, which comprehensively reflects all the teaching qualities of teachers. Therefore, it is very necessary to cultivate teachers' classroom teaching language art. This paper only discusses the basic requirements that should be followed in the teaching language of each subject from the perspective of each subject.

First, the basic requirements of oral teaching language

Oral English teaching is a kind of oral English style used by teachers to complete specific teaching tasks in the limited classroom time, facing specific students.

(1) The meaning is profound, accurate and clear.

1, profound education

All teachers' teaching activities run through a clear educational purpose. In the process of teaching, teachers must organically combine teaching with educating people, and infiltrate the factors of educating people, so that students can not only learn professional knowledge, but also be inspired and educated. Suhomlinski, an educator in the former Soviet Union, sincerely asked teachers in his "One Hundred Suggestions for Teachers" to "make teenagers have an idea that all truths are revolutionary." At the same time, "when teaching textbooks in the lecture halls of physics, chemistry, biology and mathematics, we should not just explain the truth without emotion, but let young people go on a journey full of exploration spirit and lofty motivation to fight for truth along the dangerous road of science." (1) Its purpose is obviously to emphasize that teaching and educating people should be carried out simultaneously, and the classroom teaching language must be educational. Specifically, I think the educational nature of classroom teaching language is mainly manifested in these aspects:

(1) ideology

The teaching language in the socialist classroom must reflect the political direction of the proletariat, the advanced ideas and noble sentiments of capitalism, enlighten students' minds with positive and healthy language, cultivate students' sentiments, make them set up lofty ideals, study hard, be positive and become new people with the spirit of the times.

(2) Morality

Classroom teaching language should be civilized and polite, respect students' personality, insist on convincing people with reason, conduct academic research democratically, and set an example for students in language use. Don't use foul language, dirty words, sarcastic language or sarcastic tone, vulgar jokes and indecent oral language to students.

(3) Motivation

In classroom teaching, teachers should not be stingy with the use of motivational language, but should give students positive praise from time to time; "You are great!" "You are so smart!" "It's amazing!" "You are such a clever boy!" "Your idea is very creative!" "The teacher is so proud of you!" "The whole class is willing to applaud you!" If teachers can use these inspiring languages properly in teaching, students will be full of confidence in themselves.

(4) suggestibility

This language pack contains profound scientific education and humor, which makes it ponder and comprehend. For example, a teacher told students that Yongzhou people are not afraid of poisonous snakes, and they are willing to risk their lives in order to avoid the poisonous snakes in Liu Zongyuan's Snake Catcher. This expression effectively exposes the cruelty of the ruling class, and students are deeply educated. Another example is to teach students the word "curse", which means "curse without curse" instead of "curse without curse". Although there is only one word difference, it is related to whether to insist on positive education for students.

2, accurate and scientific

All subjects taught by teachers, whether natural science or social science, are scientific knowledge. Scientific knowledge must be expressed in scientific language. In fact, in the classroom, students learn and understand knowledge and ideas according to the language form used by teachers, and develop ideas, thinking and imagination along the language of teachers. As a material stimulus, teachers' oral English can only constitute a real teaching activity if its meaning is accepted by students, so that students can master scientific knowledge. Therefore, teachers' teaching language should be accurate, knowledgeable, strict, standardized and logical.

(1) knowledge

Whether it is natural science or social science, imparting knowledge is the first requirement, and the dissemination of knowledge should be accurate, otherwise it will spread fallacies and mislead people's children. Teaching language should have accurate knowledge, and teachers should master knowledge accurately and concisely, especially the expression and explanation of important concepts, difficulties, theorems, laws and principles, without any distortion or ambiguity. We should weigh the meaning, connotation and even emotional color of the repeatedly used words to ensure that the expression of feelings is just right, just right and really accurate.

(2) Normality

The standardization of teachers' professional oral English is determined by the nature of teachers' work. Young students have a reverence and trust for their teachers, and they like to imitate their words and deeds. Teachers' words and deeds are always influencing and infecting students. If the teacher's behavior is a silent language and a tangible example, then the teacher's language is a vocal action and an intangible example. The exemplary role of oral English teaching determines that oral English teaching must be standardized.

