How teachers can improve their classroom control skills

Teacher A said: "We have learned the knowledge of numbers from 11 to 20 before. Today the teacher will teach you the knowledge of counting within 100." Teacher B said: "We *** have learned 11 before. ~20 knowledge of numbers. Today, let’s learn about numbers within 100.” When asking questions in class-Teacher A said: “Can anyone tell me?” Teacher B said: “Who wants to tell us all. Let everyone understand?” When the students came up with a very creative solution to the problem, Teacher A said, “That’s right.” Teacher B said, “Thank you for your idea!” I have provided you with such a good method." When students made mistakes in their homework, Teacher A said: "I have taught this question 4 times, your memory is really bad!" Teacher B said: "Let's do it again. Let’s find out what’s wrong with this question. I believe that if you analyze it carefully, you will truly understand. “Teacher B in the curriculum reform reflects the equal and democratic teacher-student relationship in the classroom language, and thus wins. Liked by students. In the lesson "Little Orange Lantern", Teacher Wang guided the students to understand the relevant content of "the description of the appearance of the little girl" and then moved on to the second focus: action description and its role in expressing the character's personality. First, let students find relevant words from the article: "Get on (stool), want to pick (phone), climb down (stool), retract (little hand), nod (to me), shake head..." Students quickly Mission accomplished. When Teacher Wang is preparing to organize students to discuss the functions of these words, the students will raise their hands to speak. A girl said loudly: "I think these actions show the calm, brave and optimistic spirit of the little girl." Teacher Wang nodded in agreement and asked her appreciatively: "You are amazing! But how did you see it? Can you please tell me?" The girl said, "I found it from the text: 'The girl's calm, brave and optimistic spirit inspired me, and I felt that there was infinite light in front of me.'" Many students whispered in the class, Agree. Some said they found out the answer from the preview tips in the text and provided quotations to illustrate it; some said they found the answer from the exercise book and also explained it. So Teacher Wang organized the students to imitate the little girl's movements while reading aloud with emotion for understanding. Then he organized the next learning session and completed the corresponding Chinese homework. The whole class had a harmonious learning atmosphere and the students learned in a relaxed and comfortable manner. Teaching fragments like this frequently appear in today's classrooms. The classroom order is good, which basically arouses students' enthusiasm for learning. In some links, there is interaction between teachers and students, which can reflect students' independent learning to a certain extent. , completed the preset teaching objectives within the specified time, and allowed the classroom to be generated within the preset, which is a general classroom control ability (basic skill). Classroom teaching requires classroom educators to make necessary norms and due value guidance, so that educators, educated people, educational activities, etc. can operate under the required norms, thereby completing the due mission of classroom education itself. See the examples below for higher levels of classroom control. Another teacher, Chen, also had this situation when he organized students to discuss the functions of these words (board, want to pick, climb down, retract, nod, shake head). The students quickly pointed out the completely correct "standard" Answer," but Teacher Chen didn't stop there. He asked several students: "Why do these actions show the little girl's calmness, bravery, and optimism? Do you think these actions are special?" It was found that the students just got a ready-made answer? I haven't really learned to analyze the answers yet. Teacher Chen mobilized his enthusiasm and said: "The students are very smart and can carefully preview the texts and make full use of the textbooks and materials. Your answers are indeed correct." Seeing everyone's excited expressions, Chen The teacher changed his tone and said: "But why do these unspecial descriptions of actions show the 'calm, brave and optimistic' spirit of the little girl? From 'what' to 'why', we need to go deeper. to think.

