First, in the connection between old and new knowledge.
A lot of knowledge is systematic, and every new knowledge point must have old knowledge related to it. This combination is a combination of old and new knowledge. It is convenient to guide students from old knowledge to new knowledge and accelerate the transfer of knowledge.
Second, on the main points of learning new knowledge
The focus of knowledge content is the most important place for students to learn, understand and master knowledge, and it is also the focus and difficulty of teaching materials. Timely guidance on these key points is conducive to the breakthrough of key and difficult issues, so that students can understand what they have learned deeply, thoroughly and firmly.
Third, in the confusion of students.
In the process of exploring the occurrence, development and formation of knowledge, students' thinking is sometimes superficial and sometimes confused, so they feel confused and tired. At this time, teachers need to give guidance, design appropriate slopes, build excessive bridges, help students find breakthroughs in thinking, eliminate problems and solve puzzles.
Fourth, disputes between students.
In the process of exploring new knowledge, because students have different knowledge bases and different thinking angles, the conclusions of some problems and the results of experiments are controversial. At this time, teachers should carefully analyze the hot spots and focus issues of students' disputes, find out the crux of the problem, and then give appropriate guidance, or give correct explanations, or inspire students to further explore according to the correct ideas, methods and steps, and find out the answers to the questions themselves.
Fifth, the place where thinking is blocked.
In the classroom, the difficulties in the new class often hinder students' thinking, and teachers can divide these problems appropriately. Reflect a certain level and guidance, and skillfully let students break through difficulties in inquiry. It can also improve students' logical thinking ability.
Sixth, under the interference of fixed thinking.
In the classroom, students are often easily disturbed by fixed thinking, resulting in negative transfer. At this time, designing inquiry questions can guide students to break through the shackles of the original way of thinking and seek ways and directions to solve problems correctly from different angles and directions.
Teachers' timely, moderate and appropriate wonderful lectures in class can help students turn difficult into easy, turn confusion into epiphany, guide students' thinking development, promote students' learning ability, optimize teaching process and greatly improve classroom teaching efficiency. In order to choose and organize the most suitable classroom teaching language, the teaching language must be scientific and effective, which can be started from the following aspects:
First, carefully screen the content of the call.
The new curriculum standard points out: Chinese teaching should "create a good autonomous learning situation for students and help them establish subjective consciousness", and give full play to students' subjective role and teachers' leading role. To use a popular metaphor is to give students the key to open the door of knowledge and let them open the door of wisdom themselves. So you can't teach all the contents to students, but you should carefully screen the tips.
Second, the problem of carefully designing counseling.
Teaching in Chinese teaching is often realized by asking questions. And to ask questions, it must be carefully designed. How to design the problem? The following interview illustrates several common design methods.
1, boot.
This kind of question should be like a guide, which can guide students to accurately grasp the key points of the text and guide students to study independently and explore cooperatively. This kind of problem can highlight the key points and difficulties in a few words.
Step 2 ask.
The subtleties of some words are hidden and seemingly inconspicuous. When students are reading, they often pass by without realizing the beauty. At this time, it is necessary to point out those nuances, so that students will have doubts in no doubt and then go deep into them.
3. Error correction.
The so-called error correction means that the teacher points out the incorrect expression in the textbook, stimulates the students to learn, compare and analyze, and finally corrects the mistakes in the textbook. Let students understand the truth that "learning is expensive and there are doubts, small doubts and small progress, big doubts and great progress".
(4) At the same time, we should also pay attention to the following three points:
First, grasping the timing of dialing is the key to making dialing wonderful and effective.
When students are confused or their oral English level is too shallow and low, give them guidance. When students make knowledge mistakes but other students don't find them, and students don't speak properly, teachers need to ask and guide them in time.
Second, choose the right content.
It is necessary to guide the old and new knowledge points in time in order to achieve the goal of "reviewing the old and learning the new". Appropriate guidance should be given to the key and difficult knowledge so that students can understand and master it in place. It is necessary to strengthen the guidance of error-prone points and confusing points, so that students can master and consolidate knowledge in the process of error correction. It is necessary to give guidance on problem-solving methods and knowledge laws, so that students can learn to think.
Third, we should allocate it moderately.
When students speak well, don't repeat; Students don't talk about what they can understand through self-study; Students don't talk about what they found through group cooperative learning; Students don't talk about what they understand through experiments. That is to say, our teacher must follow the principle of "four don't talk" when dialing.
In short, in Chinese teaching, we should choose the right time and be scientific and efficient. Only in this way can we really optimize the classroom teaching effect.