① Teachers' basic teaching language skills first require teachers to use the "national common Putonghua" stipulated by the state for teaching.

2 simple. Engels once said: "once a concise sentence is rescued and turned into a slogan, it can be firmly remembered, which is absolutely impossible for a lengthy discussion." Therefore, the expression of teaching language should be concise, that is, concise and clean. Some teachers often use spoken English "hum", "ah", "so" and "so" frequently in normal teaching, which will directly affect the teaching effect.

3 accurate and clear. The choice of words is required to be scientific and accurate, unambiguous, unambiguous and unambiguous. Only when the teaching language is accurate in meaning, accurate in words and unambiguous can it reveal the internal contradictions and interrelationships of things, grasp the essence of things and give students a clear and correct understanding, so as to make words meaningful, arguments reasonable, ideas interesting, and make students understand, convince and be inspired. On the other hand, vague or ambiguous language can only make students suspicious and uninterested, and even make mistakes in judgment, treating mistakes as truth and truth as fallacy, as Suhomlinski said: "Twenty years ago, I went to a teacher's class to observe how children perceived the understanding of new textbooks. I found that the children were very tired after listening and exhausted after class. I began to listen to the teacher's language carefully, which surprised me. The teacher's language is so confusing that there is no logical order. The meaning of the textbook he said is so vague that children who perceive this or that for the first time have to try their best to understand it. This is why children feel tired. " So Suhomlinski concluded: "Teachers' language literacy largely determines the efficiency of students' mental work in the classroom." It can be seen that fuzzy language can easily lead to students' vague concepts, confused thinking, excessive fatigue and reduce the teaching effect. Therefore, teachers' classroom teaching language must be scientific, accurate and clear.

(3) Logic

Scientific knowledge correctly reflects the internal relations of objective things and has strict logic. The German philosopher Hegel said, "Any science is applied by logic." This requires that the teaching language for imparting scientific knowledge must have strict logic, clear thinking, sentence by sentence in place, concise and lively, not rambling, not jumping suddenly, so that students can sound coherent and distinct, and can inspire thinking activities. In addition, teachers are required to follow the requirements of logic and not violate various laws of logic, such as unity, law of excluded middle, law of contradiction and law of sufficient reason. And be careful to demonstrate and don't steal.

(4) systematization

The so-called systematization means that the lectures are organized, the thinking is clear, the organization is clear, and the lectures are not in the order of things. Remembering a lesson is a complete article, which requires teachers' language expression to be clear, coherent, focused, systematic and systematic.

(B) vivid, implicit and lively image

1, the road to inspiration

In the process of comprehensively promoting quality education, more attention is paid to the development of students' thinking. The process of students' acquiring knowledge should be the process of teachers' guidance, not the process of "giving", which requires teachers' teaching language to be enlightening, that is, teachers' language should be implicit, meaningful, thought-provoking and thought-provoking, and at the same time, we should grasp the opportunity of inspiration to achieve "no anger, no anger, no anger". The inspiration of teaching language lies in grasping the principles of "teaching by quoting" and "learning by seeking", and teachers should achieve the goals of "speaking without speaking" and "teaching for not teaching". The enlightenment of teaching language should be realized through clever questions, clever choices, clever pauses, clever hints and clever examples. When Yu Yi, a special teacher, talks about the traditional text "Kong Yiji", the beginning is vivid and unique, and he even asks three questions: "... Mr. Lu Xun likes Kong Yiji's short stories best. Why does he like Kong Yiji best? What kind of artistic image is Kong Yiji? How did Mr. Lu Xun carefully shape this image with ingenious pens? Some people used to say that Greek tragedy is a social tragedy, Shakespeare's tragedy is a character tragedy, and Ibsen's tragedy is a social tragedy. In a sense, it makes sense. The novel Kong Yiji is about tragic characters. Tragedy often makes people cry, but after watching Kong Yiji, tears do not flow outward, but hurt their hearts. What kind of tragedy is it? The article is profound, profound, subtle and profound, and you can get the answer if you savor it carefully and understand it deeply. " This vivid way of speaking is refreshing, which starts students' thinking machine and creates students' "angry" and "depressed" situations.

