I. Auxiliary link (about 1 min):
The auxiliary link includes three contents: ① blackboard writing topic; (2) reveal the goal; ③ Self-study guidance.
1, the title of blackboard writing, referred to as "blackboard writing", includes two parts: introduction and blackboard writing.
After the class introduction, the teacher first introduces the new class with one or two inspiring words, and at the same time writes the topic on the blackboard (which can also be displayed by projection). For example, Chinese teachers generally don't review old knowledge, solve problems, introduce authors and background of the times, and model essays in class. Why can teachers cut to the chase without reviewing old knowledge? Because this class mode, the requirement of "openness and clarity" and the management of "clarity day by day" have ensured students' understanding and consolidation of what they have learned in class, there is no need to waste precious time reviewing old knowledge in class. After reading the relevant materials in the textbook, students can naturally understand the meaning of the text topic, and the teacher does not have to speak first; As for the author and the background of the times, the teacher does not talk about what is in the textbook notes that students can understand when they study by themselves; Although there are no notes in some background textbooks, they have already learned relevant knowledge in history class. Students can generally understand the combination of historical knowledge, and the teacher will not say it. Time in class is precious, so teachers should use the saved time to learn new knowledge in this section.
Teachers can quickly introduce teachers and students into the classroom situation by writing on the blackboard or asking questions, so that students can clearly understand the learning content of this class, so teachers must take it seriously. When writing on the blackboard, the font should be neat, the strokes and strokes should be correct, the size should be moderate, the shelf structure should be reasonable, and graffiti should not be allowed; The position of the blackboard should also be designed in advance, orderly and eye-catching. From writing, we can see a teacher's working attitude, level and ability, as well as a teacher's emotional attitude and values.
2, reveal the goal, referred to as "standard".
What are the teaching objectives? Teaching goal is the goal or standard that teachers and students should achieve in specific teaching activities. American educator Bloom said: "Effective teaching begins with knowing what the expected goal is." It is difficult to evaluate the effectiveness and efficiency of a course without specific and clear teaching objectives. Traditional teaching has only a single knowledge goal, and teachers give priority to imparting knowledge; The new curriculum reform emphasizes the integration of knowledge, ability, emotion, attitude and values. Therefore, according to the requirements of the new curriculum reform, teaching objectives include three aspects: ① knowledge objectives; ② Ability goal; ③ Emotion, attitude and values.
Knowledge goal refers to the subject knowledge points that students must master in this class according to the requirements of curriculum standards.
Ability goal refers to the ability level that students must reach to master the knowledge of this lesson. Students' learning ability is hierarchical. For example, the college entrance examination syllabus stipulates that the college entrance examination language should test candidates' five abilities: memory ability, understanding ability, comprehensive analysis ability, expression and application ability, and appreciation and evaluation ability. Teaching has rules to follow. From the perspective of teaching content and ability requirements, the content of all subject textbooks can basically be divided into three levels: the first level is called "What", which requires students to read and memorize 100%; The second level is called "why", that is, analyzing the causes or conditions of things, which is the theoretical basis and exploring the regularity. This kind of content requires students to analyze and synthesize on the basis of accurate understanding and imitate it; The third level is "how to do it", that is, flexibly use the knowledge in textbooks to solve practical problems in real life, which is knowledge transfer training and problem-solving ability training. We often say that teachers should not only introduce students into textbooks to make them understand and remember, but also lead them out of textbooks to make them learn and use well. "Learning to remember" refers to the first two levels, and "learning to use" refers to the third level. These three levels of mastery are the dividing line between underachievers, average students and excellent students. Underachievers often don't study hard and pay attention. In these three levels, they can only remember a small part of the "what" in the first level; The average student remembers more than 75% in the first level, only about 60% in the second level, and can read the book to death, only about 30% in the third level; Excellent students can master the first level, more than 95% in the second level and more than 85% in the third level. The management of "learning before teaching, training in class" and "four clean-ups" is to make every student strive to meet the different requirements of these three levels. Teachers should pay attention to teaching students how to learn and know how to do it on the premise of remembering what it is and understanding why.
