Classroom teaching methods and skills

Every teacher has his own teaching method. There is no best teaching method and no one is suitable for it. Only by learning more and reading more, and bringing what others think is good for you, is the most correct way. Only by constantly improving our teaching methods can we train students better. Let's summarize.

Classroom teaching methods

1. Brainstorm teaching method: It is a way for teachers to guide students to express their opinions freely on a certain topic, and teachers do not make any comments on the correctness or accuracy of their opinions. It is a working method that can get the most ideas and opinions in the shortest time. It is widely used in teaching, business management and scientific research. In vocational teaching, teachers and students can brainstorm and collect suggestions (also called suggestion sets) to solve practical problems, and draw conclusions through collective discussion.

Second, the case teaching method: refers to passing the exam? The description of specific educational situations is a teaching method to guide students to discuss these special situations. The purpose of case teaching is not to impart the ultimate truth, but to pass? The discussion and thinking of each specific case can induce students' creative potential. He doesn't even care if he can get the right answer. What he really values is the thinking process of getting the answer. In class, everyone needs to contribute their wisdom. There are no onlookers, only participants. On the one hand, students enhance their understanding of some problems from the guidance of teachers and improve their ability to solve problems, on the other hand, they also improve their insight into problems from the exchanges and discussions between classmates.

Third, project teaching method: project teaching method is a teaching activity carried out by teachers and students through the implementation of a complete project. In vocational education, project refers to the task of producing specific products with practical application value. With the requirements of modern science and technology and the improvement of the production organization form of vocational education, people are increasingly working in groups, making plans together and dividing the work together to complete the whole project. In many cases, the students who participate in the project teaching working group come from different majors and jobs and different professional fields, with the aim of cultivating their ability to cooperate with colleagues from different majors and departments and to complete the whole project in the future.

Reading guidance method: it is a method for teachers to guide students to acquire knowledge independently and cultivate students' self-learning ability by reading textbooks and reference books. Including guiding students to read textbooks and reference books, guiding students to preview, review, use reference books and read corresponding extracurricular books. In the teaching process, students need to read and understand their own books, so it is very necessary for students to master reading methods and cultivate reading ability and habits. Reading instruction method. It is also conducive to expanding students' knowledge and cultivating self-study ability, thus improving students' self-study and self-education ability.

5. Practical homework method: Practical homework method is a method for teachers to organize students to carry out practical operations on or off campus according to the requirements of the syllabus and apply book knowledge to practice. This method plays an important role in the teaching of natural subjects. Adopting this method is conducive to cultivating students' comprehensive ability to use book knowledge and engage in practical work, to cultivating students' independence and creativity, and is of great significance to integrating theory with practice in teaching and realizing the task of labor and technology education.

6. Discovery method: Discovery method, also known as problem-solving method, starts from students' curiosity and emotional characteristics, aims at developing inquiry thinking, and focuses on the basic content of the subject, so that students can express their opinions, answer questions and solve problems under the guidance of teachers. Using this method, students can become the discoverers of knowledge, give full play to their cognitive initiative, and develop the spirit of inquiry and creativity in mastering knowledge. The general process of using the discovery method is:

(1) Put forward the problems to be solved or create problem situations to stimulate students' requirements of asking and exploring questions;

(2) Students use the materials provided by teachers and textbooks to analyze and think about the topic and put forward the hypothesis of the answer;

(3) Guide students to demonstrate and test the hypothesis;

(4) Summarize the argument; Obtain a principle or concept and verify it. This method is conducive to stimulating students' spirit of inquiry and enabling students to learn the method of scientific understanding. But there are also weaknesses that are not conducive to students mastering systematic knowledge.

Classroom teaching skills

(A) to attract students' attention and make the classroom quiet.

1. Try to do nothing first. Stand still and be completely calm. Recently, students will notice, and gradually other students will notice. Leave a minute or two before the speech.

2. Don't shout! If you are still not calm, please don't make a hullabaloo about. Be quiet? Impulse. First, talk quietly with some classmates who look ready for class.

