How to deal with students who are not paying attention in class? Learn from Mr. Wang Man's interpretation of the key points of primary and secondary school teachers' ability (II)

How to deal with students who are not paying attention in class? In class, which teacher has never met a student who is not serious in class? I don't think so. No matter how fat the grass is, there will be thin cows. Students who don't attend classes and students who are absent from classes can be seen everywhere. Every year, every class at every level has students, even key classes or characteristic classes drawn from key schools. Therefore, as teachers, we are used to it. But can you ignore him? No, school leaders have repeatedly asked our teachers to control classroom discipline, although it is obviously impossible, but how can we control it? Of course, I believe all my colleagues have their own tricks. If there is this, I will also talk about my practice. Of course, in today's society, schools that have passed nine-year compulsory education for so many years cannot handle these students by dropping out of school. Of course, we must find ways to make our students listen carefully and recognize our students to learn your class well. Therefore, we must seize the students' attention and make our class active. In order to attract students' attention, we should make the class lively and interesting. Only in this way can we attract all the students' attention and let them concentrate on the class without being distracted. In the lecture, we can't mechanically copy the knowledge in the textbook. As long as the content is ok, we just need to read the textbook carefully and make it clear. Other examples should be quoted from things that can arouse students around you. Be tolerant of students who desert and make mistakes. Tolerance does not mean not criticizing or telling. My approach is to wake up a little for small mistakes, of course, this should be more interesting. For example, if you see a student burying his head under the table and doing little tricks, you can quote the reproductive content of our biology class to wake up: one of our classmates didn't attend class and did experiments below early. Have you ever seen him unbutton his belt? Please stop, look up and listen to the class, leave the experiment until you have finished reading and come out as an adult. Laughter broke out. Of course, does this classmate have a face and a low head? Needless to say, I believe everyone knows. Of course, there is no need to criticize students who don't attend classes. I can also check them randomly at any time to repeat the lesson I just gave, whether it is sentences, questions or blanks. I can check them with this little question and use this method to wake my students up for class. I didn't invent this method. I believe many teachers have used it, but I wonder how many teachers can insist on using it well? Learn from Mr. Wang Man's interpretation of the key points of primary and secondary school teachers' ability (II). Wang Man, head of the Chinese Department of Beijing Institute of Education, associate professor and director of the Institute of Teachers' Professional Development. Since 2005, he has been the head of Chinese subject in Beijing's "Research on the Course Reform of Basic Education", "Municipal Key Teachers" and "Paid Off-the-job Training", teaching all kinds of teacher training courses, conducting practical research and teacher training in primary and secondary schools for a long time, specializing in "Teaching Design of Chinese Classroom in Junior High School" and editing "New Chinese Curriculum Teaching and Teacher Growth". Published many papers in core journals. Teaching Assumption: Interpret some key points of "Teachers' Teaching Ability Standard" with liberal arts classes to help primary and secondary school teachers improve the standardization and scientificity of teaching design, and master the matters needing attention and operation essentials in teaching design, implementation and evaluation. There are four criteria for teaching design: (1) Correct understanding of teaching materials; (2) Empirical analysis of students' situation; (3) Clearly define and express classroom objectives; (4) Designing teaching activities with students as the main body Teachers often start with "teaching objectives" when writing teaching plans (teaching design), but before the "teaching objectives" are determined, there should be "background analysis" or "front-end analysis", including taking care of teachers' work habits, which we call "teaching material analysis" and "student analysis". (1) Correctly Understanding Textbooks According to the general teaching theory, textbooks (especially textbooks) are the carriers of teaching content; "Correctly understanding teaching materials" refers to accurately, profoundly and systematically mastering the teaching content, especially the knowledge structure. However, the subject of Chinese is very special, and the text as the main body of the teaching material is only the raw material for teaching. What to teach or what to use to teach a text requires teachers' thinking and creation, that is to say, the content of Chinese teaching is not ready-made, but needs teachers to refine it. Correctly refining the teaching content is the basic premise of subject teaching. If there is a fundamental mistake in the teaching content of a class, it will lose the minimum foundation for establishing a class. This is especially important for Chinese teaching! The teaching content refined by the teacher can be presented in the "teaching material analysis" of the teaching plan, but more often it is presented in the "teaching process". Teaching material analysis should include the following points: 1. Unit structure analysis: If a single text is taught, the text should be positioned in the teaching material system and unit; We advocate unit teaching design; Grasp the internal relationship between knowledge and text, and realize the structure of curriculum knowledge and the serialization of teaching content. 