Emotion, attitude, values and goals are reflected in teachers' every move in the classroom and run through the whole classroom teaching. The cultivation of students' emotional values is the ultimate goal, and the realization of this goal depends on the emotional infiltration of teachers. The teacher's class is labor, which requires hard work, hard work and affection. Teachers have to move themselves before they can move their students. What should they use to move students? Teachers should integrate their profound understanding of life and learning into education and into the classroom. If the teacher has no spirit, no passion, listlessness and listlessness in class, the students will also be listless and sleepy. Some teachers lack affection and affinity, care about students, don't respect students, don't smile, always keep a straight face, and their language is blunt and expressionless, which leads to a dull classroom atmosphere.
Tao Xingzhi said: "Real education is an activity of mutual affinity. Only from the heart can we reach the deep heart. " In class, students are very sensitive to teachers' emotions. Teachers have no students in their eyes and minds, and classroom information feedback is equal to zero. In the autumn of 2008, in the second round of competition organized by Wei Yong School, a junior high school math teacher was dismissed. President Cai Linsen asked him when commenting on the class: "Are you a teacher or a warlord?" The teacher and the teachers present were stunned. I don't know why President Cai asked. President Cai Linsen went on to say, "You have a straight face from beginning to end and have no feelings at all. You regard students as enemies, so how do you communicate with them? How are your emotions, attitudes and values reflected? " Classroom teaching is the exchange of thoughts, emotions, hearts, wisdom and knowledge between teachers and students. Teachers should attach importance to capturing all kinds of valuable information from students. Teachers' emotions are reflected in the careful organization of each teaching link. For example, as soon as the class begins, the teacher will introduce one or two passionate words to stimulate students' interest. In the passionate classroom, students' thinking will be positive, their interest will be high and the effect will be good. The teaching objectives of emotional attitude and values are reflected in teachers' words and deeds and every move. Teachers should make a fuss about "all students", and pay attention to all students in every link. Everyone should participate and speak, not just a few students.
Teaching objectives are very important, so how to determine the teaching objectives?
Key operation points:
(1) Be specific and measurable. The content of teaching objectives is mainly to understand knowledge and cultivate ability. At the end of the class, a test paper can be used to measure whether the knowledge goals and ability goals have been achieved in the class, but the goals of emotional attitude and values are not easy to measure. Therefore, teachers only need to show knowledge goals and ability goals in each class, rather than emotional attitudes and values goals. The goal of emotion, attitude and values is grasped by teachers themselves, and it is realized through teachers' image and emotional infiltration. Generally, it is not like revealing the content of teaching objectives to students. Different subjects and classes have different teaching objectives. For example, the goal of review class is higher than the goal of new teaching, which can neither repeat the goal of new teaching nor lower the standard of new teaching.
(2) accurate and realistic. In other words, the breadth and depth should meet the requirements of textbooks and courses, and should not be raised or lowered at will. If you don't seek truth from facts, those who ask for "knowledge" will be promoted to master and use, and those who ask for mastery and use will be reduced to "understanding"; What needs to be familiar with is also set to "recite" in class. These unrealistic and unattainable teaching goals are meaningless, which is formalism. Teachers must set teaching objectives from reality so that students can understand, remember and do it.
(3) Language expression should be concise and easy to understand. Not too much content, just one or two sentences, which should be convenient for students to understand and remember. The teaching goal of each class is actually a concrete decomposition of the general goal of the subject determined by the syllabus. If each class can achieve the teaching goal, then the overall goal of the subject will be achieved in the end.
(4) There are two ways to present goals: oral expression and written expression. If the content is simple, express it orally in one or two sentences, and if there is much content, express it in written form (through projection or small blackboard display). No matter which way to present the goal, the presentation time should not be too short, so students should think after listening or watching it. After the goal is put forward, teachers usually use one or two sentences to stimulate students' interest in learning, mobilize students' enthusiasm for learning, and make them devote themselves to self-study nervously and efficiently.
