Someone made a survey on the situation that 46 students in a class of grade five raised their hands in a class. The statistical results are as follows: 4 students will not raise their hands, 16 students are afraid to raise their hands; 3 people who don't want to raise their hands; 8 people in have it both ways; Five people are dwarfed. If you dare not, you are afraid that your answer is not accurate, and if you answer wrong, you are afraid of losing face; People who don't want to explain that they haven't developed the habit of raising their hands to speak, and they are lucky not to be stopped by the teacher. Have it both ways thinks: If no one keeps it, I don't have to keep it. Dwarf people think that those who raise their hands do well in their studies, and my grades are not as good as theirs. They didn't, and I shouldn't. There is a contradiction between the survey results and the current teaching principle of taking students as the main body in classroom teaching, which may be a point that many teachers are confused in the teaching process. It makes us have to think about the causes of this phenomenon first, so that it is possible to fundamentally establish the main position of teachers as students. Then, in addition to teachers' self-reflection, should we also consider various factors that cause this phenomenon? Then, how can teachers guide our students to raise their hands to speak? I think we should first change students' ideas, enhance their self-confidence and stimulate their interest.
First, create a relatively free, relaxed, democratic and equal classroom teaching atmosphere.
Chinese education belongs to a kind of spiritual education to a certain extent, so emotional communication between teachers and students in class is essential. For a long time, the traditional dignity of teachers in schools and the enlightenment education given to children by families have invisibly made students have an innate fear of teachers. This kind of emotion brought to the classroom, coupled with the seriousness of the classroom itself, will make students feel depressed. Under such circumstances, it can be said that it is completely impossible to give full play to students' subjectivity, because the motivation of education is not the majesty of teachers, but the students' thirst for knowledge. Bascalia, a famous educator, said in his book Life of Love: "Only when you are free can you learn knowledge." Therefore, creating a relatively free, relaxed, democratic and equal classroom teaching atmosphere is the need for teachers to fundamentally change the current situation of students.
To create this harmonious classroom teaching environment, teachers should not only change their ideas, treat each student equally from the perspective of personality, respect and care for each student, and regard students as equal partners in completing classroom teaching tasks, but also guide students to re-understand the new relationship between teachers and students, and regard teachers as guides, promoters and educators of their own learning, rather than supervisors, compulsions and authorities. We regard learning as our own needs, our classmates as our learning partners and competitors, and the classroom as our training ground. We respect our teachers, but we are not afraid of them. Only in this way can students show their inner truth in class and dare to think, speak and do through free thinking in class.
First of all, teachers should learn to guide. Previous studies have shown that students participate in teacher-guided question-and-answer activities to the greatest extent. Therefore, teachers should consciously guide students to think in class, and leave a certain gap for students to communicate with each other or ask questions to teachers. Secondly, teachers should be kind to students' speeches, especially students' "interruption". "Interruption" is a special manifestation of students' voluntary answer, and it is a selfless act for students to tell the answer directly or communicate privately without the teacher's permission. Teachers should be flexible in dealing with students' interruptions. When students are eager to answer, teachers should appropriately restrain "interruptions" so that students can learn to respect other people's answering opportunities. When most students are silent, they should be encouraged to participate in teaching, or even allowed to "interrupt", thus stimulating students' enthusiasm for thinking and participating in learning. Because, as we know, every student is a "cheap and excellent" curriculum resource. Paying attention to the development of such classroom resources can solve the relationship between presupposition and generation, and directly point to and tap the potential of students.
Second, enhance the effectiveness of classroom questioning
Experienced teachers all know that the questions raised by teachers in lectures do not necessarily have to get accurate answers. The key is to open students' minds, especially senior students. Therefore, when teachers ask questions in class, they should deal with the relationship between "preset goals and generated goals" and design effective classroom questions.
1. Pay attention to the clarity of the problem. General and abstract questions are not conducive to students' thinking, and a series of questions are put forward at one time, from which students can't find the core questions, which will also make the questions vague; Second, we should pay attention to the moderate difficulty of the problem. The research shows that low-difficulty questions are effective for primary school students from grade one to grade five; For senior students, higher cognitive level is more effective. Therefore, teachers' questions must be carefully designed and suitable for "people".