2. Text analysis: interpret the text independently and get rid of the dependence on the teacher. Special attention should be paid to text analysis; Understand the conciseness and essence of the article and avoid superficial and labeled interpretation. Pay attention to stylistic features and strengthen stylistic awareness. 3. Analysis of reading aid system, practice system and knowledge system in teaching materials. Such as unit tips, reading guidance before class, off-page interpretation, after-class exercises, illustrations and so on. And use these resources critically. For example, when refining the content of reading teaching, we should pay attention to three points: interpreting the text independently and grasping the main idea accurately and profoundly; Grasp the language noumenon and start teaching; According to the characteristics of different styles, the correct reading teaching content is refined. Beginner teachers often rely on teaching reference or download ready-made teaching designs and courseware from the internet, not knowing that the text needs to be read and analyzed by themselves, and not knowing how to interpret it; Blind expansion or overhead analysis in teaching is divorced from language ontology; We can't master the corresponding reading methods according to the characteristics of different styles. "What's on the Moon" is a scientific text (or expository text), but many teachers confuse it with literary works and teach students to read it repeatedly with emotion, but ignore the deletion and processing of information. There are similar problems in teaching scientific texts with an unscientific attitude, such as "seeing the weather from the clouds" and "natural language". There is no news in Auschwitz, a high school language, which is not taught in the style of news, but as lyric prose. This is all the improper teaching content caused by the wrong style of writing. (B) empirical analysis of students' learning situation can not be vague, but must focus on specific teaching content. For example, the analysis of learning situation in reading teaching must focus on specific texts, including the following points: 1. What are the students' interests and problems in this text? What can and can't they read? For example, for street trees, students can understand "dedication", but what they can't understand is "pain" and "sigh"; For autumn nostalgia, students can understand "nostalgia" and "maternal love", but what they can't understand is "autumn" and "life". 2. Learning basis related to this article; Existing knowledge and life experience; Knowledge level, emotional attitude, reading habits, whether you have read relevant articles, etc. For example, in Sima Guang's lesson, primary school students don't know what a "jar" is. 3. Students' cognitive rules and ways of thinking. For example, children in primary schools and junior high schools are not strong in rational generalization, so problem design cannot start with rational generalization. The contents and methods of academic situation analysis are simply divided into two parts: one is the basis of life experience and emotional experience [non-intellectual factors]; The second is the basis of cognitive understanding ability [intelligence factor]. When preparing lessons, we should do empirical student research-the significance of student research: avoid taking classes for granted; What students already know is still repeated at a low level; What students don't know, what they don't understand deeply, they still don't know after class. Students' research methods: observation, interview and homework analysis (pre-test and diagnosis). For example, let students write down their feelings and understanding of the text first, and ask or answer some questions. For example: 1. Students' feelings and questions about seeing Kong Yiji for the first time: The article is very interesting, and Kong Yiji speaks humorously. I already have a feeling of regret for Kong Yi, and I am angry at his lack of ambition. Cheerful, humorous, bring laughter to people. "What are you talking about Kong Yi really dead?" Why doesn't Kong Yi have a real name? Is Kong Yi a good guy or a bad guy? 2. Students' experience and impression of reading "news": TV is the most important way for students to get news, not newspapers. Most students are interested in social news, followed by culture. Current affairs and sports news are just like keeping a diary, which is no different from writing a composition. It's not the same as recording new things around you. News content without rhetoric has no feelings and opinions. Only three principles of a thing are introduced and described to determine the teaching goal: for example, the teaching goal of "improving students' ability to answer questions through group cooperation and communication" is rather vague .50066.90669666666 This is not the teaching goal of a certain class or several classes, but the course goal that needs long-term training. For another example, some teachers set the teaching goal of "Making Chu by Yan Zi" as "learning Yan Zi's speaking art", but they didn't explain clearly the argumentation strategies such as "drawing inferences from others" and "avoiding reality and being empty". The goal is not specific and clear, which leads to the actual lack of teaching content and empty teaching effect. 