3. Use human curiosity. Sometimes whispering is a good idea! Humanity also includes curiosity to refuse to miss anything. Talk to your closest classmates, and many other students will stop talking so that they can hear what you are saying.

4. Arrange some tasks first. Find something for the students to do before class. Print these tasks out on paper or write them on the blackboard.

Don't treat students' confusion as disrespect for you. This is the most natural human nature, unless something noteworthy happens.

(2) Dealing with interference

1. Accept the fact that you are also disturbed. If we want to ignore the interference source, it will only do harm to continue the class, because most students' attention is damaged by interference. Or they are concerned about how you will react, not what you are saying or doing.

2. Note that some interference events are irresistible. In that case, don't criticize or embarrass the students who caused the interference at this time.

3. Be patient with colleagues. Be especially careful when you are disturbed by colleagues or other teachers. Even if they are unpopular, you should treat the newcomers gently, and never let the students see that you are a little impatient.

4. Turn interference into a positive learning experience. If possible, find out what is worth learning from the interference of students. The more they think their interference is valued, the more they pay attention to avoiding unnecessary interference.

5. Pay attention to the distance between you and the students. Get close to the students who cause interference. Standing next to students has a much greater influence on students than standing at the other end of the classroom.

6. Find the motivation for interference. If the interference continues, it may make students tired of attending classes, hoping to have some more specific tasks. Avoid at this time? It's already started, and it's almost finished? This idea.

7. Prepare something for the students who cause interference. Prepare some questions about the content of the class that day. When students are disturbed, ask them to answer a question if necessary. This is very useful in dealing with those frustrating interruptions.

(C) to avoid class confusion

1. Specify some codes of conduct for the class. If possible, let students participate in the formulation of rules and regulations. The more they have a sense of ownership, the more they can follow these systems.

2. Reward good behavior immediately. Give them a smile and a few words of praise and encouragement. Students who usually perform poorly must be praised in time when they occasionally perform well? Because of the praise, they may really do well.

3. Accept students' signals. Changing the way of class according to students' feedback is an advantage, not a disadvantage.

When a student makes trouble, immediately move him to another part of the classroom. On the one hand, it will show that you have noticed this problem, on the other hand, it will give students a chance to turn over a new leaf.

5. Find time to calm down. If you lose your temper with a student, try to find a few minutes to calm both sides down. Take the relevant students out of the classroom for a period of time. This can also be said to be for the future? I'm sorry that this happened, but how can we ensure that similar things won't happen again? Lay a good foundation.

6. Investigate the causes of misconduct. Talk to the students who create problems alone and try to find out the reasons for their behavior. Sometimes these reasons are understandable and forgivable.

7. Don't expect too much from students. But don't underestimate them. Ensure that the assigned tasks are suitable for students' level, and believe that poor students also have their own goals. Make the evaluation criteria of your homework clear or simply omit it. All of the above require you to have a good understanding of students' practical abilities before you can arrange the tasks they can complete.

(4) Use the blackboard

1. How clear is the blackboard? Check the font size of your blackboard to make sure that the students sitting in the last row can see it clearly.

2. Use the upper part. Make sure to make full use of the upper part of the blackboard. Use the lower part of the blackboard only when you are sure that the students in the back row will not be blocked by the students in the front row.

3. List the course plan. Write the questions to be discussed on the blackboard, so that students can still see the questions when you answer them.

4. Let the students see and hear clearly. Write it on the blackboard, and don't give lectures when your back is to the students.

5. Give students the opportunity to write on the blackboard. Imagine the blackboard as a public domain, and ask students to write something on the blackboard.

6. Use the blackboard as a classroom resource. How many groups of students are assigned? Blackboard writing task? . For example, start a new project and ask students to sort it out and write it on the blackboard? 10 What do we want to know? .

7. Write the students' words on the blackboard. Whenever possible, write down what students say when answering questions on the blackboard, so that they feel that their ideas are taken seriously. When students see their words written on the blackboard, they will have a stronger sense of ownership and pay more attention to the issues being discussed.

Ensure equal teaching opportunities.

1. Ensure consistent behavior towards students. Make sure that when you ask students to answer questions or express opinions, you treat them with the same attitude regardless of their background.