2. Intuition

Teachers can explain in lively language in class, which can give students perceptual knowledge and play an intuitive role. The vividness and vividness of teaching language play an important role in the classroom. The stronger the image sense of the teaching language, the easier it is for students to understand what they have learned. At the same time, through the reorganization and processing of students, new images can be created in the brain.

(1) popularity

It expresses profound and professional subject content in plain language. If it is not popularized, students will not understand it. If they don't understand, they won't be interested in knowledge. Without interest, there will be no thirst for knowledge.

(2) Visualization

Comenius said in On Big Teaching: "A teacher who can teach beautifully and clearly, his voice will invade students' hearts like oil and take knowledge with him. "On the other hand, if the teacher's language is insipid and sounds like chewing wax, it will not only be inefficient in teaching, but also bring mental pain to students. For example, when studying Aurora, a geography teacher described it to the students like this: Aurora is like a chameleon lying in the sky. At first, it looks like a rainbow, then it turns purple, then light blue and light green. The shape of the aurora is very attractive, some are like drooping curtains, some are like jumping flames, some are like dancing colored exercises, and some are like disappearing veils ... In all respects, it is unpredictable. In this vivid and beautiful language description, students seem to be able to "see" or "feel" the beauty and mystery of the aurora, thus gaining rich imagination and aesthetic feeling and truly understanding the aurora. Vivid and interesting teaching language stimulates students' interest in geography, which not only enlivens students' thinking, but also enlivens the classroom atmosphere.

(3) Interest

The interest of classroom teaching language means that teachers should use witty and humorous language in classroom teaching, which can attract students' attention like a magnet and arouse their strong interest in learning.

1 funny. Humor is the spice of teaching language. In classroom teaching, teachers flexibly insert some interesting language or materials into the teaching content, say some meaningful words, tell some anecdotes and introduce some latest research materials, so that teaching and learning are relaxed and lively, and education is really entertaining.

2 humor. On the premise of ensuring that the classroom is solemn, scientific, standardized and instructive, teachers can combine the teaching content with vivid narration and image description, and insert some interesting short stories, humorous metaphors, thought-provoking allusions, idioms and proverbs in time to make the teaching interesting. Especially when talking about some abstract concepts and profound contents, you can use metaphors or stories. When Lu Xun was talking about the characters in A Dream of Red Mansions at Women's Normal University, he actually asked his classmates, "Do you like Sister Lin?" During the recess full of harmonious friendship between teachers and students, the students asked, "Does Miss Zhou like Daiyu?" Lu Xun said, "I don't like Daiyu because she always cries." This statement is full of interest, but it is intriguing and thought-provoking.

However, wit and humor are by no means nonsense, or even vulgar taste. Humorous language should be the crystallization of thought, knowledge, wisdom and inspiration. The purpose of using it is to arouse students' interest, deepen their impression, consolidate their memory and reduce fatigue, so as to correctly master knowledge and develop their intelligence.

(4) Emotion

Teachers' teaching language should be full of passion and their passion for emotional contagion students, so that their teaching language can arouse students' enthusiasm for thinking and play the role of "model". For example, a history teacher used accusatory language and angry tone when talking about the burning of Yuanmingyuan: "The fire that the invaders burned Yuanmingyuan lasted for three days. Black clouds are more than 50 kilometers long and cover the whole of Beijing for a long time. Large and small gray stars fall all over the street. It was dark everywhere, just like a solar eclipse. The people of China felt extremely sad and angry, but the robbers shouted hysterically:' This scene is amazing!' Yuanmingyuan, an artistic masterpiece known as the Garden of Ten Thousand Gardens, is the most magnificent and exquisite royal garden in China's history, so it was burned by the British and French invaders. "Teachers use this emotional language to infect students and arouse their hatred of imperialist atrocities. The teaching purpose has been achieved well.