2. Strive to expand the scope of questioning, so that all students are accustomed to accepting classroom questions. Practice has proved that the method of asking students to take turns to answer according to a certain pattern is foreseeable by students and better than the teaching effect of teachers calling and answering at will. Because the regular question-and-answer method can reduce students' anxiety level and help them concentrate. However, teachers' random calling and answering mainly tend to a few excellent students, which is unfair to students with poor ability. Therefore, in teaching, it is advisable to let students answer questions in the order of seats, student numbers or driving trains, sometimes giving all students the opportunity to answer questions, and sometimes deliberately letting poor students answer relatively simple questions, which can not only cultivate students' habit of answering questions, but also help guide students to participate in teaching activities intently.
Third, give play to the incentive effect of "success"
Just as plants need sunshine and rain, every student is eager to be affirmed by others, so as to get satisfaction. However, with the growth of age, students need and yearn for the recognition of others, but at the same time, the enhancement of self-esteem makes students pay more attention to the evaluation given by the surrounding environment. Paying attention to the evaluation around them limits their self-expression to some extent, which makes them hesitate in class. I am afraid of being looked down upon by the teacher and losing face in front of my classmates. To solve this problem, we must use success to motivate students and use success as a means to enhance students' self-confidence. After success, students will naturally have new demands for self-realization. The satisfaction of success has also accumulated the strength for students to move from victory to victory. Such repeated cycles will make students confident in motivation and dare to face greater challenges. Therefore, when students try to do something unsuccessful, teachers must avoid using language to stimulate their failure. If teachers pursue students because of their shortcomings in some aspects, they will focus on their shortcomings and make them lose confidence. "Once bitten, twice shy.".
Fourth, organize open class discussion.
"Raise your hand to speak" is the most intuitive and vivid expression of students' participation in teaching in class, and its purpose is to form an open dialogue teaching process through teacher-student communication. Classroom discussion includes not only the communication between teachers and students, but also the communication between students. Through classroom discussion, students can realize many aspects of a problem that they didn't realize before, thus enriching their understanding of things and changing their views and attitudes. Therefore, in addition to carefully preparing the discussion topics, the most important thing for teachers is to attract everyone to participate and stimulate the enthusiasm of all students to participate in group activities through the guidance of the discussion process.
Discussion is the collision of ideas, the exchange of emotions and the similarity of information. Well-organized classroom discussion can not only explore students' potential, develop their imagination and exercise their language skills, but more importantly, let students experience communication skills under a topic, learn how to listen to others, when to interrupt and answer words, how to express their own ideas, and persuade others to pay attention to themselves and accept their own ideas. Some students have a fear when answering questions in public, fearing that their mistakes will be criticized by the teacher and laughed at by their classmates, so as to refuse to answer the teacher's questions. Such students will also be able to express, experience, change and gradually improve their personality through classroom discussion.
Although classroom discussion is difficult to control, time-consuming and unpredictable, open classroom discussion activities, such as "small debate", "Chinese small topic research" and "small reading exchange meeting", are often organized to improve the expression ability of middle school students in the discussion, and "raising your hand to speak" becomes a piece of cake!
Verb (abbreviation of verb) changes the teaching form.
Confucius said, "Those who learn are not as good as those who are good, and those who are good are not as good as those who are happy." Interest is the forerunner of learning. Interested, you will be fascinated. If you are fascinated, you will delve into it. If you dig deeper, you will see the shadow of students becoming the main body. Stimulating interest is also an effective way to arouse students' learning enthusiasm and initiative. As a teacher, we should understand the students' thoughts, interests and hobbies, and abandon the classroom content and form with the sole responsibility of imparting knowledge. Give full play to creativity, carefully design each class, constantly change the form, and keep changing. Multimedia is applied to teaching. By displaying pictures, edifying music, infecting reading with music, displaying video materials, discussing, competing, performing, debating, arranging textbook plays and other colorful forms, students are given a certain classroom appreciation space, so that they can find materials after class, accumulate reading and show their achievements in class. Introduce some concrete and meaningful extracurricular activities, properly guide students' different interests and hobbies, and reasonably turn them into auxiliary forces that are beneficial to learning and can better promote learning. Turn boring into vividness, empty into concrete, and automatic into interaction. Students can always feel the changing classroom with fresh and exciting feelings, participate in teaching activities with strong desire for self-expression, and give full play to the initiative and creativity of learning.
In short, students should be freed from all kinds of mental bondage, let them put down their worries and be the real masters of the classroom. On the basis of changing students' ideas, we should improve classroom teaching and optimize teaching process by creating learning atmosphere, establishing students' self-confidence and interest in learning. I believe that those innocent eyes and cute little hands in the classroom will make our classroom infinitely bright!