How to improve the effectiveness of problem-based teaching classroom

How to Improve the Effectiveness of Classroom Reading Teaching

Reading is an extremely important learning content in Chinese curriculum. Modern reading view holds that reading in a general sense is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience, and the reading of Chinese courses should be understood in this way. Reading is a dialogue process among students, teachers and texts.

In reading teaching, there are many dialogues, such as the dialogue between students and authors (texts), the dialogue between teachers and students, the dialogue between students and authors, and the dialogue between students and teachers and editors. These dialogues provide a good environment and conditions for students' personalized reading, but the center of the dialogue is each student. We must emphasize the autonomy and independence of students' reading. The meaning of the text is discovered and constructed by students themselves during reading. Students should be allowed to read and learn to read by themselves. In this sense, our Chinese textbooks are not textbooks at first, but readers. Under the new curriculum concept, teachers are the organizers of classroom reading activities, the promoters of students' reading and one of the interlocutors of reading.

Generally speaking, teachers, as the intermediary between texts and students, have higher ideological depth, cultural level, life experience and aesthetic level than students. He can play a guiding role, but he can never replace students' dominant position in reading. The popular "talking method" teaching in the past runs counter to reading as the essence of dialogue. In short, the modern reading view holds that the classroom is a learning entity and the teacher is the equal chief. Curriculum is a grass-roots curriculum, which is constantly growing and can be extended. Classroom is a teaching that constantly produces new goals according to pre-set goals.

So how can teachers better become the organizers, guides and collaborators of students' learning in class, so as to improve the effectiveness of classroom teaching?

First, the premise of improving the effectiveness of reading teaching classroom-preparing lessons carefully

In a class, what teachers teach and what students learn must have clear goals, which requires teachers to master and learn textbooks. Grasping the key points and difficulties in teaching is the key to compiling teaching materials. The so-called teaching focus refers to the decisive and most important content in a certain range, or the most basic and essential part. Although it is a teaching difficulty, it refers to those contents that are difficult for students to understand, master or easily cause confusion and mistakes. When preparing lessons, teachers should study the teaching materials carefully and grasp the key and difficult points of teaching. For teaching materials, we should not only work hard on "in-depth" but also make a fuss about "simplicity". How to "simplify the complex" must be effectively planned. Effective planning is a teacher's ability that can't be ignored. The former is a dialogue between teachers and texts, which I personally think is to solve the problem of what to teach, while effective planning is to consider how to teach, which is the premise and guarantee for our children to learn effectively in class. How to teach and how to construct a text-based teaching strategy? In my opinion, teachers "re-develop" textbooks according to students' actual level and emotional state, that is to say, "using textbooks" rather than "teaching textbooks", that is, teachers are required to teach the course content "student-oriented".

Second, the basis of improving the effectiveness of reading teaching-preview before class

It is very important to preview before class. Preview is to read the content of the new lesson by yourself before the teacher gives a lecture, to get a preliminary understanding of the content of the text and prepare for learning new knowledge. In general, students are assigned to read the text at least three times and read it correctly. If they don't understand it, they should look it up in the dictionary, look up information or mark it. They are also required to question the content of the text or the content of sentences and paragraphs, that is to say, they are required to look for questions from the content of the text, and then look for answers from the text in order to put forward and solve them in class. Think again about what you have learned by reading the text. Think more about exercises after class. If students can make full preparations before class, then teachers can better grasp the key points, solve difficulties and improve the effectiveness of teaching, and the quality of students' preparation will directly affect the effect of his lectures. If our teachers prepare students well, they can also encourage students to develop good self-study habits, gradually improve their self-study ability and lay a good foundation for future study.

Third, improve the effectiveness of reading classroom teaching-passion introduction