(5) Always focus on the teaching objectives and never deviate from them. In a class, teachers and students should do the most effective and valuable things in a limited time of 45 minutes. Some teachers often "deviate from the teaching goal" because they are casual in class, and he also thinks that they are innovating. Innovation does not mean "arbitrariness". In every class, teachers should constantly ask themselves, what is the teaching goal of this class? Have I deviated from the teaching goal? Before class is over, we should also respond to the teaching objectives to see if we have achieved them.
3. Show self-study guidance, referred to as "guidance".
Students' autonomous learning should be based on the effective guidance of teachers. Improper guidance will lead to disorder and ineffectiveness, and even make self-study go astray. From traditional teaching to new curriculum reform, teachers' guidance to students has roughly gone through three stages:
The first stage is that the teacher has no guidance. Traditional teaching means that the teacher tells the students, and the teacher only pays attention to imparting knowledge and does not guide the students to learn by themselves.
The second stage is that the teacher has guidance but it is ineffective. After the implementation of the new curriculum reform, teachers began to pay attention to guiding students to learn independently, but the effect of autonomous learning is often affected by improper guidance.
The third stage is the effective guidance of teachers. In the perennial competition practice, we have summed up a rule, that is, self-study guidance that can embody "five definiteness" (defining "self-study time, self-study content, self-study method, self-study standard, teacher test method and requirements") is effective and efficient guidance, and vice versa.
For example, in junior high school Chinese class, the teacher has such a self-study instruction: "Please read the text carefully, then divide the text into paragraphs and summarize the meaning. After six minutes, name the students who want to perform on stage. " Although there are not many words in this self-study guide, it embodies "five definiteness": self-study time is "six minutes", self-study content is "reading the text", self-study method is "reading aloud", the standard reached is "dividing the text into paragraphs and summarizing the meaning of the paragraphs", and the method and requirement of teacher test is "calling the students to perform on stage", that is, writing the divided paragraphs and summarized paragraphs on the blackboard. Who will be put on the stage? The teacher didn't say anyone could come up. This self-study instruction requires clear requirements and strong operability. Students' self-study is equivalent to preparing for the exam, so they will be nervous and efficient.
Key operation points:
(1), we should focus on the time of self-study. The management of classroom teaching is first of all the management of time. Without time requirements, self-study becomes laissez-faire. According to the teaching content and the age characteristics of students, the self-study time is about 5 minutes in primary school, 6-8 minutes in junior high school and 8- 10 minutes in senior high school. Generally speaking, it should not be too long, so that students can finish their self-study tasks quickly and nervously without procrastination. Time cannot be too short. For example, some teachers ask students to study hard for one minute, and ask students to study hard for only one minute. The time is up before the students can study hard. This is all formalism, going through the motions, giving students time to read and think carefully, because reading is the premise of practicing, correcting, discussing and completing homework in class, and we must pay attention to actual results.
(2) Be very careful when guiding students to learn by themselves. Be careful not to spend the same effort on old knowledge and new knowledge. The content of self-study focuses on new knowledge, focusing on the connection between old and new knowledge. If the content of the textbook is single, it is generally a one-time self-study; Some textbooks have a lot of content, and you can teach yourself several times according to the specific situation, but you must make clear the content, scope and requirements of self-study before each self-study.
(3), the method of self-study. Learn how to learn well. Generally, students should be allowed to read independently, adhere to the principle of "no pen and ink, no reading", learn to draw circles in textbooks, mark them well, underline the answers, put bullets, double lines or "?" Number. You can question and ask difficult questions, but it is not appropriate to discuss while reading.
(4), the standard of self-study. It is necessary to know what standards you can achieve after self-study, whether you can imitate examples to do exercises, or you can divide the text into paragraphs and summarize the meaning of the paragraphs. If you don't know the standard, you will lose your direction and motivation.
