The role of pre-class interaction

Pre-class interaction has a certain purpose and often has the following functions.

First, ease the mood.

On the occasion of demonstration class and observation class, some students are nervous in the face of some teachers, and some students are in a state of self-protection, out of class and not good at speaking. Teachers should mobilize students' emotions before class and help them get rid of their ideological burdens to show their excitement in class.

Second, close the relationship between teachers and students.

If we borrow classes, we should pay more attention to the interaction before class, so that students can become our small fans as quickly as possible in a short time. I remember that once a teacher went to Qiqihar to participate in a competition, and designed an interaction to speak dialects: children, I came to your northeast and specially learned a few Northeast dialects. Then I used the words "Nagata, Gigi" roughly. At this time, the children laughed at the impure Northeast dialect. The teacher asked again, who can teach me some more? Then the students become little teachers. Later, in class, students were asked to talk about the meaning of "coquetry". A child answered "Huohuo" in dialect, and the audience laughed again and again. At that time, when the judges commented on the class, they pointed out that it was a bright spot and dialect was also the language of the motherland.

Third, observe students.

After all, it is a demonstration class. We must make this class effective and bring some thoughts to others. Therefore, only the wonderful communication of students' answers can make our classroom smart and wonderful. Therefore, teachers should carefully design pre-class interaction, observe and judge these children's thinking mode, learning level and study habits from students' answers, and serve the follow-up classroom questioning.

Fourth, make a request.

Especially in the lower grades, only by organizing the class well can we teach the class well. Then you can tell a short story about the classroom requirements before class, and then let the children talk about what they have learned from it. This not only raises the requirements, but also observes the children, killing two birds with one stone.

Paying attention to interaction before class will get twice the result with half the effort.