"Interest is the best teacher", "Those who know it are not as good as those who are good, and those who are good are not as good as those who enjoy it". Interest plays an important role in a person's mastery of certain knowledge and skills. Due to the rapid development of society and the richness of information means, students already know a lot of teaching content, and even become accustomed to it. Plus preview before class, students often lose interest in the content of the text when they study in depth, which will affect the teaching effect. Therefore, the guidance of teachers becomes particularly important. According to the teaching content and students' reality, we should stimulate students' interest in learning and let them enter the study happily. For example, in classroom teaching, if we catch some interesting activities related to the content of teaching materials, we can not only enliven the atmosphere, but also stimulate the rise of students' learning. For example, at the beginning of the article "The Destruction of Yuanmingyuan", my feeling is particularly profound: on one side of the world, there is a great miracle of mankind, that is Yuanmingyuan. Everything that an almost transcendental nation can imagine is gathered here. Just imagine an indescribable building, a fairyland like the Moon Palace, and that is the Yuanmingyuan. Then the courseware demonstrated the landscape pictures of Yuanmingyuan one by one, such as "resplendent palaces", "exquisite pavilions" and "colorful western architecture". Let students observe and appreciate them, and let them talk about their feelings in their own language. The teacher went on affectionately: what a pity that such a beautiful thing has turned into ashes! Who destroyed the wealth of our country? As soon as the voice fell, the students gathered their emotions and began to explore the text. For example, when teaching the article "Song of the Moonlight", I introduced it like this: "Students, do you like music? Let's enjoy a piano piece together. " (Turn on the tape recorder and play the moonlight song) After listening, I asked, "What's your mood at this time? Tell everyone. " Beautiful and lively music creates the best aesthetic atmosphere. The students not only learned knowledge, but also understood Beethoven's special feelings for music and appreciated beauty. For another example, in the second class of teaching Fanka, I introduced it like this: "Last class, we learned Fanka's letter to grandpa. We know that Fanka's heart is full of deep hatred. In his letter, he repeatedly appealed to his grandfather to help him, earnestly hoping that grandpa would take him back to his hometown. The poor child is dying, and how he wishes to get rid of his tragic fate. Now let's see what happens after Fanka finishes writing. " At this time, students will express their opinions according to what they know, and the classroom effect is very good. Therefore, in classroom teaching, teachers should look for opportunities and create "display" conditions so that students can fully "display". Students who have different views on the topic can express their views in class and give appropriate encouragement and praise. Students can give lectures on individual chapters in the text and tell other students after full preview. While "expressing" themselves, they tested their self-study effect and exercised their expressive ability and psychological quality. Sometimes, students can also be guided to write "small exercises" around a certain topic and write their own experiences in learning. In this way, all students are urged to read the teaching materials carefully and consult the materials, thus making the whole classroom atmosphere warm and full. As long as students' enthusiasm is aroused, we will certainly achieve the teaching effect we need.

Fourth, the core of improving the effectiveness of reading classroom teaching-the combination of reading and writing

"Chinese Curriculum Standard" points out: "Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability. The main way to cultivate this ability should also be Chinese practice, and it is not appropriate to deliberately pursue the systematicness and integrity of Chinese knowledge. "According to the spirit of curriculum standards, it puts forward requirements for our Chinese teaching: in daily Chinese teaching, we can't ignore the development of practical Chinese application ability with oral communication and daily writing as the main content, and the development of Chinese ability can't be separated from Chinese practice activities. In other words, the most effective way for students to master the knowledge of words and sentences and train their listening, speaking, reading and writing skills is to "combine reading and writing".

I think we should first guide students to understand how the author expresses the content in language, summarize the writing characteristics of the article, feel the charm of language and learn writing knowledge. For example, the article "Father and Son in the Earthquake" in the ninth volume of teaching can guide students to grasp the words describing their father's expression and understand his inner activities; Grasp the author's description of the sentence at that time, and experience the hardships of his father digging the ruins, his firm belief in his heart and his deep fatherly love; By understanding the sentences describing the father's appearance, we can understand his strength and great love. Then let the students understand that the characteristics of describing characters can be reflected by appearance, language and action. Seize the sentence that the father said to his son: "No matter what happens, I will always accompany you" and repeat it many times in the article, achieving the effect of emphasizing and echoing. This is also a writing method.

Secondly, we should take writing as a means, use what we have learned during reading to train our writing ability, and at the same time consolidate the effect of reading. For example, the lesson "Peanut" is an article that describes people with things. By comparing the characteristics of peanuts with apples and pomegranates, the author understands the truth of being a man. After learning this text, you can guide the students to talk about what they have learned from the things around them, and then choose a familiar thing to write. This kind of exercise will enable students to apply what they have learned in reading to practical writing. The combination of reading and writing in reading teaching means that the instrumentality and humanity of Chinese proposed in the new curriculum standard are highly unified, and the effect of reading teaching is achieved.

Fifth, the necessity of improving the effectiveness of reading classroom teaching-out of the text

After understanding the content of the text, we should guide students to break away from the text, contact people and things in real life, compare feelings and scenes, and analyze them.

When students walk out of the text and into life, they will find the beauty and ugliness, glory and shame of life. This leads classroom teaching to life, which shows that there are Chinese everywhere in life. Reading improves students' ideological understanding, plays the role of self-education, and also cultivates students' noble quality and positive, optimistic and strong outlook on life. For example, after teaching the lesson "Serving the People", I asked students to talk about how to serve others in combination with the reality of our class. The students expressed their opinions, and some talked about the usual trivial matters. Some talk about how to help classmates; Some people start with how to help others ... students' understanding has improved, and the classroom effect has also improved.

Exploring the effectiveness of classroom teaching is a frequently discussed and new topic. There are still many effective strategies for Chinese classroom teaching. We need to optimize the student-centered classroom teaching structure in teaching practice, and constantly explore effective teaching strategies to make our Chinese teaching get twice the result with half the effort and strive to improve the effectiveness of teaching.