(5) rhythm

Classroom teaching language should pay attention to the sense of rhythm, so as to achieve appropriate speed, appropriate weight and appropriate density. Teaching language is different from life language in that its rhythm is different. Generally speaking, the teaching language is slower than the living language, with layers and pauses, loud pronunciation, accurate pronunciation, standardized pronunciation, appropriate speech speed and natural and orderly intonation. Only in this way can students sound calm, thinking, remembering, methodical and down-to-earth. Therefore, the use of teaching language should master the rhythm and achieve ups and downs.

(3) Flexible use according to individual needs

1, targeted

The so-called pertinence of teachers' classroom teaching language means that teachers should adopt a language acceptable to students according to their actual situation in the classroom teaching process.

(1) Pay attention to the language level of the subject.

According to the level of different disciplines, make your own teaching language fully reflect the style and characteristics of this discipline. For example, the language of liberal arts teachers emphasizes accuracy, vividness and image, while the language of science teachers should be concise and logical.

(2) Pay attention to the age level of students.

For primary school students, teachers should use vivid and intuitive situational language for teaching, while for middle school students and college students, teachers should use vivid and rational logical language for teaching.

(3) Pay attention to students' individual differences.

Teachers should teach students in accordance with their aptitude, and their language should be serious and solemn for top students; For students with learning difficulties, the teacher's language should be peaceful and considerate, with more praise and less criticism.

(4) Pay attention to students' gender differences.

In classroom teaching, teachers should talk to boys in more straightforward language and girls in more euphemistic language.

2. Flexibility

Teaching language can't be "scattered" like chatting, "flat" like making a report, or "empty" or "vulgar" like storytelling and cross talk. Instead, it should be like warm spring breeze, intermittent spring rain and boiling flame, which can open students' learning threshold, melt into their hearts and light their learning torch. In actual teaching, we should use language flexibly, instead of following the same pattern, so as to make the classroom lively, arouse students' visual, auditory and psychological beauty, and make them "sit in the spring breeze" in the classroom.

Second, the basic requirements of body language art

Body language, also known as teaching mode, includes teachers' gestures, expressions, eyes, posture, instruments and so on. It makes up for the shortage of teachers' oral teaching and blackboard writing, integrates knowledge, interest, practicality and intuition, visualizes abstract things, visualizes things that have never been seen, stereoscopically plans the contents and animates rigid graphics, thus rendering the classroom atmosphere and making classroom teaching full of vitality and vigor. Teachers should properly coordinate body language and use it flexibly in teaching, thus forming a subtle teaching art and achieving the effect of "silence is better than sound".

(A) Attitude Instrument Language

As a teacher, you must be a model. It is shown in the attitude instrument that we should stand and sit. At the same time, we should also pay attention to our own clothes, be clean and elegant, and have the professional characteristics of teachers.

1, grasp the distance and pay attention to the timing.

The study of anthropolinguistics shows that interpersonal distance is a measure of interpersonal intimacy, and the relationship between people is related to the distance people keep in space. Therefore, teachers should always be close to students, especially during recess and after school, often among students. Only in this way can teachers and students be intimate and communicate easily and happily.

2. Elegant and graceful posture

The posture and manner of the teacher's lecture directly affect the students' interest in learning. Good posture and decent manners can give students a sense of beauty, concentrate, arouse their initiative and help them better understand and master knowledge. This requires teachers to be graceful in their posture, elegant, decent and appropriate in the use of head, eyes and gestures, natural and generous, bringing out feelings and coordinating. For example, the teacher's standing posture should give people a straight, steady, intense and active feeling, and his hands should be flexible and natural.

(2) Facial expression

An American psychologist got a formula by doing experiments: information effect =7% of words +38% of tones +55% of facial expressions. Whether this formula is accurate remains to be confirmed, but at least it can be concluded that facial expressions play an important role in information transmission. Therefore, we advocate that teachers:

1, body and mind are integrated and full of emotions.

