How to make students dare to speak, be able to speak, and speak wonderfully in class

1. Create situations so that students dare to speak

Teachers should actively create a democratic and harmonious teaching atmosphere so that students have no fear in class and can think positively and boldly Speak and say what you want to say.

1. Enter the classroom with a smile. Teachers should bring smiles into the classroom, give students a sense of intimacy, and actively shorten the distance between teachers and students. Sometimes, in order to stimulate students' interest in active learning, you can tell some jokes, riddles, stories, etc., to arouse students' curiosity, enhance students' self-confidence, and form a good situation in which students want to speak and dare to speak.

2. Organize group discussions. We must pay attention to student group discussions in classroom teaching, because discussions give students a chance to speak. There are no restrictions between students, so they can often speak freely. In this way, teachers will receive timely feedback from students.

3. Promptly motivate. Students' speeches in class are often incomplete and sometimes wrong, but no matter what the students say, teachers must give affirmation and encouragement. This kind of affirmation and encouragement can be verbal or non-verbal, including sincere smiles, sincere nods, approving eyes, warm reminders, trusting expectations, etc. These may have a motivating effect on students, so that students can be good at thinking, dare to ask questions, and be willing to solve doubts in a relaxed and lively learning atmosphere.

2. Guidance and guidance so that students can speak

In the classroom, students' speeches are often fragmented, incoherent, and even biased. Teachers should give appropriate guidance and guide students to think towards the correct goal.

1. Point out the connection between old and new knowledge and let students speak accurately. New knowledge is often an extension and development of old knowledge. In teaching, if teachers can grasp the connection points between old and new knowledge, guide them appropriately, and allow students to accurately state the connections and differences between old and new knowledge, it will be very helpful for learning new knowledge. For example: when teaching "Understanding of rectangles and parallelograms", teachers can first use multimedia to show the rectangle and ask students to tell the characteristics of the rectangle, and then gradually turn the rectangle into a parallelogram through dynamic demonstrations. Ask students: "What are the characteristics of the figure we are getting now? What kind of figure is it? What are the similarities and differences between these two figures?" This not only stimulates students' desire for knowledge, but also helps students understand knowledge from changing perspectives. connections between them, effectively incorporating new knowledge into the original cognitive structure.

2. Provide guidance on key points and difficult points in teaching, so that students can speak correctly. In the teaching process, an important strategy to highlight key points and break through difficulties is to guide students to participate in learning, actively think and communicate, and form their own understanding and experience of the problem. For example: when teaching "Calculation of the Area of ??a Parallelogram", first let the students discover that a parallelogram can be transformed into a rectangle, then let the students cut it and ask: "How to cut to transform the parallelogram into a rectangle?" The students passed Discuss, knowing that only high shears along the parallelogram will suffice.

3. Provide guidance when revealing patterns or summarizing conclusions, so that students can speak coherently. In teaching, when students reveal mathematical rules or summarize teaching conclusions, they usually need guidance from teachers to explain the rules or conclusions completely. For example: when teaching "Basic Properties of Fractions", through observation of calculation formulas, students have concluded that "in a fraction, the numerator and denominator are multiplied by a non-zero number at the same time, and the magnitude of the fraction remains unchanged. , when the numerator and denominator are divided by a non-zero number at the same time, the size of the fraction remains unchanged." These two laws. At this time, the teacher guides the students to combine the two laws and gradually requires the students to speak completely and coherently. In this process, students experience the simplicity of mathematical conclusions.

3. Delayed evaluation, let students speak wonderfully

The so-called delayed evaluation means that teachers should not rush to judge the students’ speeches or questions, but should let them Students fully express their opinions and form knowledge through discussions between teachers and students. In this way, there is enough time for students to think, so that the "most wonderful words" can be said from the students' mouths. For example: When discussing the concept of a trapezoid, students all said: "A trapezoid is a quadrilateral", "A quadrilateral with two parallel sides is a trapezoid", "A quadrilateral with two parallel sides and two non-parallel sides is a trapezoid", etc. wait.

Teachers should not immediately judge right or wrong, but should say: "Let's see who can say it more concisely and more accurately", "Two sides are parallel and two sides are not parallel. Can these two sentences be expressed in one sentence?" ? The student once again entered an active thinking state and quickly said, "Only one set of quadrilaterals with parallel opposite sides is called a trapezoid" and realized the meaning of "only".

4. Change concepts, believe in students’ abilities, and return the podium to students

When teachers give students a certain amount of classroom space, students can give teachers unexpected possibilities. "Everything students can think about by themselves should be allowed to think by themselves." "Whatever students can do by themselves should be allowed to do by themselves." Teachers should not teach anything that students can learn by themselves. Teachers should not teach anything that can be taught or not. What is impossible to say must be said concisely and to the point. The classroom is a place for students to learn. Teachers should give students time to study and talk, so that students can learn more, think more, and speak more. They must not let their hegemony of words bury the real master of learning, the three-foot podium. , is also a stage for students.

In short, students are a lively, cheerful and lovely group, and freedom is their basic characteristic. As long as teachers guide the correct and equal dialogue in the classroom, students will definitely dare to speak, want to say, be able to speak, and speak wonderfully in the classroom.