A play should have a good prologue; A movement to make a good overture; New teachers who have just left the university and set foot on their jobs also need a good first class. How to have a good first class is very important for their future teaching work. However, due to the lack of teaching experience, new teachers often encounter many obstacles in the process of changing their roles from students to teachers. If they are not eliminated in time, it will inevitably affect their future development ability and teaching level.

First, new teachers are prone to problems in their first class.

Many years' teaching practice shows that, except for a few new teachers, most of them will show "fear of class" to varying degrees. Some people even made careful preparations for the course before class, but when they arrived at the scene, it was still difficult to implement it according to the original teaching plan, and the result was "smashed the pot". The main reasons are as follows:

1. Psychologically, it is because students suddenly become teachers and the educated suddenly become educators. They are stimulated by new conditions ideologically and emotionally, which makes the cerebral cortex highly excited, so that they lose self-control in some ways. Mainly manifested in four psychological states:

(1) impatient. Because it takes a period of psychological adaptation to complete the role transformation from students to teachers, many new teachers can't adapt to the new environment quickly, thus showing impatience. This impatience is manifested in many aspects of the teaching process, such as too fast teaching language, too rigid expression, lack of organization, cross-application of teaching methods can not consider students' acceptance ability, lack of proper order and rules in teaching links and procedures, graffiti on the blackboard, lack of due standardization and so on.

2 arrogance. Some new teachers always feel good about themselves, overestimate themselves and think they are superior. Reflected in behavior is often stubborn, pretentious, conceited and arrogant. I think I am impeccable in teaching and have the professional skills of a qualified teacher. Because of this, I don't listen to other people's opinions, and even regard the pertinent and correct opinions as jealousy. This high degree of self-affirmation and lack of self-knowledge will inevitably make new teachers have insufficient understanding of the arduousness and complexity of teaching, thus affecting their own growth and the smooth progress of classroom teaching.

③ Inferiority. Some new teachers always doubt their abilities, think that they are not suitable to be teachers, lack the corresponding professional skills and basic skills of teachers, worry that their knowledge level can not meet the needs of teaching, are not sure about what they say, and are afraid that they will be teased by students if they don't speak well, and so on. Therefore, in classroom teaching, in order not to expose their weaknesses in front of others, they dare not face the teaching objects correctly and boldly communicate with students in eye contact and language; Lectures are conventional, lack of innovative consciousness, simple methods, and can not choose the reference system correctly.

4 nervousness. Some new teachers have emotional psychological reactions because they can't adapt to the new environment, which directly affects teachers' teaching activities and work efficiency. For example, when a new teacher comes to power, he is nervous, which is often accompanied by the phenomena of rapid heartbeat, blushing, eyes not knowing where to look, hands and feet not knowing where to put, uncoordinated movements, inattention, slow thinking and incoherent speech.

2. On the other hand, because the new teachers are young, lack endurance and teaching experience, and their teaching style is still in the primary imitation stage, they are not sure whether they can complete the scheduled teaching plan and give good lessons as required. This kind of worry, coupled with psychological imbalance, has formed the phenomenon of "fear of class".

Second, how do new teachers have a good first class

1. Make psychological adjustment and enter the role of teacher as soon as possible.

The social role played by new teachers has undergone fundamental changes. In other words, educated students become educators-teachers. This qualitative change makes the self-consciousness of the two roles form a great contrast, which is mainly manifested in that the leading consciousness of the student role is the leader of the class collective, while the leading consciousness of the teacher role is the leader of the class collective. The contrast between these two kinds of self-consciousness forces new teachers to change their self-consciousness when they used to play the role of students, adapt to the teaching environment as soon as possible, and bear social expectations from psychology, thought and behavior.

As a new teacher, you should have good psychological preparation before class.

For a new teacher, first of all, we should overcome our fears and build up our confidence.

Ask the old teachers modestly and get their support and help.

(3) Seriously recall and summarize the experience and lessons gained in the internship.

(4) Imagine the problems that may occur in the first class, as well as the handling methods and remedial measures for the problems.

⑤ Take the initiative to go deep into the class, understand the class spirit, study style and knowledge base of students of any grade and class, and establish feelings with students.

3. Only by carefully preparing the first class can we play the "first battle".

Teaching practice has proved that preparing lessons well is the premise of a good class. The more fully a teacher prepares lessons, the better the teaching effect will be. Preparing lessons is an important link for teachers to take the initiative in teaching work, and it is also an important way for teachers to improve their educational thinking, professional level and teaching art. Therefore, new teachers should prepare lessons carefully before the first class. From the teaching process, it is necessary to clarify the teaching purpose, the teaching level, highlight the key points and break through the difficulties; As far as teaching language is concerned, it should be vivid, interesting, logical and easy to understand; From the teaching form, we should be flexible in teaching methods, properly inspired and rigorous in teaching steps.

4. Repeated "trial teaching" to sum up the advantages and disadvantages.

Doing a good trial lecture before class is an essential link to ensure a good class. New teachers should carefully study and prepare the textbooks, teaching methods, teaching methods and teaching instruments for the first class, and "preview" in a certain range, simulate entering the role in advance, and find out the existing problems in time and correct them one by one through "preview".

5. Pay attention to the summary after class

It is an indispensable part of improving the quality of classroom teaching to analyze classroom teaching carefully after class, sum up teaching experience in time and improve teaching. Some new teachers think that they will be all right after class, and seldom analyze themselves in time. This practice is not conducive to summary, reference and improvement, and will inevitably affect the improvement of new teachers' teaching level. Therefore, new teachers must analyze themselves in time after the first class. In other words, after class, we should review the process of preparing lessons and attending lectures in time, and analyze what has achieved the original plan and what are the shortcomings; What is not realized or not well realized, and why; What problems were not considered when preparing lessons; What is the student's reaction in learning? What should we pay attention to in the next class and so on. The conclusion of the analysis is recorded as a reference for preparing lessons and attending classes in the next stage. At the same time, it also increased my teaching experience.

6. Give full play to the "first cause effect" of new teachers.

Teaching practice shows that the first impression left by teachers is likely to make students have a "preconceived" psychological set. Educational psychology also emphasizes that "the first impression teachers give students has a great influence on the formation of teachers' prestige". Therefore, new teachers should pay attention to image-building in their first contact with students, and strive to leave a good impression on students from the beginning. Therefore, when new teachers meet students for the first time, they should design their own appearance, give people an amiable feeling, show concern and consideration when talking with students, and strive to leave the impression that they are close friends at the beginning, thus creating good conditions for their follow-up teaching.

(Original in Public Psychology)