2. Focus: It means that the goal of a class (or a text or a unit) cannot be too much, and it is not easy to really achieve a "class". 3. Appropriateness: Appropriateness is based on the position of (1) in the curriculum system and unit structure; (2) the characteristics of the text itself (paying special attention to stylistic features); (3) the situation of students. Correctly understand and express three-dimensional goals: First of all, three-dimensional goals cannot be understood as knowledge, ability and moral education, especially emotional attitudes and values can not be narrowly understood as moral education. For example, aesthetic emotional experience is not equal to moral education. Secondly, the "three-dimensional goal" has inherent unity, which is the three values contained in the same teaching content or teaching activity and the three rays reflected. Don't misunderstand it as doing three things. Third, the time to achieve three-dimensional goals is not equal; The goal of "knowledge" may be realized in one class, while "ability and method" need repeated training, "plot attitude and values"; Need long-term edification. Fourthly, the "process" in "Process and Method" is not the teaching process designed by teachers, but the process experience of students' actual learning, which is difficult to write in the teaching plan; "Method" can't be understood as teaching methods such as discussion and inquiry, but the methods that students need to master through the study of this course, including the learning methods and thinking methods of specific content. It should be noted that the "method" in reading class is not the writing method of the text. Fifth, "ability" and "method" are essentially the same; "Ability" is the ability to skillfully use various methods, master and flexibly use "methods". The automation of "ability" is "habit". 6. Autonomy, cooperation and inquiry are abstract learning methods, not the "method" of a certain class as the teaching goal, but the thinking method and learning method embodied in the specific teaching content. For example, punctuated comments, asking more questions, reading and swimming, scene reproduction and so on. Seventh, "emotional attitude and values" should conform to the characteristics and internal requirements of the discipline. The most important emotional attitudes to be cultivated in Chinese are: recognition and love for the mother tongue; Respect for language and writing; Understand the author in reading, respect the reader in writing, pay attention to listening and expressing clearly in oral communication, and be responsible to the audience. Example: comprehensive learning. Bridge (IV) Student-centered design Teaching activities There are several keys to the design of teaching activities: 1, there must be problem design, especially programmatic problems (trunk problems), and the main problems should be properly decomposed to construct the necessary steps for students' thinking. 2. Design student activities (including homework), especially task-driven activities, and truly implement student-centered learning activities. Matters needing attention in teaching link design: (1) Teaching link cannot be written like this: 1. Introduction 2. New teaching 3. Summary 4. The writing of homework has no practical significance. The key is the so-called "new teaching" part, what to do and what links to rely on to promote the teaching process and thinking process. In addition, some teaching plans do not write the time allocation of each link, which is easy to cause arbitrariness in actual teaching, unable to grasp the classroom time and teaching rhythm, and often procrastinate or relax before tightening. (2) There should be neither too many nor too few links. Too many links are easy to be complicated, and it is impossible to highlight the key points, which may not be completed; Too little makes classroom activities monotonous. Generally speaking, the main part of a class should have 4-6 links, focusing on four or five things. (3) The arrangement of teaching links, that is, the promotion of the teaching process, should follow the students' reading rules. For example, literary works should be felt first, not summarized first. (4) The design of teaching links should focus on key points and be rich in levels, and should take care of each other with the teaching objectives (especially the key points and difficulties). Seven standards of teaching implementation: (5) concise and vivid teaching language; (6) Clever use of blackboard writing; (7) Correct use of multimedia and other teaching tools; (8) Appropriate questions and effective questions; (9) Strengthening the content of important and difficult points and students' responses; (10) Adjust the rhythm and content of the class reasonably; (1 1) Teaching for all students and paying attention to individual students implements skill function classification: 1, provided that a good learning environment and classroom order are created. 