Teacher Chen in the article controls the educator's value guidance in the classroom in the pursuit of teacher-student interaction in the classroom situation, so that the classroom can experience the passion of thinking collision, the peak experience of thought, the deep shock of emotion, and the time control of learning difficulties and key points. More reasonable, this is a higher level of classroom control ability. Professor Ye Lan said: “As long as teachers take into account the multi-faceted growth of students, the multi-faceted nature of life activities and the possibility of multiple combinations and development methods in the joint activities of teachers and students, they can discover the benefits of classroom teaching. It has generative characteristics. "Classroom teaching should be an important life activity in the growth process of students, and it should be a spiritual dialogue and interaction between teachers and students following the same value orientation. Classroom is life, that is, growth. The classroom teaching process is a process of mutual cultivation, dialogue between teachers and students, students and students, and the growth process of the students' lives. It is a process through which students can gain peaceful understanding, heartbeat, and emotional stimulation. , the process of being unable to stop and the integration and broadening of inner vision. Classroom control is the teacher’s creation and control of the learning situation in the classroom, the reasonable allocation of teaching time, the use of strategies to achieve the teaching objectives of the class, the adjustment of the classroom atmosphere, and the guidance and application of students’ learning methods. It means that the teacher’s control of the classroom Grasp the predictability, progressiveness and time-limited nature of teaching. Classroom control ability means that in order to ensure the success of classroom teaching and achieve certain teaching goals, teachers take the teaching activities themselves as the object of consciousness and constantly actively evaluate, feedback, adjust and control them throughout the teaching process. ability. It is embodied as the teacher's behavior of flexibly adjusting the content, teaching objectives, links, rhythm, atmosphere, time and other factors of classroom teaching according to various information in the classroom, so that classroom teaching can proceed smoothly. Classroom control ability is a comprehensive ability, which is a harmonious and unified whole composed of multiple individual abilities. The main content is divided into classroom organization and management ability, classroom observation ability, classroom timely feedback ability and classroom system grasp ability. 1. Classroom Organization and Management Ability Classroom organization and management ability refers to teachers giving full play to their management functions in teaching, coordinating the relationship between teachers and students, students and students, mobilizing students' enthusiasm for learning, optimizing the classroom teaching environment, and promoting negative attitudes in classroom situations. The factors change to positive factors, thereby ensuring the organic unity of teaching and the skills and techniques for teachers and students to complete teaching tasks together. In classroom teaching, teachers should use various management methods to attract students' attention, stimulate students' interest, activate students' thinking, and make them consciously, actively and proactively participate in activities to acquire knowledge and abilities based on class objectives, teaching content, and students' actual conditions. In the interactive classroom, students are active in thinking, enthusiastic and enterprising, and their thinking shows strong autonomy and independence. However, due to factors such as age and experience, their thinking still remains at a shallow level, but the concept of collective organization is weakened. Facing numerous students whose worldview has not yet been fully formed and whose behaviors are immature, teachers’ classroom organization and management skills will directly affect the effectiveness of classroom teaching. If the entire classroom organization and management can be handled smoothly, the teaching process will flow like clouds and water. Teachers can spend more energy on capturing students' learning information and solving problems, and they can immerse themselves in the ocean of knowledge with students. The ups and downs. Common classroom management methods include: creating situation method, expression infection method, pause and attraction method, goal guidance method, interesting stimulation method, doubt setting method, incentive method, competition method, suggestion method and humanistic evaluation method, etc. 2. Classroom Observation Ability: Classroom Observation Ability refers to the teacher’s ability to capture classroom information and the ability to understand the education object—students from the outside to the inside. Only with the corresponding ability to observe words and colors in the classroom can we open our horizons, think flexibly, capture the required information, grasp the personality of each student and the uniqueness of the student group, and grasp the initiative in teaching work to promote classroom development and achieve class and even Course Objectives. Capturing information refers to discovering valuable issues needed for teaching from information sources in the classroom. There are so many random events in teaching, and so many corresponding teaching resources.

This process will promote multi-directional interaction in the curriculum, the exchange of various types of information, the effective development of students' cognition and spirit, and the full development of students' personalities. They boldly express their feelings, opinions and conclusions instead of trying to figure out the standard answers expected by teachers. Different voices appeared in the classroom, arguments occurred, and further thinking was triggered. There were often inconsistencies or even contradictions with the pre-class presets, and there were even some unexpected "high opinions" and "climaxes" that gave Teachers and students bring a kind of unexpected satisfaction. Professor Ye Lan of East China Normal University once mentioned in "Reconstructing the View of Classroom Teaching Process": "Students' learning status in classroom activities includes their interest, enthusiasm, attention, learning methods and ways of thinking, cooperation ability and quality, Opinions, suggestions, opinions, questions and arguments, and