First, the role of effective classroom teaching feedback.
Classroom teaching feedback is the key link of students' cognitive activities, the intermediary of teacher-student interaction, the premise of giving full play to students' dominant position and role, and the basis for teachers to standardize teaching activities and teaching behaviors. Classroom teaching feedback acts on teachers and students.
1. The influence of effective classroom teaching feedback on teachers' teaching.
Teachers can get feedback information, understand students' mastery of knowledge and skills, and test their own teaching methods and teaching effects, so as to modify the teaching plan at any time according to the actual teaching situation. Whether a lesson plan is perfect or not, whether it can achieve the expected goal or not, does not depend on how the lesson plan is written in the lesson preparation notes, but on whether most students really receive and store information and whether they have certain skills. Teachers get all kinds of feedback information through certain means (such as observation, questioning, practice, homework, etc.). ), understand the students' mastery of knowledge and skills, find out the gaps and reasons against the predetermined teaching objectives, evaluate the feedback information, decide the next strategy, adjust the pace and steps of teaching, and achieve the best teaching effect.
2. The influence of effective classroom teaching feedback on students' learning.
After teachers get feedback from students, students can know their learning achievements in time and diagnose their academic level through emotional reflection and analysis and evaluation. Students know their own learning results in time, which will stimulate their interest in learning and enhance their motivation. On the one hand, when students see their achievements in the learning process, they are spiritually satisfied, accompanied by excitement and pleasure, and also have a sense of self-confidence, thus further stimulating interest and improving learning enthusiasm; On the other hand, we can find our own shortcomings and problems in time, so as to adjust our learning behavior and attitude, make up our own shortcomings in time, correct our mistakes and improve our learning methods.
Second, the basic characteristics of effective classroom teaching feedback.
1. Effective classroom teaching feedback is first and foremost true feedback.
In classroom teaching, teachers can control teaching behavior by capturing students' reactions in all aspects. True feedback can make teachers make teaching decisions that are more conducive to students' development, while false one-sided feedback will make teachers' teaching deviate from the direction. For example, when a teacher was teaching "method of substitution to solve problems" in the sixth grade, he first asked the students to observe the pictures of method of substitution with a large cup and a small cup, then asked a student how to replace them, and then asked, "Do you understand?" The whole class said in unison, "I see." So the teacher introduced the next "try it" link with satisfaction, and the whole class raised their hands and gave feedback after the two students finished their performances. Most students' feedback is correct. ..... But when I finished my homework independently, the feedback was unexpected, and most of my classmates didn't do well. This teaching case reflects that teachers don't have a deep understanding of the situation among students and are unclear about the problems among students, which leads to the feedback that the learning situation is higher than the overall level of the class. However, in order to satisfy the vanity in the classroom, some students intentionally or unintentionally copied the problem-solving process or result of the board-holder, resulting in false feedback in the classroom, and the teacher was blocked by the small hand held high in the classroom, thus causing the gap between the high correct rate in the classroom and the low correct rate in independent homework.
2. Effective classroom teaching feedback must be timely feedback.
Many classroom teaching feedback lags behind teaching. When the teacher gets feedback, some wrong cognition may have been deeply rooted in the students' minds. At this time, not only does it cost a lot of effort, but the effect is not necessarily good. Therefore, if teachers can find effective methods in the teaching process, get students' feedback information in time, find deviations and mistakes in students' learning, and then adjust teachers' teaching to correct and remedy, it may achieve twice the result with half the effort and greatly improve the efficiency of classroom teaching. For example, after teaching the new lesson of multiplying decimal by decimal, it is found that the result of individual students' calculation of 0.32×4.5 is 0. 144. Obviously, the operation sequence is wrong. The students first crossed out the zero at the end of the product, and then counted the decimal points. Teachers should find the root of the problem in time and remedy it from the perspective of arithmetic in order to achieve good teaching results.
Generally speaking, timely feedback is more effective than slow feedback. Timely feedback enables teachers to know students' knowledge and skills in time, which is conducive to further teaching. Similarly, if teachers can feedback students' homework or answers in time, they can let students know their lack of knowledge, which is conducive to further study.
3. Effective classroom teaching feedback is comprehensive feedback.
Teaching should be oriented to all students, and feedback should also pay attention to all students. Classroom teaching feedback should not only target at individual students, but also cover students at different levels. A lot of feedback can comprehensively and truly reflect the realization of teaching objectives.
(1) Feedback should not only play the leading role of outstanding students, but also promote the development of all students.
Individual students with active thinking often cover up the actual situation of most students, resulting in one-sided classroom feedback. Therefore, in order to ensure the authenticity and effectiveness of classroom feedback information, students' mastery of knowledge should be fully understood. In particular, a comprehensive understanding of the situation of students at different levels, such as good, medium and poor, can teach follow-up knowledge according to the teaching objectives and the actual situation of students.
(2) Students with different personality characteristics should be considered when giving feedback.
Introverted students are not active enough and lack self-confidence in class, but they may not have mastered knowledge and skills, which depends on what kind of feedback methods teachers adopt to mobilize them to participate in teaching interaction and transmit feedback information; Outgoing students are lively and cheerful, and some are too ostentatious and not modest enough. On the surface, they speak clearly, and the accuracy is often not high.
