Maybe you don't care. What is there to think about this question? I'm in charge of my blackboard writing. Maybe you can't solve it after careful consideration. Different subjects, different types of courses, different contents, and no unified conclusion.
The beijing no.11 high school R&D team led by President Li Xi dared to challenge this question, and they gave the following eight suggestions:
1. Check the font size of the blackboard to ensure that the students sitting in the last row can see it clearly;
2. Use the upper part, and only use the lower part of the blackboard when it is certain that the students in the back row will not be blocked by the students in the front row;
3. List the lesson plans and write the questions to be discussed on the blackboard, so that students can still see the questions when you answer these questions;
4. Write on the blackboard, and don't give lectures when your back is to the students;
5. Try to write down the contents on the blackboard before class, so that students can have a general understanding of the contents to be taught;
6. Write the students' words on the blackboard;
7. Give students the opportunity to write on the blackboard;
8. Use the blackboard eraser carefully, and further emphasize the value of what students say or write before erasing it.
Please slow down and comment carefully. Are there any projects you usually do, but how many projects you usually don't pay attention to I can't do items 3, 5 and 6 myself.
On Tuesday, our math preparation group listened to Bin Chen's new lecture "Determining the Relationship of Quadratic Functions". Mr. Chen is the winner of the first prize of the provincial excellent mathematics course, an outstanding teacher in Taishan District and a backbone teacher in the school. Listening to his class is a pleasure.
By comparing Mr. Chen's lecture process with his blackboard writing process, we find that a class can be called a good class. A teacher is an excellent teacher because he must have students in his heart.
Teacher Chen led the students to review the "undetermined coefficient method" in order to pave the way for the later stage of the class and build steps for the children. He patiently explained the steps of solving equations and equations on the blackboard, starting from the reality of students. With years of teaching experience, he knows exactly where the students' difficulties and weaknesses are. In order to attract students' attention, he circled every point on the blackboard. The way he came back from the lecture was the interaction between him and the students.
When I was in junior high school, I once met a beautiful female intern teacher. We came to her class with great expectations, but the result was disappointing. Throughout the class, she memorized what she had prepared. The blackboard writing was particularly neat and the typesetting was beautiful. But she didn't make any eye contact with us for a whole class, let alone communicate in language. She just recited a lesson with her face to the ceiling, and we were disappointed after class. This is a typical case with no students in mind. Such a class must be boring and students don't like it.
The eight suggestions given by Beijing No.11 Middle School have solved the problem of how a teacher can communicate with students while using the blackboard. I even think it can be used to evaluate the success of a class.
In the future teaching practice, I will practice hard, with students in my heart, pay attention to every student, make students like my class and look forward to my class.