even wrong answers, etc., whether expressed in words, behaviors, or emotions, are dynamic and generative resources in the teaching process. "These information resources. Fill the entire classroom, and if the teacher simply incorporates them into the predetermined answers, the "spark" that was just created will disappear immediately. The information generated by the open classroom is the resource and wealth of education. As a teacher, you should be good at capturing all kinds of valuable information generated and changing during classroom teaching, and quickly judge the validity of the information. Is it a useful resource, an irrelevant resource or a neutral resource? Can it demonstrate students’ learning processes and methods? Can it reflect students' emotional attitudes and values? Does it bring new educational opportunities to the classroom, or interfere with students' learning? Classroom reorganization information ability means that teachers are good at incorporating information into on-the-spot design in a timely manner, skillfully using teaching activities to turn it into living educational resources, and striving to create conditions to support him, cultivate him, and let the sparks ignite. . The process in which teachers and students stimulate each other, eliminate confusion, solve questions, and meet needs during interaction is the process in which students themselves gain progress, development, and growth. With the utilization and accumulation of dynamic and generative resources, teachers' teaching experience will continue to be enriched, and the goal of growing together with students will gradually be achieved. How can teachers effectively reorganize information in the classroom to promote the development of teaching? It can reorganize positive information in the cocoon-stripping, extending, winding and winding way, negative information in the north-south, rut, and watch its variations, and irrelevant information in the downplaying and turning a blind eye, thus demonstrating appropriate changes in teaching. Procedural ability, ability to flexibly change teaching methods, and ability to skillfully handle teaching errors. Ability to appropriately change teaching procedures: Classroom teaching generally has certain procedures, and two-way teaching communication operates according to certain rules. Teachers have preset teaching links and teaching steps in advance; however, in actual teaching, information that affects the teaching process often appears. Teachers have certain adaptability and can adjust the teaching process appropriately according to the actual situation to ensure the smooth progress of classroom teaching. Ability to flexibly change teaching methods: In the classroom, teachers must flexibly choose teaching methods and adapt to the situation to meet the needs of teaching based on the learning content, existing learning experiences reported by students, students’ psychological characteristics, and the teacher’s own expertise. Ability to skillfully handle teaching errors: A wise person will inevitably make mistakes. Students are allowed to make mistakes in the classroom, and teachers are also allowed to make mistakes. After a teacher makes a mistake in the classroom, the key is how to deal with it and whether he can respond in a timely manner and remedy it. Using the trick of making mistakes can cleverly turn mistakes into educational opportunities and highlight the wisdom of teaching. 4. Ability to grasp the classroom system The ability to grasp the classroom system refers to the teacher's ability to correctly grasp the teaching objectives, stabilize the teaching rhythm, and control the teaching structure. Grasping the teaching objectives requires teachers to control the classroom from an overall and overall perspective in a timely and appropriate manner, and to monitor whether their control is conducive to the realization of the control objectives at any time, and to provide feedback and regulation on the teaching objectives set by themselves according to the actual situation of the classroom. Stabilizing the teaching rhythm requires the ability to reasonably control the teaching rhythm.

Teachers with strong adaptability can freely adjust the teaching rhythm, arrange the learning content in an orderly manner, reasonably distribute key and non-key points, difficult and non-difficult points according to the learning situation, and allocate time just right; the teaching language is vivid and vivid, creating an artistic atmosphere. Classroom atmosphere: the teaching speed is fast and slow, urgent and slow, tense and relaxed, reflecting the appropriate density of the teaching process. The control of teaching rhythm is to ensure that classroom teaching has clear stages, interlocking links, and appropriate relaxation, so as to create a good teaching situation for students, so that they "fear that they do not listen well enough and do not know when the bell will ring." The overall classroom teaching structure is the unity of the spatial structure of the system and the time structure of the process. The optimization of classroom structure must be based on advanced teaching ideas, scientific teaching principles, and correct teaching methods. When teaching, you can design block-based learning ideas and thematic content structure. Controlling the teaching structure especially requires the ability to wrap up the classroom with the finishing touch. The generated classroom more or less changes the preset learning goals, learning content, and how to close it. It is very important to summarize and consolidate the effects of classroom teaching and should not be underestimated. A high level of classroom closing ability can make classroom teaching even better. A higher level of classroom control ability requires grasping the two pairs of contradictions in classroom teaching. The first is interactive generation and value guidance. A classroom without life interaction between teachers and students is a mediocre classroom that lacks vitality and vitality. It is also a stylized classroom that has lost the color of life. However, it pursues too much the interaction between teachers and students in the classroom situation and abandons the concept of education. Controlling the value of the classroom is obviously a blind, purposeless and disorderly classroom creation. The so-called "interaction generation" means that the educated have a sense of freedom and personal dignity. The educated's understanding and grasp of the subjective and objective world are not molded by external forces, but are formed by the subject in a certain educational situation. It is generated and constructed