In classroom teaching, teachers often ask students to answer questions with palms up and fingers up several times to signal students to answer questions, and then wave down to signal students to sit down after answering.
This skillful and concise action reflects a traditional autocratic teacher-student relationship centered on teachers: teachers are the rulers and the center of the classroom. The relationship between teachers and students reflected by this action is obviously unequal. Teachers are high above and in the supreme authoritative position, and they are the masters of classroom teaching. Students passively and unconditionally accept the teacher's arrangement.
The new curriculum advocates equality between teachers and students, students are the main body of classroom teaching, students' learning is a kind of autonomous learning, and students' physical and mental development is a process of active intake and independent construction, not a process of being freely carved and passively accepted by the outside world.
When students are asked to answer questions, it is suggested that students make a gesture of "please" with their palms up and their fingers horizontally extended, and use words such as "please talk" and "please sit down" to carry out classroom teaching through discussion between teachers and students, mutual benefit and equal dialogue.
2, should not be too polite to students.
When students help and cooperate with teachers to complete teaching activities, when students perform well in class or answer brilliantly, teachers will say "thank you" excitedly.
Is this "thank you" to thank the students for answering the teacher's questions? Is it a thank you to the students for cooperating with the teachers and successfully completing the teaching tasks?
Obviously, this kind of voice of thanks not only embodies the good quality of teachers' modesty and approachability, but also embodies the teaching concept that teachers are the main body of classroom teaching and students should cooperate with teachers to complete teaching tasks. In this teaching concept, the teacher is not only the controller of the teaching process, the decider of the teaching content and the judge of the students' academic performance, but also the absolute authority.
The new curriculum teaching requires the establishment of modern teaching concepts of "student-centered" and "student-oriented development". The relationship between teachers and students is no longer a simple giving and receiving relationship. Teachers should not play a leading, controlling or even dominating role in classroom teaching, and should not force or order students to do or not do anything.
The new curriculum teaching requires respecting and encouraging students' autonomous learning activities and serving students' autonomous development. We should turn gratitude into appreciation, appreciation, affirmation and encouragement. In the face of students' activities, unique thinking and wonderful answers, teachers should be overjoyed and amazed; In the face of students' innovative ideas, teachers should be ashamed to ask, "How can you have such novel ideas? Can you tell the teacher? " In the face of students' temporary failure, teachers should enthusiastically guide: "If you think about it from another angle, you may have a bright future." Keeping students in an inspiring atmosphere can stimulate their thirst for knowledge.
3. We should not avoid the problem of "making trouble"
After asking questions in class, students often express different views or ideas, while in group discussion, many questions are often raised that are "too far from the topic" and "rock the boat". These so-called "beating Heng Pao" are what teachers are most worried about and afraid of in class. Most of them adopt the attitude of selective absorption, and praise or belittle those that conform to the original teaching design; Teachers turn a blind eye to those who do not conform to the original teaching design, deliberately avoid them, or hastily force the direction of the classroom back to the "theme."
Modern teaching believes that students are dynamic cognitive bodies and living bodies, masters of learning and explorers of knowledge, rather than "containers" for passively reciting and accepting ready-made knowledge. Classroom teaching is essentially a process of students' active participation, independent discovery and exploration, independent thinking and continuous innovation under the guidance of teachers, rather than a process of students simply and passively accepting ready-made views and conclusions provided by teachers and textbooks.
It is the starting point and destination of teaching to let students freely express their understanding of problems. In the process of teaching, we should first listen to students' understanding of the problem, and then think about and explore why students understand it so. Only in this way can classroom teaching really cut into students' experience system, and classroom teaching can become a dynamic generation process in which teachers and students jointly construct and create new knowledge and cultivate new abilities.
Teachers should downplay the "joy" of obtaining preset conclusions and pay more attention to students' own exploration, thinking and various experiences. We should face students' real cognitive process, keenly capture and discover students' cognitive conflicts and doubts, provide flexible and timely support, help students break through the cognitive dilemma, make students' thinking deeper, cognition more comprehensive, experience more profound, and gain far more than teachers' pre-class presuppositions.
We should give up the default questions we are used to properly.
In many classes, the teacher asks questions, the students answer them, and then the teacher summarizes the evaluation. There are few exchanges between students and interactive evaluations between peers, and there are also few classroom scenes with heated debates.
In this kind of classroom, the teacher is the initiator and master of classroom communication, and plays the role of "judge" and "referee", while the students are in a passive position. The lack of effective communication, communication and interaction between students will inevitably lead to the monopoly of communication nature and the single form of communication between educational subjects in classroom teaching.
Students are just "individuals" in the classroom, or just one of the so-called "classes", and there is no substantive functional connection. On the surface, although everyone is studying together, in fact, students are in an isolated and isolated state, and there is no student group with substantial role in the class. Everyone, like Robinson wandering on an isolated island, has become an "orphan" and a "lonely individual" in "collective life".
Teachers should change "judges" into promoters and collaborators of students' learning, directors of learning evaluation and developers of learning potential. Students should participate in the evaluation of the learning process and advocate self-reflection, peer help and appreciation.
5. Don't praise casually
At present, I am used to "compare who does the best" and "see who comes up with the most solutions" in class; Applause such as "Applause" and "You are great, you are so smart" can also be seen at any time. In a class, the competitive atmosphere is warm, and applause and praise are endless. People who are praised are indifferent and sometimes feel puzzled; The complier clapped casually.
Proper use of encouraging language and proper praise in teaching activities will help students appreciate their success, cultivate positive self-confidence, improve their learning motivation and form a sense of accomplishment. However, we should pay attention to the quality and frequency of praise and reward, whether the time and method of reward are appropriate, and the age level of the object.
Excessive exaggerated rewards will reduce internal motivation; Frequent praise is not only ineffective, but also feels superfluous. For high school students, it is especially necessary to work hard to stimulate the internal motivation of learning, such as creating problem situations to stimulate students' cognitive internal motivation and interest; Moreover, there are individual differences among different students' internal motivation systems, so different praise methods should be adopted for different students.