4. Effective classroom teaching feedback is efficient feedback.
In classroom teaching, teachers should get a lot of feedback information from students in a short time. How to get feedback information from all students scientifically and efficiently so as to correct mistakes quickly is an important guarantee for efficient classroom teaching. At present, there are still a lot of high consumption and low efficiency in classroom teaching. For example, when a teacher in Senior One was teaching "Knowing Clocks", the teacher asked the students to draw seven points with the school tools and start one by one inspection. Before the teacher finished the examination, most of the students were impatient: some fidgety, some whispering, and even some students shoving and beating, so the teacher had to retreat hastily. If the teacher changes the way of feedback, the students at the same table will check with each other after 7 o'clock and say, "What is the minute hand you dialed?" What does the hour hand point to? "Let's see if the teacher's clock on the screen is still 7 o'clock. Is it the same as yours? This not only saves time, but also improves students' participation, gives students opportunities for self-feedback and self-correction, and improves the efficiency of feedback.
In short, timely, accurate, comprehensive and efficient access to feedback information and scientific regulation of teaching methods are important guarantees to improve the effectiveness of classroom teaching.
Third, implement effective classroom teaching feedback strategies.
In fact, there is a lot of feedback information in the process of teaching activities, and teachers can get a lot of feedback information as long as they pay close attention to it. Of course, teachers should also create conditions in the process of classroom teaching, and get richer and more effective feedback information through more and better ways.
1. Get teaching feedback through classroom observation.
In the process of teaching activities, teachers should be good at observing the overall teaching atmosphere and teaching scenes in the classroom, and observing the details of students' expressions, postures and movements. Pay special attention to the changes of students' eyes, and see their silent language from the changes of students' eyes: frowning and dim eyes indicate that they are inexplicable; When the problem is solved, my heart is cheerful, my eyes are smiling all the time, and my eyes are bright; If your eyes are free and silent, it is possible that your thoughts have drifted outside the cloud nine.
Teachers should be good at accurately grasping students' dynamics, and prevent cheating and chatting from interfering with teachers' effective teaching feedback in the process of interaction (especially in open teaching links such as group inquiry and practical activities).
2. Ask questions in class and get teaching feedback.
Questioning is one of the common and effective feedback methods in class. The language feedback information obtained by asking questions is more accurate, concrete, immediate and concise than other forms of feedback. Proper classroom questioning can help teachers understand students' concentration in class and their understanding and mastery of knowledge, so as to adjust teaching in time.
To give full play to the feedback function of classroom questioning correctly, teachers must deal with the following points in questioning:
(1) Combine individual problems with overall problems.
Classroom questioning should have a larger radiation surface. Give consideration to all aspects, cultivate outstanding students, care for students with learning difficulties, and achieve the same improvement. We should consider the majority and give feedback to the overall situation. For example, after teaching the divisibility of numbers, a teacher asked students to judge which of some numbers are prime numbers and which are composite numbers. The teacher didn't ask a single student to answer, but asked the whole class to express it with gestures. In this way, teachers expand the original "one-to-one" feedback form to "one-to-many", effectively expanding students' feedback.
(2) Asking questions should conform to students' cognitive level.
Teaching content is difficult and easy. Asking questions should conform to students' cognitive level and acceptance ability. For difficult questions, try to be simple and avoid being too sad.
(3) Ask questions deeply, not superficially.
Asking questions should not only ask "Do you know" and "Right", but also have a clear direction. For example, a teacher asked, "All the students who did it right, please raise your hand." After counting the students' completion, the teacher then asked the students who made mistakes: "How did you do it? What's the matter? How can I correct it? "
(4) The number of questions should be moderate.
Teaching is not asking more questions, but asking them skillfully. Ask too many questions, students are at a loss and have no room for thinking, which will inevitably affect their understanding of knowledge and interest in learning. There are too few questions, so it is difficult to give full play to students' initiative in teaching and get enough feedback information, which affects the teaching effect.
3. Get teaching feedback through classroom exercises.
Classroom exercises and student demonstrations are good opportunities for teachers to capture students' understanding information in class, which can reveal students' understanding of classroom knowledge, such as the way of thinking and the correctness of calculation in the process of solving problems. Classroom exercises, as far as individuals are concerned, can capture the degree of students' mastery from the speed and correct rate of problem solving, and can also capture the degree and existing problems of the whole knowledge content from the quantitative statistics of the group, and can find the differences between individuals.
Teachers should carefully design different levels and forms of exercises, through which students' learning situation can be grasped from different angles and levels.
It is impossible for teachers to patrol every student in teaching, so in order to capture the feedback information in time and comprehensively, teachers should patrol the problem-solving situation from the representatives of good, medium and poor students in classroom teaching, so as to understand the mastery of the whole class. In the same way, we should control the proportion of these three factors in students' grades, and understand the learning feedback of the whole class through the problems reflected by these students in the process of solving problems, so as to adjust the teaching progress and scheme in time.