First of all, I didn't fully understand the content of the last course. The new learning content is based on the understanding of the learned content. If what you have learned before is not understood and consolidated, new knowledge cannot be understood. Therefore, it is necessary to help children check for leaks in time. If there is anything they don't understand about the content of the study that day, ask the teachers and classmates in time to understand it thoroughly.
Second, I can't keep up with the rhythm of the teacher's lectures. It is impossible for a teacher to take care of every student and keep abreast of it in time. If he is distracted for a few minutes, he may not be able to keep up. It is suggested that children should first pay attention to class and not be distracted. In addition, we should develop the good habit of previewing homework, know the content of the teacher's lecture the next day in advance, and mark the doubts, so that we can get into the state faster in class the next day and learn knowledge with the teacher's rhythm.
Secondly, if children still don't understand after class, parents should remind them to write down the questions they don't understand in time and ask teachers or classmates.
If the child doesn't know what he doesn't know, then parents may wish to let him do after-school exercises first, or take out the relevant topics in his homework and talk about how he understands them, and then parents can coach him according to his ideas.
I hope the above suggestions can help you.
thank you
There may be two reasons why you can't understand the teacher's lecture.
One is a teacher. Some teachers jump in lectures, and students with average intelligence can't keep up and don't understand; Some teachers are at a loss about what they are talking about, so it is inevitable for students to make it clear, and it is reasonable for them not to understand.
The second is about students. Some students have to draw inferences from the teacher when accepting new knowledge, or they can't understand it without finding a way for the teacher to give lectures. What I fear most is that some students have no interest in learning at all. It makes sense to listen to a book in class and not understand it.
No matter what, if you can communicate well with teachers and students, there are some things you don't understand that can be solved.
I am a primary school teacher with 27 years' teaching experience. I have taught Chinese and math. Looking back on their own learning process, some teachers are really difficult to understand in class, and some teachers are particularly easy to understand in class! Combined with my teaching experience, whether students can understand a lesson depends on the following five factors:
First, whether the classroom discipline is normal.
1. In the noisy classroom, students can't sit still and listen to the teacher, but they don't understand.
2. Quiet classroom, where students can listen to the teacher's explanation.
Therefore, the premise of a good teacher's class is to maintain good classroom discipline, so that students can hear, see and touch.
Second, whether the teaching preparation is sufficient.
1. Teachers should read through the textbooks before class and master the arrangement purpose and graphic meaning of the textbooks, so as to combine the textbooks for effective teaching.
2. Teachers are prescient about students' cognitive deviation before class, and they have sufficient preparation measures to "correct the direction". For example, when second-year students write the word "burn", it is easy to add a dot by mistake. My direction correction measure is the intuitive formula "burn a little", so that students will remember that there is no point in the upper right corner of the burning word.
Third, whether the key points of knowledge are accurately grasped in the teaching process.
1. A class must have one or more key points that students must master: keywords, words, sentences, key formulas and test sites. This part of knowledge must be explained and practiced so that students can eat accurately and thoroughly.
2, short non-key parts, can not occupy the key time. Everyone's memory ability is limited, and the teacher's explanation will make the students' memory messy and superficial, which is fleeting.
Third, whether the interpretation method is flexible or not.
First, if students can't understand a certain analysis channel, they should switch to other channels and can't repeat hard irrigation.
2. Leave room for students to think and find and summarize the correct conclusions that he can understand.
Fourth, whether the explanation method is combined with the students' cognitive law.
1. Students' cognitive ability is different from that of teachers, and teachers' thinking mode cannot be used to "drive students off the shelf".
2. The explanation method should be combined with students' existing life experience and knowledge base, so that students can discover and feel independently.
Fifth, whether the teacher's teaching is humorous, vivid and passionate.
1, humorous explanation can make students study in a relaxed and happy atmosphere and reduce psychological pressure.
2. Vivid and passionate explanation can make students quickly enter the role, and the whole body and mind are completely dissolved in the situational experience.
Teaching has the law, but teaching cannot. The teacher is the director and the students are the protagonists. If the teacher can master the above five classroom teaching strategies and let the students move their ears, eyes, hands, brains and emotions, which student will expect the bell to ring slowly, the students in this class will certainly understand very well! On the contrary, the teacher's scripted and boring explanation will make students expect the bell to ring soon, which is inevitable!
I don't think it's all the teacher's fault, but there may be problems between teachers and students. Why do you say that?