(5) Test after self-study. After self-study, the teacher should decide how to take the exam according to the teaching content and target requirements, whether to ask questions, do problems, perform on the blackboard or operate by hand. Someone did an experiment: What will we remember after two weeks? The experimental results show that after two weeks, we remembered 90% of what we said and did, 70% of what we said, 50% of what we heard and saw, 30% of what we saw, 20% of what we heard and 10% of what we read. You soon forget what you heard, remember what you seem to remember, do what you said, and use what you did. Pay attention to the retention of knowledge after 24 hours. Teachers should combine questions with written exercises, so that problems can be easily exposed and found. These are clear, self-study becomes the preparation before the exam, and it is also the preparation before the exam, and students' self-study will be tense and efficient. Students should also be encouraged to read books carefully and compare the effect of self-study with that of who can do the right questions.
Self-study instruction designed by teachers often varies from subject to subject. For example, in politics, history, geography and other common sense classes, teachers mainly guide students to learn by designing "thinking questions". Thinking problem is a "signpost" for teachers and students to teach and learn in a class. If the thinking questions are well written, the teaching will be coherent, the center will be prominent and the effect will be good. So, how can we make good thinking questions?
Key operation points:
(1), thoroughly understand the textbook, and closely follow the teaching content to generate thinking questions. If teachers don't grasp the textbook well, the questions will not be general and typical, thus misleading students. Students will only find the answers instead of reading the text through, and the results will be fragmented. Therefore, teachers must thoroughly understand the textbook, and on this basis, refine the teaching content of this lesson into several questions, which makes the teaching content problematic; The answer to each question has several main points (to teach students to grasp the main points) to make the answer to the main points of the question; The key points of each question should be expressed in a certain order, so that the key points of the answer to the question can be expressed in an orderly way.
(2) scientifically classify the teaching contents and put forward different requirements. As mentioned above, the teaching content of politics, history and geography can generally be divided into three categories: the first category is that there are ready-made answers in books, that is, "what is it", which requires students to understand and remember skillfully; The second category is "why", which mainly analyzes the reasons of things and phenomena. This kind of content needs students to think, analyze and summarize carefully. The third category is to use the theoretical knowledge learned from books to solve practical problems, which is to improve ability. In recent years, the senior high school entrance examination in Henan Province has implemented an open-book examination on politics and history. Students can bring textbooks and materials into the examination room to test their abilities. If there are only the first two types of questions, it will become rote learning, and then there will be deviations in learning.
(3) The extracted thinking questions must have the value of thinking, and attention should be paid to controlling the number of questions. The topics should not be too many and too broken (generally 3-5 questions), but should be clear, specific and enlightening, so that students can understand new knowledge, discover laws and use new knowledge to solve practical problems.
(4) Focus on teaching objectives and highlight the center. Every thinking problem should correspond to the teaching goal. When the problem of thinking is solved, the teaching goal is achieved.
(5) Do the answers to the thinking questions before class. Don't wait until the students tell the answer in the exam, and the teacher can't tell right from wrong.
All these preparations have been made, laying a good foundation for the last efficient class. After showing self-study guidance, teachers generally encourage students to start self-study competitions. The whole auxiliary link, in actual operation, generally only takes more than one minute. Teachers' efforts are mainly before class, and they should carefully design teaching objectives and self-study guidance. Teachers should guide students to mobilize all their senses, see, listen, think and remember when showing the contents of the above auxiliary links. Research shows that people acquire knowledge through vision accounts for 83%, hearing accounts for 1 1%, smell accounts for 3.5%, touch accounts for 1.5%, and taste accounts for 1%. So watching and listening are particularly important.
Second, the "learn first" link (about 15 minutes):
After displaying the self-study guide, enter the first main link "Learn first". The first credit is divided into two steps: first, students read or read books (politics, history and geography find answers for reading); The second step is for the teacher to test the effect of self-study.
1, students study or study (autonomous learning).