2. Men and women mix to complete the task. At a certain age, the natural tendency of students is to sit with classmates of the same sex, so you must interfere with the seating arrangement. Don't group by sex, try to use a more casual method, such as grouping by age and hair color.

3. Avoid particularly discriminatory role assignment. Try to avoid only letting boys move furniture and boxes, or only letting girls do cleaning work.

4. Arouse students' sense of equality. Encourage them to look at unfair events objectively. Help them find practical solutions to inequality.

5. Pay attention to students who may be treated unfairly. Get feedback from students and pay attention to any emotions that may be caused by unfairness in some way.

6. Prevent students from being biased. Criticize those students who show prejudice in their words and deeds and guide them to develop with a correct and fair attitude.

7. Try to pay attention to gender response. Because boys are always inferior to girls. Careful observation of boys' reactions to different tasks and activities may help you to carry out some activities that are conducive to fair treatment.

8. Pay attention to humor. Don't joke about jokes or anecdotes that a group of people may think are insulting.

(6) Strategies to stimulate a sense of accomplishment

1. Explain the requirements of each semester to students. Tell them what they need to learn and practice during this time, and make sure it is consistent with your overall plan.

2. Set different goals for students according to their ability or previous performance. All students need progress and challenges. If the same task is assigned to all students, only a few students can be satisfied.

3. Teach students to illustrate their learning process with examples. Teach them to use charts. Mark every achievement. This also helps students' time management ability.

4. Set goals and compare with previous achievements. If possible, ask students to review their past performance, make a transition plan, check the learning results and provide feedback information to tap the maximum potential of each student.

5. Integration of examination and learning. Ensure that the exam is closely related to the prescribed learning objectives; Ensure that the exam has specific standards, can be completed within a certain time range, and can produce certain results. The difficulty of the exam will be more helpful to students' study.

6. Advocate class learning atmosphere. High standards and requirements are not only an incentive, but also an expectation. If teachers constantly demand high standards, those students who have lofty aspirations and hope to tap their greatest potential are most likely to succeed.

7. Let students arrange their own study. It helps to cultivate students' autonomy and lifelong learning ability, and makes them more confident to continue their studies.

(7) Correcting students' homework

1. Leave a comment space. For example, ask students to leave blank on both sides of the paper or at the end of homework, so that you can make comments.

2. Understand the students' mood when they get the corrected homework. Remember, when students get the corrected homework, they are usually very nervous, that is, they are very sensitive to the notes in the workbook, especially the notes they see first.

3. Keep in mind the importance of scores. If students are graded, they are often the first to notice the score, and the score will also dominate their response to your comments. If the score is too high, they may ignore most of the feedback; But if the score is too low, they may be depressed and will not read your comments at all. In view of these situations, carefully consider whether grading is really important, and it may be necessary to give feedback before grading.

4. Be careful of the cross. Remember, a red cross next to a mistake can be very frustrating and frustrating. Try to point out students' mistakes in other ways, such as drawing the wrong parts with fluorescent strokes and marking them next to them.

5. Find a better way than tick. Although the red tick is good news for students, we can also add some more positive words, such as? Well said. ,? Well done? And so on, can greatly encourage students.

(8) Get feedback from students.

1. Pay attention to the information that can get feedback. Students' facial expressions are the fastest source of feedback. They will give you feedback on your homework and your teaching methods. If you watch carefully, you will immediately tell whether their attitude towards something is enthusiastic or boring.

2. Collect evidence showing students' opinions. Do you need to send some questionnaires to students to get their feedback on an event?

3. Ignore unimportant information. There are always some students who don't answer the questions carefully. Ignore these problems and focus on useful information.

4. Accept praise. Don't ignore or reject students' praise for you. Let the students who are sure of you know that you have seen their information, instead of excluding all these positive information.

5. Also accept negative information. Treat information as feedback, not criticism. Willing to listen and help students tell negative information. Even better: thank them for their comments.

6. Let students think that their opinions can play a role. Tell the students that you will redesign the future courses according to their opinions.