If you want your body to truly convey your feelings, teachers must be attentive, full of emotion, upward, imposing, dignified and kind, full of emotion and enthusiasm. If you ask a question, frown slightly to show your thinking; When students answer irrelevant questions, shake their heads slowly to show that they have doubts; When you are satisfied with the answer, gently nod your head to show your approval; When students can't answer for a while, gently press their hands and signal students to sit down to show respect and love. Appropriate body language must be based on the unity of body and mind and full of emotion. Therefore, teachers must have an optimistic spirit, full of high emotions and healthy thoughts, in order to make body language full of feelings and changes and achieve better teaching results.

2. The facial expression is kind and cordial.

People often say: "Go out to see the sky, go in to see the face." The teacher's face is an enlarged barometer and a symbol of emotional change. Teachers should be good at speaking and performing with their faces, be modest and smiling, be serious and gentle, and avoid keeping a straight face and frowning. Only in this way can students feel natural, clear and democratic. So as to arouse students' positive mood and happy mood, which is conducive to mastering knowledge.

3. Vivid and diverse.

"Eyes are the windows of the soul", which is the main tool for people to exchange information and convey their feelings. According to psychology, eyes can express silent language, and the vocabulary of eyes is rich, which is often more infectious than spoken language. The magical function of eyes in teaching is as follows: it is the window to communicate the hearts of teachers and students, the link to establish and maintain the relationship between teachers and students in class, the important means of classroom management and the main tool for classroom teaching feedback adjustment. Eyes can be used to praise, agree and acquiesce in teaching, to criticize, limit and deny, and to inspire and prompt. All kinds of thoughts and feelings between teachers and students can be conveyed through different eyes. In teaching, especially in liberal arts teaching, teachers should be good at expressing their feelings with their eyes, and should combine different emotional colors of emotions, such as emotions, praise and criticism, love and hate, and show them with their eyes.

(3) Gesture language

It is very important to help students talk with gestures and let them enter the "role" for organizing teaching and improving teaching effect.

1, nodding with your hand is just right.

Teachers are good at expressing their intentions by shaking their heads in teaching, which can give people a kind, implicit, profound and suggestive feeling. For example, if a student answers a question correctly, the teacher can nod his head gently, or shake his head. Nodding can play the role of emphasis, suggestion and encouragement. Even if they don't speak, students will understand the information. Therefore, teachers should be good at controlling and using head movements, and try to make head movements relaxed and calm, which indicates a relaxed and happy mood. Even if you encounter any accident or misfortune, try to restrain yourself and don't have a head spasm.

Teachers should give full play to the role of gestures and be natural, stretching, generous, accurate and imitative. To control the frequency of gesture activities, pay attention to the amplitude of swing, never keep gesturing, don't draw circles frequently, don't put them in your pockets, and don't put them in your sleeves. The range of gestures, the upper limit is generally not more than the head, and the lower limit is not lower than the chest. If the scope is too large, it is easy to be ridiculed. Generally speaking, "gestures move in the upper area (above the shoulders) to express ideal, grand and flamboyant feelings, and in the middle area (from the shoulders to the abdomen) to express narrative things and explain the truth; Most of the activities in the lower area (below the abdomen) express feelings of unhappiness, contempt, disgust and hatred. " ④ Teachers should fully understand the meaning of gestures in different activity areas, so as to use gestures correctly, flexibly and appropriately.

2. Comprehensive application of mastering skills

Every teacher can create unique methods and skills according to his own teaching practice, but some regular things mentioned above should be followed or referred to. For example, when praising students, the head will swing gently, the face will burst into laughter, the hands will make vivid gestures, the eyes will be bright and soft, and the distance will be as close as possible. In addition to paying attention to the overall function of body language, we should also regard body language and oral English in class as a whole. Only when it is combined with oral English can its function play a greater role.

Third, the basic requirements of blackboard writing language art

As a written language, blackboard writing is one of the important auxiliary means of teachers' teaching, which is called "mini-teaching plan". But we should give full play to the role of blackboard writing. Correct selection and use of blackboard writing should be done according to the following three requirements.

(A) organized beauty

1, well designed and well prepared.

