Let me talk about my own views on this class taught by teacher Li in this competition. It can be seen that he made full preparations before class and considered quite fully when formulating teaching objectives. His teaching objectives in class are: to understand the system of bonded labor, the characteristics of reportage, the background of the times, the role of social background in the article, to perceive the content of the article, to learn the writing skills of combining point with surface, to learn the application of contrast and to understand the sentences in the article. It can be said that his teaching objectives cover a wide range. Imagine a 40-minute class, with so many knowledge points to talk about, and even reading these contents takes more than ten minutes. If the teacher speaks eloquently, as soon as the students have something to understand in their minds, the knowledge points will flood in there. The only thing they can do is mechanical cooperation, which can't achieve the purpose of letting students learn at all. So a class doesn't need to cover everything, as long as you choose a good angle, make the problem clear, teach the students the methods, and let the students feel and understand for themselves. In fact, I think the article "Bonded Workers" has the following points: (1) Description of background materials and their functions. (2) Description of several characters. (3) Language appreciation and writing ability. Therefore, in the first class, we only need to grasp one key point in the class. Some young teachers are always afraid of missing this and that when they attend open classes. They are worried that the coverage of teaching content is not complete, which will make people misunderstand that they are not capable. In order to show that he has a thorough grasp of the article and is handy in teaching, he can finish it in three classes, but he forced himself into one class. All the contents were superficial and no question was fully explained.
Taylor, an American curriculum expert, once said: "Learning happens through students' initiative, and students' learning depends on what they do, not what the teacher teaches." After each class, we should reflect on what the students have learned. In fact, the teacher's teaching is to help students learn, in the final analysis, it should be implemented in students' learning. Therefore, it is very important to cultivate students' autonomous learning ability in the teaching process. In my opinion, a good teaching should be all students' participation, the whole process and effective, rather than only some students who learn well, some parts of the classroom, some time and form ineffective participation. When Mr. Li talked about the text "Contract Workers", his creativity was very novel, and he introduced and ended the course in the form of questions and answers. At the beginning of class, teacher Li said, "Are you happy?" With the introduction, all the students answered loudly: "unhappy!" " When the class was over, the teacher said, "Are you happy?" All the students shouted neatly: "happiness!" " The seemingly lively classroom, don't you think it's a little funny? Is it true that more than 70 students in a class are all born by a mother and have the same emotional understanding and life experience? It is really unacceptable. Although it is a novel form, it does not make people feel happy. The same tacit understanding makes people speechless, but the seemingly lively classroom is extremely artificial. Teacher Li's starting point is good, and she wants to create a natural and harmonious classroom atmosphere full of laughter. But when you blindly pursue form and create an atmosphere, you don't know that you have lost the purity of the classroom-truth and nature.
In order to improve the effectiveness of the classroom, students' enthusiasm for thinking should also be improved. As long as students are willing to take the initiative to think, regardless of the answer, teachers should give a pertinent evaluation, rather than simply "yes" or "no". Even if the students' answers completely deviate from the original intention, we should say, "Think about this problem from another angle. If you think about it carefully, you will answer very well. " Or "your answer is very creative and worth discussing." Maybe you can appreciate a different artistic conception from another angle. " I think, if students meet such a reasonable teacher, they will certainly be scrambling to answer questions, and if students meet a teacher who is keen on "negation", then his class must be dead. Even if you are "windy", you can't "blow any ripples", thus forming the old scene of teachers spitting and students cramming, and returning to the traditional teaching by instilling.
Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Bruner also said: "The best stimulation of learning is interest in the subject you are studying." At present, many colleges and universities have installed projectors in their classrooms. Almost all teachers are using multimedia teaching to enrich classroom teaching methods. It can be seen that the necessary auxiliary means play a decisive role in improving the effectiveness of the classroom. However, some teachers do not follow the rules of multimedia teaching, but "use multimedia for multimedia's sake". Teaching methods are not practical, there are misunderstandings about multimedia, and fancy is often the standard. We should know that multimedia is an auxiliary means rather than a teaching vase, and its function should be to make the finishing point, not to reinvent the wheel. So I suggest that teaching courseware must be simple and practical.
These are my superficial views. Please correct me if there is anything wrong. In fact, I am also one of the "young teachers" in this article, and I am writing this article to motivate myself. In the future, I will study more theoretical books, then contact my own teaching practice and write more experiences.