2. Foundation: effective information transmission (language, blackboard writing, reinforcement). 3. Core: Promote students' active learning (questioning, interaction, insight and response, individual concern). 4. Guarantee: organizational control (organizing various learning methods: regulating time, rhythm and content trends). The following optional instructions are required. To create a good environment and effective classroom teaching, students should first feel comfortable, happy and excited psychologically. This kind of emotion comes directly from the influence of the teacher. Therefore, in the classroom, teachers should control their physical and mental state, overcome negative emotions such as fatigue, enter the classroom full of energy, face students enthusiastically, always keep smiling in the classroom, maintain a cordial, tolerant, gentle or enthusiastic teaching image, handle various classroom events in a democratic and harmonious way, and avoid conflicts between teachers and students. Teachers' enthusiasm for the classroom comes from their interest and love for what they teach, from their sense of self-efficacy in teaching (I believe their teaching will be beneficial to students), and from their respect, care, love and expectation for their grades. Therefore, novice teachers can start from the above three aspects, stimulate their teaching enthusiasm, and let students feel the above three aspects through appropriate expressions. Teaching language is the most important means for teachers to teach in class, including the language to explain relevant knowledge, the language to ask questions or give guidance to students, and the communicative language to communicate with students. The language used by teachers in the classroom, in addition to the preset content when preparing lessons, is mainly audio language and impromptu language. Phonetic language needs phonetic features, and improvisational language needs the skills of organizing language quickly. 1. Teachers' beauty must first overcome some common bad language habits, such as mantra, monotonous words and phrases, wordy words and so on. , be concise, clear, vivid and infectious. 2. Use body language and paralanguage such as expressions and gestures to enhance the effect of information transmission. 3. Explain, explain and give examples flexibly according to the learning situation. Chinese teachers, especially Chinese teachers, should always set an example for students. Therefore, they must have a good reading level, constantly hone and enrich their reading skills, overcome bad habits such as "reading aloud", and achieve truly excellent demonstrations for students. "Classroom discipline" has two meanings. First, teachers should standardize the basic trend of classroom teaching content, ensure that teaching follows the correct track and will not be disturbed by miscellaneous information and accidents, so that the classroom can "fly"; We can control the allocation of teaching time in each link, grasp the teaching rhythm of the whole class, and avoid the problems of "loose before tight", "procrastination" and "endless lectures". In other words, the objects of classroom regulation are mainly "teaching content" and "teaching time", so special attention should be paid to classroom regulation. To ensure that there is time for review and summary in class, it is best for students to talk about their gains and experiences in this class. Second, the classroom is a dynamic river. Teaching implementation is not simply copying teaching plans, but adjusting and reforming the preset teaching plans in time according to students' mood, thinking state and behavior performance in class. Temporary situations in class, whether from the environment or from students, belong to "accidents or information". Some of these accidents are worthless and teaching can't be disturbed casually. Others contain value (for example, students' speeches seem to deviate from the theme, but they are full of wisdom), which needs teachers' keen grasp to make them the generative content of classroom teaching. Better teachers can even turn seemingly worthless information and events into magic, turn disadvantages into advantages and crises into opportunities. The skill of "insight and response" in the first lesson of Spring Wine is to listen carefully to students' speeches, observe students' classroom activities keenly, give students the opportunity to express their confusion and ideas, and respond in time according to the captured feedback information, so as to realize real teacher-student interaction. Facing all and paying attention to individual students. Under the condition of class teaching system, we should pay attention to every student as much as possible, not satisfied with the classroom atmosphere set off by a few active students, and pay special attention to the silent and marginal students. 3 1. Give emotional and intellectual support to silent and marginalized students through questioning, eye contact, walking and individual guidance. 32, according to the individual differences of students, using interviews, written conversations and other forms, effective guidance of teaching students in accordance with their aptitude. The standard of teaching evaluation ability (12) Students' academic evaluation (13) Teaching reflection ability.