Possible problems in the teacher's lecture:
1. The teacher may not know enough about the students' knowledge before class. Teachers may overestimate students' mastery of basic knowledge, and ignore the review of basic knowledge when giving lectures, with a high starting point. As a result, students can't understand the teacher's lecture.
2. The teacher's lecture speed may be a little fast. Teachers may be witty and speak too fast. Before the students could react, the teacher told the following knowledge again, which made the students unable to understand.
3. The teacher didn't visualize abstract knowledge. When studying science, there is a lot of knowledge, which is abstract, invisible and intangible. Teachers did not turn abstract knowledge into intuitive knowledge, and micro knowledge did not become macro knowledge. Therefore, it is difficult for students to understand, which leads to students not understanding in class.
4. The teacher didn't simplify complicated knowledge. Some knowledge seems complicated. If you speak step by step, students will be confused and difficult to understand. If the teacher grasps the main thread, core and key of knowledge. As soon as the teacher speaks, the students will naturally understand.
Possible problems of students themselves:
1, there is no preview before learning a new lesson. It is very important to preview before class. If you don't preview, you can't go to class with questions, and class is in a passive position. So I can't understand the new lesson.
2. Students are not attentive in class. Because the teacher is talking about a link in class, he is inattentive and distracted in class, and he will think about other problems when listening to the class. The knowledge before and after naturally lacks coherence, and the more you get to the back, the less you understand it.
So, what should we do now?
Only when teachers improve teaching methods, find out students' basic knowledge before lectures, be good at using analogy teaching method and give examples that students can understand, will it help students understand abstract knowledge and make it easy for students to accept.
Before the teacher takes a new lesson, students should spend a few minutes teaching themselves what the teacher will say. When listening to the class, you should concentrate on it, don't be distracted, follow the teacher's ideas, and take notes while listening.
Write down the key points of this lesson and what you don't understand, so that you can understand it in time after class. As long as you stick to it for a long time and get used to it, you should be able to understand it after class.
The teacher couldn't understand the lecture. If it is the teacher's problem, it is the students who are unlucky. Since you said "some teachers don't understand", it means that you can understand other teachers.
Let's put aside the student factor first, and just say why some teachers can't understand the lecture. I think there are the following reasons:
1, teachers' language expression ability is poor. Excellent language ability is the minimum requirement for teachers. Without this condition, you are an unqualified teacher.
1' s language expression ability is very poor, which is manifested in the inaccurate and inappropriate use of words, which leads to the inaccurate expression of meaning in words and sentences.
2 poor language skills, but also in the speech will not use language logical stress, will not use logical stress to emphasize the focus of expression, and do not know the focus of the teacher's expression, understanding, tips, and emphasis, so it is difficult for students to understand. 2, lectures regardless of primary and secondary, regardless of key and non-key. Teaching content, regardless of primary or secondary, regardless of key or non-key, grasping the beard and eyebrows, the blind man pulling the lid-drink together. Because the teacher in a class, regardless of the priority of teaching content, the average allocation of time, the average allocation of energy, key areas, short, but verbose, can students understand?
3. The teacher didn't skillfully break through the difficult problems in teaching. Lectures should not only grasp the key points, but also break through the difficulties. Teaching difficulty is the difficulty of students' learning. To solve difficult problems, teachers must carefully prepare lessons and design appropriate, scientific and effective methods to make students understand difficult problems. If the problem is not solved well, the whole class can't understand it
It must be emphasized that if most students in the class don't understand, it may be the teacher's problem, and if a few students don't understand, it may be the students' own problem. It must be analyzed from two aspects: teachers and students. Why don't some teachers understand the lecture? This problem is concentrated here.
Main reasons:
1, the teacher's reason ① I don't know the students' knowledge category. Some teachers (mostly new teachers) are self-righteous and speak languages that students have never learned, and what's more, students can't understand them.
Like the redox reaction in junior high school chemistry, it can only be explained as oxygen gain is called oxidation, and oxygen loss is called reduction. However, your teacher insisted in high school that getting electrons teaches oxidation, and losing electrons is called reduction. It is also difficult for students to understand.
For another example, when teaching elementary school to solve equations, we follow:
One addend = sum-another addend, one factor = product ÷ and the other factor is minuend = difference+divisor = quotient × divisor = dividend-differential divisor = dividend ÷ quotient However, how can pupils understand the equation when the teacher explains it in a middle school way?
Therefore, teachers should recite students when preparing lessons.
