Construction of an efficient classroom teaching model for Chinese language in junior high schools

Introduction: In the context of the new curriculum, it is an important task for Chinese teachers to deepen the reform of classroom teaching and improve teaching effectiveness. In teaching, based on my own practice, I have explored an efficient Chinese classroom model of "autonomy-cooperation-exploration-communication". Construction of an efficient classroom teaching model for Chinese in junior high schools

1 Strategies for the construction of an efficient classroom teaching model for Chinese in junior high schools

Only by learning Chinese well can we create good conditions for the study of other subjects. Based on this, the junior high school stage is a critical period for learning Chinese well. Teachers should make full use of classroom time to ensure that students learn more knowledge in a limited time. The so-called efficient classroom means that teachers make maximum use of classroom time and space to complete various teaching tasks, so that students can gain the greatest gains not only in learning but also in many aspects such as thought and character. The following will introduce some strategies for constructing efficient teaching models for Chinese language in junior middle schools.

1.1 Put students as the main body and create a relaxed learning atmosphere

Most students have a respectful attitude towards teachers, which is quite detrimental to teaching. A harmonious teacher-student relationship will prompt students to have great interest and enthusiasm in learning, so as to ensure the effectiveness of classroom teaching. In order to create a relaxed and pleasant teaching atmosphere, teachers must maintain great patience with every student, smile at all times, explain to students cordially, and strive to become students' friends. In addition, students are the main body of the class. Teachers must respect students' opinions and know at any time whether students can keep up with the speed and progress of their lectures. It is necessary to give full play to students' subjective initiative and let students think for themselves and solve problems in their own way. This will not only bring students happiness after solving problems but also enhance their self-confidence in facing problems, so that they can experience the fun of learning. . All in all, it is to give full play to the main role of students and enable students to learn more in a relaxed and pleasant atmosphere.

1.2 Guide students skillfully

Students often have a refusal attitude towards class and are tired of class. This is because teachers usually give knowledge without modification when giving lectures. It is difficult to arouse students' interest in learning if it is not conveyed to students effectively. Especially if this method is used at the beginning of a class, it will be even more difficult to get students back to their learning state. To this end, teachers should take certain measures to get the class off to a good start, such as starting a Chinese class with relevant short stories, jokes, or pictures and videos, etc., so as to attract most students' interest in learning and make students They can get back to their learning state, realize what they are learning in this class, and make the whole class more efficient. As the saying goes, "Everything is difficult at the beginning." A good beginning is half the battle. Spending a lot of time and effort to create a good beginning is worthwhile for the entire class, because it will greatly improve classroom efficiency and ensure the completion of teaching objectives.

1.3 Teach students learning methods and methods

The correctness of the learning method determines the learning effect. Finding the learning method that suits you will achieve twice the result with half the effort. Some students study hard but find it difficult to improve their grades. Some students seem to study quite easily but achieve good grades. It seems that their sweat is out of proportion to their achievements. This is a problem with their learning methods. The key to making the classroom efficient depends on whether students can learn independently under the guidance of teachers, be able to draw inferences from one example, and discover, analyze, and solve problems on their own. Teachers' teaching methods largely determine students' learning methods, so teachers must learn to find appropriate teaching methods to guide students to find a learning method that suits them. Generally speaking, good learning methods include previewing before class, concentrating in class, and reviewing after class. This is easier said than done. Teachers must work hard to urge students to develop good study habits. In addition, learning methods must also change.

The traditional teaching method is often to only teach textbook content and do exercises based on it, but don’t forget that life is the best material. Teachers should make full use of life resources, combine textbook content with life, and teach students to observe In life, constantly broaden your horizons and enrich your perceptions. Furthermore, teachers can stimulate students' senses by creating situations corresponding to the text content, which will make it easier for students to remember and understand the author's feelings.

1.4 Use of multimedia technology

With the advancement of the times, multimedia technology has been fully used in classroom teaching. The use of multimedia can make abstract problems concrete and help students gain visual insights. Perceptual understanding creates a deep impression and plays a great role in improving classroom efficiency. Therefore, in the teaching process, teachers should make full use of multimedia technology to create a vivid classroom environment so that students can have a deep understanding and enthusiasm for the content they have learned. The use of multimedia technology can greatly save classroom time, eliminate the time of writing on the blackboard, and highlight the key points of teaching, so that students have a clear understanding of the content they want to learn, and can review the content they have learned repeatedly, so that students can fully absorb the knowledge. effect.

1.5 Enhance aesthetic education

The teaching content of Chinese language in junior high schools is not only knowledge but also emotional education. Chinese language itself has its unique charm and contains rich emotions. Teachers can use aesthetic education to It enables students to discover the beauty of Chinese and fall in love with it, thereby enhancing their interest in learning and taking the initiative to learn Chinese. This can greatly improve learning efficiency.