"Learning first" means that students learn independently from reading under the guidance of autonomous learning. There are various forms of students' self-study, which can be reading examples, texts, notes, doing experiments, marking difficult points, imitating examples to do exercises and so on. Liberal arts is generally reading, so we should read with questions and think while reading. Chinese subjects focus on cultivating students' sense of language (you can feel whether the sentence is wrong after reading it once) and cultivating students' ability of understanding and expression; Science is generally reading and thinking while reading. Remember formulas and theorems, understand examples, and do problems similar to examples. Science focuses on cultivating students' ability to understand and use knowledge to solve problems. Different subjects will lead to different learning methods. Different learning methods are for different purposes. Self-study is also a kind of competition. Students' reading and reading are the preparations before and after the exam, so they will naturally be nervous and efficient. This kind of training not only cultivates students' good study habits, but also teaches them learning methods and improves their self-study ability.
What was the teacher doing when the students taught themselves? At this time, there are two main tasks for teachers: one is to organize teaching and ensure that everyone concentrates on self-study; The second is to understand the learning situation, find problems and prepare for the exam.
Key operation points:
(1), when students study by themselves, teachers should take the principle of non-interference in students' self-study, and generally do not gossip, meddle, write on the blackboard, look around, walk around at will, and do not leave the classroom.
(2) Pay attention to organizing teaching. Organizing teaching begins with waiting for classes. Wei Yong school stipulates that there is a small preview 2 minutes before each class. When the bell for preparing lessons rang, the teacher who had a class walked from the office to the classroom. As soon as the bell rings, the teacher will stand at the front door of the classroom like an actor waiting for class, paying attention to and guiding each student to make good preparations for class, including "ideological preparation" (students' task is to study. In order to gain more knowledge in an effective time, we must first respect every teacher who works hard. Therefore, every time before class, when the teacher appears at the door of the classroom, the students should immediately greet the teacher happily, because it is time to learn from the teacher. Don't miss this great opportunity! Be sure to appreciate the teacher's guidance with admiration, so that the learning effect will be good. Never complain that the teacher is not good in this aspect and that aspect. No one is perfect. Teachers are people, not gods. Where are the teachers that students want and meet their own standards? We should guide students to adapt to teachers as soon as possible, and of course teachers should adapt to students as soon as possible. Physical preparation (a healthy body is the basis for doing everything well. Instruct students to eat, drink, dress and rest well before class. Otherwise, they will be flustered, thirsty, or anxious to go to the toilet, or wearing too little or too much, or shivering with cold, or stuffy with heat, or unable to open their eyes and doze off. How can they concentrate on class and thinking? Therefore, these questions should be arranged before class to improve classroom efficiency. Materials should be prepared. Before class, textbooks, workbooks, reference books, exercise books and stationery needed for class should be prepared as fully as possible. Don't borrow pens in class for a while, but look for books and erasers for a while, which will not only affect the whole classroom discipline, but also interfere with the teachers' teaching and the students' study around them, and also affect their learning efficiency. Don't ignore these details, a class is made up of countless details. You optimize all the details, and you will succeed.
After the class etiquette, the teacher should scan the class with his eyes to make sure that every student is watching the teacher attentively and listening to the teacher. At this time, the teacher can speak again. Never wait for the students to sit down and calm down before the teacher starts to speak. It's useless.
Students begin to study by themselves, and teachers should patrol and pay attention to them, especially the underachievers, to ensure that every student can concentrate on self-study according to the teacher's requirements, and no student is outside the classroom. If a student encounters difficulties, raise your hand for help, and the teacher should help him immediately. Of course, he shouldn't interfere with other students' study.
The following tests, corrections, discussions, comments and in-class training should be carefully organized, which is an important guarantee for the success of the classroom.
(3) fully understand the students' learning situation and self-study progress, and guide them to prepare for the next exam and "post-teaching" in time.