autonomously and actively through the interaction and influence between objects. Any knowledge learning is an active construction process. Learners do not passively accept external information, but actively and selectively perceive external information based on previous cognitive structures to construct the meaning of current things. Mapping to the classroom situation, this construction is more of a social construction, that is, learners share experiences, integrate horizons, and construct the meaning of knowledge through interactions with teachers, peers, and text courses. , communicate mutual understanding and enhance the realm of life. Of course, value guidance cannot degenerate into coercion and rough indoctrination, treating students as objects rather than as living people with free will, rich and sensitive inner worlds, and unique judgment abilities. Classroom teaching contains value guidance, which means that classroom teaching reflects the value choices and value presuppositions of the instructor, such as: what is the ideal classroom teaching form, what kind of learning process is more meaningful, and what kind of control is effective. Conducive to improving students' learning efficiency, etc. A higher level of classroom control ability refers to the ability to lead classroom values ??based on interaction generation. Dealing with the contradiction between interaction generation and value leadership is a new classroom pursuit, which demonstrates the unique thinking and thinking of many educators in the field of classroom teaching. Reflect deeply. The second is to take into account the overall situation and express individuality. Classroom teaching requires teachers to face all students and pay attention to each student. It requires teachers to integrate individual information to form the learning needs of all students, take the overall situation into consideration, and at the same time teach students in accordance with their aptitude according to their individual differences. Teachers often originate from individual learning needs and push this need to the whole class of students, and at the same time push the learning requirements of the whole class to individual learners. New classroom teaching pursues overall progress and development on the basis of encouraging students to express their individuality. A higher level of classroom control ability is the ideal pursuit of teachers' classroom teaching. It is a refinement based on comprehensive reflection on the curriculum view, teacher view, learning view, etc. in the context of the new curriculum. It is a reflection of the role of teachers and students in the education process. Full affirmation and publicity of the individual existence value of life. The rich levels of classroom control ability are difficult to quantitatively and clearly divide using certain standards.

It is generally believed that a higher level of classroom control ability needs to have the following characteristics: the classroom atmosphere is harmonious, democratic, and regulated; the teaching order is compact and effective; students are active in learning and thinking, and there are both preset internal and external generation in the classroom; teachers There are both explicit and implicit aspects of classroom control, and the time to deal with generated problems is appropriate: | The application of "Cherish ink like gold, not sparing pen and ink" follows students' thinking and emotional needs; teaching time is allocated appropriately; and the teaching effect is good. 3. Characteristics of classroom control ability When talking about classroom control ability, it is often combined with specific classroom situations. From the teacher's practical behavior in this moment, here, and this person, we can judge the classroom control ability. From this, we can see that classroom control ability is It is personal, situational and periodic. Personality means that a teacher’s classroom control has a strong personal touch. This ability is unique to the individual and cannot be inherited or transferred, nor can others plagiarize it. The daily saying "It's your own, you can't steal it or take it away" refers to the kind of knowledge and ability that are inherent in life. We have seen that the superb classroom control, guidance, timely evaluation, feedback art, etc. of many special teachers will disappear with the passing of life. This also shows that the individuality of teachers’ classroom control ability is also reflected in their uniqueness. Teachers' classroom control practices always reveal the distinctive characteristics of their personal character and temperament. Such distinctive characteristics are often revealed by themselves inadvertently rather than deliberately imitating others. Situationality means that teachers control everything that happens in the classroom, and it takes place in a specific situation (time, space, people, things, etc.). If the situation changes, everything will change. No two leaves in the world are exactly the same. It is impossible for a person to step into the same river for the second time. Similarly, it is impossible for a teacher to control the same classroom again. The situational nature of classroom control lies in its changes, which is where the complexity of education lies. Situational characteristics require teachers to respond to classrooms with practical wisdom, rather than copying operating models. Excellent classroom teaching control cannot be copied, and there is no absolute truth that is universally applicable. Teachers are taking actions every minute in the classroom. This action changes in time with changes in the situation, especially changes in students' academic conditions. Therefore, teachers' practical control actions have an "unthoughtful" color, and the classroom Mastery of wisdom is instant. Because teachers cannot withdraw from this moment to think carefully and then implement the control plan, they can only reflect during practice, so teachers' classroom control is also a kind of smart action. Smart action is an action of instant reflection, and the timeliness of it determines the periodicity of classroom control ability. In the same classroom teaching by the same teacher, the classroom control at this time may be successful, but the classroom control at that time may be a failure; in the teaching of different classes, the classroom control may be ideal in this class, and in another class, the classroom control may be ideal. The classroom control of a class may not be in place; the teacher's current classroom control ability is much stronger than that of the previous semester's classroom teaching.