1. The teaching goal should point to the all-round development of all students' quality. The goal is to realize the internal unity of knowledge and skills, emotional attitude and values, process and method; It is necessary to teach students in accordance with their aptitude and formulate teaching requirements at different levels according to the theory of multiple intelligences; The goal should be flexible, leaving space and time for students to play their subjectivity; Focus on innovation ability and personality development as teaching objectives.
2. The teaching content is well organized. The content should reflect the unity of foundation, modernity and comprehensiveness; Textbooks and tutorials as teaching content and courses as learning content should be well planned.
3. The selection and application of teaching methods should be appropriate. Selection criteria should be based on autonomy, cooperation and exploration; Application should emphasize scientific, artistic and personalized application.
4. Teaching evaluation needs to be improved. All evaluations revolve around the purpose of "promoting students' development"; It is also necessary to evaluate the development of students' emotions, will and personality, as well as their needs and potential. The methods and means of evaluation should be diversified; Let students participate in the evaluation of education and teaching as the main body.
Therefore, in order to have a good class, we must choose reasonable and feasible teaching methods and means and arrange classroom teaching steps according to different teaching objectives and different learning stages and different learning objects. Teaching steps can generally be divided into reviewing old knowledge, informing teaching objectives, presenting new knowledge and promoting understanding of new knowledge.
First, review the old knowledge: the purpose is to activate the original knowledge.
Teachers consolidate what they have learned by asking students questions or taking quizzes, and strengthen the connection between old and new knowledge, so as to facilitate the acceptance of new knowledge. The methods of checking and reviewing are: oral question and answer, blackboard demonstration, memorizing words, formulas or years of events, checking homework, correcting homework errors, etc. After the inspection, it is generally necessary to give evaluation, using five-level scoring method or percentage scoring method, and point out the advantages and disadvantages, give explanations and explanations. The content of the review can be the content learned in the last class or the content related to the new knowledge to be learned. Teachers should try their best to create novel scenes and interesting questions according to the teaching content and students' cognitive level and age characteristics, so as to deepen students' mastery of old knowledge.
Second, inform the teaching objectives: the purpose is to guide attention and stimulate interest.
At this time, teachers should make students prepare for class and introduce teaching content by telling, writing on the blackboard or asking questions. For example, in terms of content, you can use some knowledge that students like and are related to real life; Or it can provide students with new field information that they don't necessarily know at ordinary times, but can quickly stimulate their enthusiasm for learning, so that students can quickly concentrate on new lessons. In the teaching process, teachers should pay attention to constantly guiding students' enthusiasm, giving guidance and observing students' reactions.
Third, teaching new textbooks: the purpose is to let students master new knowledge.
After arousing students' thirst for knowledge and inquiry needs, teachers should show the contents of new lectures to students in a timely, planned and hierarchical manner. When it comes to the combination of old and new knowledge, or the growing point of new knowledge, teachers should ask questions in an appropriate form (reading aloud, discussing, stick figure, etc. ) According to students' actual knowledge structure and cognitive level, guide students to really participate in and explore new knowledge by using various sensory organs. In the teaching process, teachers should do everything possible to inspire students to think actively and consciously understand what they have heard, and on this basis, guide students to complete their learning tasks. Teachers must make it clear that teaching new knowledge is not only for students to learn knowledge, but also for cultivating students' learning ability and forming good study habits. It must be pointed out that teachers must ask appropriate questions, which requires us to have a deep understanding of textbooks and students, put forward different requirements for different objects, and teach students in accordance with their aptitude. Secondly, teachers should be inspired moderately, guide students to sum up the rules themselves, cultivate students' language generalization ability and language application ability, and make students understand and consolidate the new knowledge they have learned in class. In addition, teachers can also let students practice and apply new knowledge initially, and let students know the effect of practice in time, feedback in time, consolidate and correct, so as to form correct and skilled skills and skills and further develop their intelligence; Or we can consolidate our knowledge by organizing students to discuss, summarize and read textbooks.
Fourthly, classroom management is very important in the teaching process of new textbooks. Our classroom activities can generally be divided into three main activity modes: classroom teaching, classroom evaluation and classroom management. Classroom management always restricts the effective conduct of classroom teaching and classroom evaluation. Therefore, not only at the beginning of class, but also in the whole teaching process until the end of a class, teachers should pay attention to regulating students' excessive tension and anxiety in the classroom process, easing and resolving various contradictions, maintaining students' physical and mental health, stimulating students' potential release to promote their learning, keeping students in a highly concentrated state, constantly stimulating students' thirst for knowledge, and guiding students to actively explore thinking activities and realize teaching content.
5. Assigning homework: The purpose is to let students further consolidate what they have learned and cultivate their independent ability.
Homework includes in-class and out-of-class, oral and written. No matter what form of homework, it is to let students digest and consolidate the knowledge, skills and skills they have learned, and to cultivate students' ability to apply knowledge and skills and work independently. Homework is the product of students' study. Whether the product is qualified or not indicates the quality of students' learning and also reflects the quality of teachers' teaching. Therefore, teachers should put forward clear requirements when assigning homework, and sometimes they need tips and demonstrations. Teachers should carefully check, correct and evaluate students' homework, understand the situation of both teaching and learning through inspection, sum up experiences and lessons in time, carry forward achievements, overcome shortcomings, improve teaching, and make it from student to student. For the homework in class, we can ask questions to inspire students to think, arouse the waves of students' thinking, keep their brains highly concentrated, and stimulate students' curiosity to the maximum extent. Seize the best moment for students to learn, point out the maze, and lead to the newly taught content. At this time, put forward new questions for students to practice in class, inspire and guide students to analyze and summarize, so that students can digest, absorb and use what they have learned in class in time. As for homework, teachers should pay attention to urging students to form the habit of finishing homework independently that day. Teachers should distinguish between cooperative completion and plagiarism when checking homework. The former deserves praise, while the latter should be persuaded and educated. At the same time, teachers should pay attention to students' brain hygiene when assigning homework, practice less but be concise, and don't torture students with sea tactics. The forms of homework should also be diversified, so that students with different abilities and interests have more free time to develop their personalities.
6. Reflection: This is a process in which teachers take their own professional activities as the object of thinking, examine and analyze their own behaviors in the profession and the resulting results, and it is the core factor of teachers' professional development and self-growth. There is no perfect class. In order to make each class better, we should meditate after each class. Reflect on the success or failure of a class; Reflecting on students' wit and unique insights in the teaching process, these valuable insights are also a supplement and perfection to classroom teaching, which can improve their teaching ideas and improve their teaching level. At the same time of reflection, we should write down the gains and losses in time, redesign the teaching plan, constantly improve and perfect the classroom teaching, foster strengths and avoid weaknesses, strive for perfection, and raise the educational means and teaching level to a new level.
The above content briefly describes the arrangement of classroom teaching steps. However, in actual teaching practice, due to the complexity and diversity of teaching tasks and teaching contents, as well as the different characteristics of teachers and students, it is decided that we can't mechanically copy any kind of classroom teaching structure model, and at the same time, we can't deny another structure model with one structure model. Different teaching modes have different emphases, and no teaching mode in the world is universally applicable, because the teaching situation is ever-changing. Because educators choose different educational theories and teaching theories, their operating styles will be different. Only by making this clear can we flexibly and appropriately choose and use the teaching classroom mode and realize the optimization of the teaching process.