The design of blackboard writing is an important content for teachers to prepare lessons. Therefore, it is necessary to design the blackboard carefully, plan carefully and arrange skillfully.

2. Distinguish between positive and negative layout.

Blackboard books are generally divided into two parts: main board books and auxiliary blackboard books. The main board books are generally arranged on the left side or middle left side of the blackboard. The content is the main points, arguments, logical levels, analysis points and summary conclusions of the lecture. It requires clear handwriting, rigorous structure and distinct levels, which is convenient for students to copy and remember. Auxiliary blackboard writing is mainly used to cooperate with the main board book to write words, terms and symbols that are difficult to understand for a while, and can be written when necessary.

Reasonable layout refers to the planned use of the blackboard, according to the amount of content and the size of the blackboard, appropriate division of parts, careful design.

3. The outline is focused.

The outline requires that the blackboard writing can summarize the main contents of the lecture, so as to truly become the summary and program of the viewpoint; To be standardized, organized and systematic, and have a unified format, "one, two, three", "1, two, three" must be arranged in an orderly manner; Choose words carefully and consistently, and use declarative sentences and interrogative sentences uniformly. In addition, let the auxiliary blackboard book highlight the key points, highlight the key contents in teaching with neat and slightly larger fonts, sometimes use colored chalk to show the difference, or draw attention lines to attract students' attention.

4. Accurate, scientific and complete system

The blackboard writing must be scientific and accurate, and the conclusion must be scientific and accurate from the stroke order of words, the collocation of words, the outline of line segments, the accuracy of illustrations, the image of blackboard writing and the refinement and concentration of content. For example, the blackboard design of "Teacher Dong Guo and the Wolf" class:

rescue

Mr. Dong Guo educated the old farmer to kill wolves.

eat

(B) concise beauty

1, concise and to the point, make the finishing point.

The blackboard writing should be concise and accurate. The content should not be too much, too complicated and too complicated, but should be "less but fine" and "fine and live", pursue less and win more, and seek richness in simplicity. Make the finishing point, mainly through the "punch line", point out the key points. Punch the difficulties, point to the essence, point to the key, inspire and promote thinking. For example, the story of fisherman and golden fish.

Greed, greed, greed (none)

2. Wipe books in a timely and orderly manner.

The time of writing on the blackboard is also a problem that needs attention. Generally speaking, writing on the blackboard should be timely and orderly, and decided according to the receptive ability of the teaching object and the objective needs of teaching. For example, you can write an inspiring blackboard writing before the derivation process; Conclusion blackboard writing should be written after the deduction process, the main blackboard writing should be left in class, and the auxiliary blackboard writing can be erased as needed; Junior students can write first and then speak, and senior students can write and speak at the same time.

3, targeted, lively

Writing on the blackboard must have a clear purpose, and you can't blindly write on it. We should strive to achieve: make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book, make a book.

(C) normative beauty

1, beautifully written and neatly written.

The blackboard writing itself has an exemplary role, and neat and dignified characters are an artistic influence on students and play a subtle role. Therefore, teachers must pay attention to the beauty, generosity, neatness and beauty of blackboard writing. Try to make the words and strokes on the blackboard in the correct order, the bookshelf structure is neat and the row spacing is symmetrical. The writing is clear and of moderate size.

2. The design should be exquisite and beautiful.

Blackboard writing should also pursue the beauty of overall design. Therefore, teachers must be beautiful in writing, structure, lines, colors and charts.

3. Various forms are suitable for people.

The design of blackboard writing is always restricted by the teaching object, teaching content, teachers' ability and hobbies, so its design should be diversified, eclectic, different from person to person and flexible.

The above basic requirements about classroom teaching language art are only a principled assumption, which should be organically combined and flexibly mastered in specific teaching practice. As long as we love our career and devote ourselves to the optimization of teaching language, we can constantly improve the art of classroom teaching language in teaching practice, make our language have strong expressive force, attraction, penetration and appeal, and convey knowledge, thoughts, feelings and other information to students most effectively with the help of the charm of language, so that we can be comfortable in classroom teaching and form our own unique teaching style.