② The teacher's method level is poor. The math teacher said:
As a teacher, the key to this problem is to make a line chart and make it clear that "the number of B is 2/3 less than that of A" means: ① the number of B is less than that of A (2) by how much? The part where B is less than A is 2/3 of A. ..
In this way, students can list the formula according to the quantitative relationship: 324÷( 1-2/3)=972.
Of course, some students who study well can hear it even if the teacher is wrong.
2. Students' reasons. Students' poor grasp of basic knowledge is the main reason why they can't understand the teacher's lecture.
For example, a high school teacher talks about Vieta's theorem (the relationship between the roots and coefficients of an equation of degree n).
However, some students linked the relationship between the roots and coefficients of a quadratic equation: "
"Don't understand, it's hard to understand.
Of course, students can't understand their ideas in class.
Therefore, students should do a good job in preview, or make up lessons and listen carefully.
Otherwise, teachers can't give lectures to all students better.
This is: the teacher listens carefully,
Don't relax on your face.
Some students don't understand,
Too deep and not detailed, students are stupid.
Why the same cell phone signal, different cell phones in different locations, the signal strength will be different? Why do different brands of computers have different response processing speeds?
I have always compared the teacher's lecture to a signal transmission tower and compared the students to different brands of mobile phones. Compare students' different intelligence levels and brain response speed to computer CPU.
In this way, we can understand why the same teacher lectures, and some students can understand and some students can't understand. Some students understand quickly, while others understand slowly.
The strength of the cell phone signal is related to the signal strength of the transmission tower. It is also related to the receiving ability of the mobile phone. Therefore, the same teacher has different reaction speed and degree for students with different acceptance ability. Similarly, the speed and content of the teacher's lectures may be a bit difficult. Therefore, this is a process of adaptation between students and teachers. We should improve it from two aspects. One is the speed and difficulty of the teacher's lectures, which should be adapted to the students' acceptance.
This is also called teaching students in accordance with their aptitude, and teachers should consider students' learning situation when giving lectures.
Secondly, it is also related to whether the teacher's language expression ability is clear. The teacher's language expression is accurate and concise, making it easy for students to understand. This is also the basic requirement of a teacher's expressive ability.
To sum up, it is not difficult to understand why teachers give lectures, some teachers understand them well, and some teachers just don't understand them. It has something to do with teachers and our own acceptance.
Answer your question in two ways:
Teacher: Why do some people understand the same thing as soon as they say it, and some people still don't understand it for a long time? The reason is different expressions. It is the basic skill of every teacher to make complex knowledge easy to understand and concise.
In the process of teaching, the application of various teaching tools and examples will make children have a more three-dimensional understanding of knowledge and understand it more thoroughly.
The rhythm of the teacher's class is also very important. After all, every student's knowledge is different, and the teacher teaches quickly, so many unskilled students won't understand.
It is very important for students to adapt to the teacher's teaching methods. Keeping up with the rhythm will affect the learning situation in class.
Except for smart children, it is very important for ordinary children to preview knowledge in advance, which will give children enough time to digest knowledge points, so as not to understand them in class.
Good study habits and concentration in class will help children learn. If you are half-hearted, you will only hear incompletely, and of course you will not understand.
This needs specific analysis to see which students don't understand, occasionally, or all the time.
If students don't understand all the time, it is that the teacher's teaching method is not suitable for students, the knowledge points are not thoroughly explained, and students don't understand and accept them.
This requires teachers to work hard on teaching methods and adopt more easy-to-understand explanation methods according to students' specific conditions.
If students don't understand occasionally, it may be that the knowledge points are difficult, and the knowledge taught may be the difficulty of the whole book, which requires repeated explanation and practice to break through the difficulty.
If a few people in the class understand, most people don't, which shows that the teacher's teaching method is more suitable for top students. Students who miss the knowledge points, have a big leap and a weak foundation, will not be able to respond.
If most people understand it, only a few students don't, that is, these students have a poor foundation and have not mastered the previous knowledge, which affects the learning of new knowledge. This requires students to consolidate basic knowledge in order to review the old and learn the new.
If there is such a problem, on the one hand, it may be that the teacher's language expression is not easy to understand, easy to understand, and his thinking is not coherent enough, which leads some students to fail to keep up with the beat and eventually lead to incomprehension.
On the other hand, it may be that the students' foundation is poor, which leads to a little knowledge of classroom explanations and can't be integrated. I suggest that you can preview the knowledge points of the textbook first, sort out what you don't understand, and ask your classmates or teachers in class or after class, so that you can have a solid grasp of the textbook knowledge.