Pre-class preparation is the beginning of students' active acquisition of knowledge and the premise of teaching interaction, which is directly related to the quality and effect of teacher-student interaction. Guide from the following two aspects. First, the design of preview questions before class pays attention to basic knowledge, and students can reach the standard through independent learning and thinking. Secondly, preview design should grasp the key and difficult points. Problems and puzzles in preview will naturally be raised in class for students or teachers to discover, so that bilateral activities between students, teachers and students will naturally come. Why not worry about the efficiency and effectiveness of classroom teaching? At the same time, students have developed the habit of active learning and stimulated the enthusiasm of positive thinking.
2. Pay attention to independent thinking and choose cooperation opportunities.
Suhomlinski said: "We must give students time to think and let each student understand what the teacher said independently. Experienced teachers agree that thinking and understanding textbooks is the most important stage for students. " Students' independent thinking is the premise of cooperative learning. Make sure that every student has enough time to think in class. When they can't get what they want, they will organize cooperative learning again, exchange ideas in cooperation and reflect in communication, so that their views will be richer and more comprehensive, and finally let students form a correct understanding. This also provides opportunities for students who don't like to think with their brains or have certain difficulties in learning, and improves the benefits of group cooperative learning. This kind of seminar causes students' thinking collision and sparks, and this kind of cooperation is effective. However, it is not appropriate to arrange too many times and time for group cooperative learning in a class to prevent randomness and formalization, and effectively avoid the phenomenon that cooperative learning only stays on the surface for a long time and often cannot complete teaching tasks because of short time.
3. Give play to the role of teachers in interaction.
The role of teachers in cooperative learning can be reflected in guiding, organizing, listening, challenging, helping, obtaining resources, encouraging and evaluating, asking questions, summarizing and causing reflection. Guide students to learn to listen, communicate and cooperate in cooperative learning; Create an environment for group cooperation and organize group activities; Listen carefully to the speeches of the students in the group to understand the cooperation of the students in the group and the thinking of different students; Put forward some questions appropriately to challenge students' thinking and stimulate them to think deeply; Help students understand the task of group cooperation and give appropriate help when their thinking is blocked; Capture resources in observing students to ensure the collision and inspiration of different viewpoints in classroom communication; Encourage students to express the results of the group in the name of the group and give them an encouraging evaluation; Organize different groups to ask reasonable questions, so that the whole class can learn from the speeches of other groups; Summarize the results of group cooperation and exchange, clarify the important contents, and encourage students to reflect.
To sum up, classroom teaching needs teacher-student interaction. Under the concept of the new curriculum standard, the teaching "interaction" to promote students' independent inquiry learning is not only a knowledge, but also an art. As teachers, we should constantly reflect and improve in order to gradually mature and adapt to the new curriculum teaching.