Reflections on the principles to be followed in classroom lead-in

What is classroom lead-in? What should classroom lead-in do? Where is the ultimate task and goal of classroom lead-in? The following is my principled thinking for classroom introduction. Welcome to read!

Principles to be followed in classroom lead-in. 1 classroom lead-in is a kind of inheritance, but also an activation, an activation of interest, an activation of thinking, an activation of enthusiasm, an activation of the classroom, which makes classroom teaching full of vitality and thus achieves educational and teaching results.

Case 1 In the teaching of "Free Fall", video is introduced to show the experimental pictures of free fall and the leaning tower of Pisa. Through the existing experimental resources of scientists, students can understand the free fall and understand the conditions of free fall. However, because the conclusion is too abrupt, students can't understand it well without mental thinking, which leads to boring classroom and difficult implementation of knowledge points. Through reflection, it is found that although the imported pictures are exquisite, they have not activated students' enthusiasm for inquiry, and the teaching purpose cannot be achieved. It is much better to explore free-falling motion through different forms of chalk and paper falling experiments.

Case 2 "Measurement of average speed". At the beginning of the class, the teacher said: Everyone knows that Guangzhou will hold the Asian Games. The day before yesterday, the flying Liu Xiang won the championship in the 1 10 meter hurdle race. What a happy thing! Would you like to recall that exciting moment again? The teacher plays the video of Liu Xiang 1 10 meter hurdles. After reading it, the teacher asked: Does Liu Xiang run at a constant speed? How did his speed change during the whole practice? What does Liu Xiang's winning speed of 8.4m/s mean? (Student: Average Speed) Today we are going to learn the measurement of average speed. This introduction is not novel enough, the foothold of situational introduction is misplaced, and it only pays attention to the appearance and does not go deep into the essence; The scene mining is not profound, and there are no key features that can show related physical phenomena; Students have no effective learning activities such as real observation, thinking and inquiry. That is, although the lead-in situation is lively, it is only a form and does not play its due educational and teaching value. This is an experimental class. We practice using scales and stopwatches, and then measure the average speed with V = S/T, so the introduction of the topic should be based on helping students think about how to measure the average speed, rather than introducing the term average speed.

Through the case, we can enlighten our teachers: when preparing lessons, we should consider understanding the different situations of students as comprehensively as possible, clarify the teaching purpose and requirements of the new class, and carefully design the content and form of the lead-in, including all kinds of situations that may occur temporarily during the lead-in, so as to achieve harmony and unity in content and form, successfully realize the teaching purpose of this class and meet its teaching requirements.

2. Novel form

Psychology believes that anything novel is easy to become the object of attention. Therefore, when designing the introduction of new courses, teachers can only successfully arouse students' general interest if they tend to choose topics that are in line with the "taste" of the teaching object and have a sense of the times. Only "innovation" can attract students' attention, stimulate their enthusiasm for participation and create a benign interaction between teachers and students.

In physics teaching, the hottest magic topic can be introduced. Many small magic tricks are closely related to physical phenomena, such as charge interaction and obedient fountain magic; Center of gravity and magic box; Refraction phenomenon magic and so on, to ensure that students learn physics knowledge easily and happily.

3. Concise content

The basic point of introducing new curriculum is "guidance". Therefore, in the setting of the situation, we should not deliberately circle and take detours, resulting in the waste of classroom resources; Since he is a "guide", the teacher can't ramble, let alone digress from Wan Li. The initial stage of classroom teaching is the most emotional stage for students. Although the students' state has not been completely transferred to classroom teaching, which is the most sensitive and efficient stage, the students' attention distribution is regular, often concentrated in the first ten minutes of class, and then gradually dispersed. Therefore, a concise introduction will integrate these resources to the greatest extent, provide suitable opportunities to ensure the quality of classroom teaching, and create high-quality space for the further development of classroom teaching. On the contrary, if the classroom lead-in is complicated, it will not only miss the best opportunity of classroom lead-in, but also become the "killer" of classroom teaching, which will drag down the whole process of classroom teaching and reduce students' interest in learning.

For example, in the teaching of electromagnetic oscillation, prepare the radio before class and tune it to FM10/.1to listen to beautiful music. Then another teacher called the mobile phone next to the radio with his mobile phone. In this process, the radio was disturbed and noise appeared. Students can easily answer that the electromagnetic waves of mobile phones cause electromagnetic interference in small activities. Ask timely questions: So what exactly is electromagnetic wave? Why is it so powerful? How is it formed? It is necessary to learn from electromagnetic oscillation. A concise introduction can stimulate students' enthusiasm for inquiry.

The result is surprising.

Vitrov, an educator in the former Soviet Union, pointed out: Humor and wisdom are the most important first assistants in education, which can make the whole teaching shine at once and create a relaxed and pleasant atmosphere conducive to students' study, so that students can understand, accept and remember new knowledge in this atmosphere. All this is enough to show that physics class should be interesting, so that teaching can receive satisfactory results. So, can the creation of interest be placed at the beginning of a class? The answer is yes.

For example, in the teaching of relative height and gravitational potential energy, the teacher learned from the joke "Navigator: Please report your height and position. Pilot: I am about 1.8 meters high, and now I am sitting in the driver's seat. " Introduce, let students understand in laughter that height needs a clear frame of reference.

Classroom introduction should follow the principle of thinking. Classroom lead-in is a charming teaching art, and the lead-in of primary school English should not only conform to the psychological characteristics of primary school students, but also follow the principles of novelty, diversity, excitement and participation.

(a), the pursuit of pertinence and purpose, to avoid aimlessness.

Teaching lead-in should aim at the content of teaching materials and students' reality, and design a concrete, simple, interesting lead-in mode that reflects students' autonomous learning. If the lead-in is divorced from the teaching content, it is contrary to the teaching purpose and teaching purpose to blindly lead-in for the sake of lead-in or even digress.

(2), reflect the intuitive and inspiring, avoid cited but not into.

Introduce new knowledge based on specific objects and cases in life and study. At the same time, we should pay attention to inspiration, let students find problems from easy-to-understand examples, and then start from the problems, arouse students' cognitive conflicts, stimulate their positive thinking, and have a strong desire to seek solutions to problems.

(3) Emphasize the principle of participation and integrity, and avoid one-man show.

The curriculum standard emphasizes the all-round development of each student, and the objectives and contents of the lead-in design should be oriented to all students. Teachers should determine the goal and content of the introduction according to students' cognitive level, and the form of the introduction should be conducive to the participation and practice of all students, so that students can have confidence in the next new knowledge learning.

(4) Simplicity and flexibility to avoid delay.

The lead should be short and concise, so as to complete the lead in the shortest time and maximize the efficiency of classroom teaching. Classroom introduction should be carefully designed, make the finishing point, skillfully attract students to the classroom, let students enter the best state of classroom teaching in the shortest time, and create a harmonious and happy classroom atmosphere.

(5), interesting and artistic, to avoid prosaic.

When designing the lead-in, teachers should firmly grasp students' curiosity, love to listen and read interesting stories, and introduce new courses related to textbooks that students are interested in, so that students have a strong interest in what they have learned. The imported language should be accurate and concise, simple and natural, easy to understand, lively and interesting, and give people a sense of humor.