2 Summary

In short, it is a big challenge for every teacher to conform to the requirements of the times and build a teaching model for junior high school Chinese and colleges. It is a requirement for every teacher to adopt corresponding strategies and use diversified teaching methods to mobilize students' enthusiasm and improve their independent learning abilities, so as to achieve the purpose of efficient classrooms. Teachers should pay enough attention to it, use the above as a reference, and strive to build the classroom into a platform for efficient teaching. Construction of an efficient classroom teaching model for junior high school Chinese

1. Theoretical basis

1. Use the pyramid theory of learning to improve learning efficiency.

2. One center of an efficient classroom: everything is student-centered and happiness is the foundation.

3. Two basic points for efficient classrooms: pay attention to the disadvantaged groups of students, start from the last student, everyone is successful only when he succeeds, and only when the water rises can the boat be lifted; teaching materials The "boundaryless principle" of analysis. Don't talk about "progress", as long as "goal", everyone learns is the goal. It is better to use one method to solve 10 questions than to find ten ideas for one question. Seize a knowledge point and enlarge it infinitely, and attack it in all directions, forming upper and lower lines, looking left and right.

4. The ultimate goal of an efficient classroom: to develop learning abilities.

2. Construction of teaching model

1. The basic idea of ??an efficient classroom teaching model is to allow everyone to learn and learn well, and to fully reflect the students' expectations in the learning process. subject position.

2. Four sections: (1) Independent learning: including pre-class preview and in-class self-study. The guidance plan is carefully designed before class, so that students can effectively preview according to the guidance plan before class; students are given sufficient time for independent learning in class. (2) Collaborative inquiry: including teacher-student collaborative inquiry and student-student collaborative inquiry. Students actively engage in cooperative learning and explore issues. (3) Doubt-solving and guidance: including answering questions and providing guidance on methods. Focus on explaining students' difficult and error-prone points, and strengthen guidance on learning methods. (4) Summary: including staged summary and overall summary. Carry out periodic summaries in a timely manner according to the class type and content, and at the same time make a summary of the entire class to allow students to form a knowledge system.

3. Classroom Practice

In teaching practice, we have determined eight steps of classroom teaching: writing study cases - self-study based on the case - group cooperation - exchange and discussion - solving doubts - on-the-spot Hall detection - feedback correction - consolidation and transfer. Students in each class are optimized and divided into 6 to 8 groups. Each group is composed of top students, average students and students with learning difficulties. Each group democratically recommends a student with strong organizational skills and good learning foundation to serve as the group leader. . Group members actively participate, teach and learn from each other, and collaborate in discussions. Specifically, focus on the following links:

1. Guidance before self-study. At this stage, teachers need to let students know what they need to learn by themselves, how to conduct self-study, and what requirements they need to meet. The guidance given to students before self-study must be specific and clear, so that students have an idea of ??what to do when studying, and can enhance pertinence and improve learning efficiency during the self-study process.

2. Students study by themselves. Students engage in active reading thinking or hands-on operations in accordance with the requirements set by teachers, try to understand textbook knowledge through independent and cooperative methods, and internalize it into their own knowledge structure. Its purpose is to give full play to students' autonomy and initiative in learning, and truly reflect the students' dominant position and role; at the same time, it allows teachers to discover problems exposed by students in learning, so as to enhance the pertinence of teaching and avoid duplicating the students themselves. What has been learned.

3. Collaborative exploration. As a group, we will no longer explore the issues that we have learned during the self-study process, but mainly explore those issues that we have difficulty learning by ourselves. In the process of inquiry, the group leader will be the center, the group members will actively participate, and reach a consensus within the group. In addition, we should also explore those issues that are controversial for everyone, open-ended questions, etc. The more intense the exploration, the better. In the end, everyone will reach an agreement. If there is no agreement, you can also explore it among the groups.

4. Clear up doubts. Teachers conduct targeted teaching based on students' self-study and cooperative inquiry, and combine existing problems and doubts. Teachers must make three things clear at this stage: (1) Be clear about the content of instruction. The content of guidance is mainly the content of teaching materials that students have not yet mastered; (2) the method of guidance must be clear; (3) the requirements for guidance must be clear.

5. Test in class. In-class testing means that teachers should set aside no less than 15 minutes in class for students to independently complete the in-class testing questions in the tutorial plan. The purpose is to test and consolidate the knowledge and skills learned in this lesson, and to guide students to transform knowledge into practical problem-solving abilities through testing.

6. Feedback correction. Teachers will provide focused explanations and corrections based on the feedback and problems discovered during class rounds. Its purpose is to allow students to form a correct cognitive structure and improve their ability to analyze and solve problems.

4. Some confusions in teaching

Great gains have been made in the early stages of application of teaching methods, but there are still many confusions in practice.

Considering the students’ learning level, it is necessary to consider that students with lower learning levels can be adapted to allow them to improve in basic aspects through practice, and that students with higher learning levels can obtain practical knowledge through practice. Increased sexual awareness.

As far as the completion time is concerned, they must be able to accept the completion happily and achieve a certain training effect. In terms of teaching content, we must first ensure the minimum requirements mentioned in the new curriculum standards. This is the basic standard and the minimum that every student with learning ability should achieve.