(4) What should I do if there are students with particularly poor foundations in the class who can't learn at first? There are generally three ways: one is to teach these students to use reference books and look up new words when they meet them. If you still don't understand reference books, then use the second method: ask the deskmate in a low voice (when arranging seats, let the outstanding students and the underachievers sit at the same table) and don't teach you. If asking the deskmate can't solve the problem, then use the third method: raise your hand and ask the teacher. When the teacher saw the students raise their hands, he quietly walked over and answered in a low voice, allowing the underachievers to teach themselves. If several students are found asking the same question, the teacher should inform the students, put the question aside first, skip it, and then solve it in class later.
(5) Teachers should be satisfied with the students who study hard. For underachievers who are not focused enough, you can use your eyes to hint or whisper a word or two to promote them to study hard happily.
2. Test the effect of self-study.
"Test" is a survey of "learning situation", which is an exam. According to the teacher's understanding of students' self-study, when the time for self-study approaches, the teacher should ask the students "Please raise your hand after reading". If the vast majority of students have completed the task of self-study, they can enter the next link; If one third of the students don't raise their hands, the teacher should extend the time appropriately.
Students will switch to the test in time after completing the self-study task. Teachers should first understand the purpose, method, content and object of the test. The purpose of the test is to understand the learning situation and find problems. The detection method is generally based on the performance of the exercise board, which makes it easier to expose problems. The content of teacher test is the content of students' self-study. How can we know the learning situation to the greatest extent? Teachers should choose underachievers as the test objects. The purpose of doing this is to expose the problems in the process of self-study to the maximum extent, and to implement training and make up lessons in the classroom. Teaching is to teach and solve problems, and finding problems is the premise of analyzing and solving problems. If the teacher only asks excellent students to answer or perform on the stage, it will cover up the problems, and the problems of underachievers will not be solved well in class. If you wait until after class to make up the difference, it will be time-consuming and laborious, and the effect will not be good. Generally speaking, the mistakes made by good students can be reflected in the answers or performances of underachievers. The underachievers answered wrong, the board was typed wrong, and the problems were exposed, so the teachers didn't know what they were learning.
The test after reading is very important, and the teacher should carefully design the test questions. The test questions focus on checking the effect of self-study and comparing the basics. Teachers should let students deepen their understanding of textbooks in the practice of reading and doing problems. There are two main purposes and functions of the test questions: one is to understand students' understanding and mastery of basic concepts, and the other is to understand whether students really understand the examples and whether they can imitate them. So, how to design the test questions?
Key operation points:
1, the test question is actually a variation of the example, its type and difficulty should be equivalent to that of the example, and the number of questions should not be too large, generally two or three are appropriate.
2. The test questions should be closely related to the teaching materials, especially after class. After-class questions can generally be divided into two categories: one is a similar example question with less difficulty, which can be used as a test question; The other is a comprehensive problem, which needs to be done by contacting and applying the old knowledge learned in the past. This kind of question can be used as homework for classroom training.
3. The test questions should be typical and representative, which is not only conducive to understanding the learning situation, but also convenient for teachers to summarize from individual to general.
The blackboard writing performance exercise is an important link for teachers to understand the learning situation and find problems, and it must be well organized.
Key operation points:
1, the number of students performing on stage should not be too large, generally not more than three, which is convenient for teachers to arrange, but also for comments and induction.
2. Specify the students' respective positions, and ask them to write only in the designated positions, and reserve the positions for other students to correct and the teacher to sum up the rules and conclusions in the next step.
3. Make clear the writing requirements of blackboard writing: correct strokes and strokes, moderate font size, reasonable bookshelf structure and standard format.
What should teachers do when students are doing test questions? Teachers should patrol the line, collect the mistakes made by various representative students who are good, average and poor, carefully analyze whether they are tendentious or individual, whether they are errors of old knowledge or new knowledge, whether they are careless in calculation or irregular in writing, and sort out and classify the main tendentious new problems to prepare for the next "post-teaching". In fact, this is the teacher's timely adjustment of the teaching plan according to the changes in the learning situation, or "secondary preparation". Teachers should not help underachievers when students do test questions or do exercises on the blackboard, because this is not conducive to cultivating the habit of autonomous learning of underachievers, and also affects the effect of independent thinking and intense practice of the whole class.