First, the role of effective classroom teaching feedback.
Classroom teaching feedback is the key link of students' cognitive activities, the intermediary of teacher-student interaction, the premise of giving full play to students' dominant position and role, and the basis for teachers to standardize teaching activities and teaching behaviors. Classroom teaching feedback acts on teachers and students.
1. The influence of effective classroom teaching feedback on teachers' teaching.
Teachers can get feedback information, understand students' mastery of knowledge and skills, and test their own teaching methods and teaching effects, so as to modify the teaching plan at any time according to the actual teaching situation. Whether a lesson plan is perfect or not, whether it can achieve the expected goal or not, does not depend on how the lesson plan is written in the lesson preparation notes, but on whether most students really receive and store information and whether they have certain skills. Teachers get all kinds of feedback information through certain means (such as observation, questioning, practice, homework, etc.). ), understand the students' mastery of knowledge and skills, find out the gaps and reasons against the predetermined teaching objectives, evaluate the feedback information, decide the next strategy, adjust the pace and steps of teaching, and achieve the best teaching effect.
2. The influence of effective classroom teaching feedback on students' learning.
After teachers get feedback from students, students can know their learning achievements in time and diagnose their academic level through emotional reflection and analysis and evaluation. Students know their own learning results in time, which will stimulate their interest in learning and enhance their motivation. On the one hand, when students see their achievements in the learning process, they are spiritually satisfied, accompanied by excitement and pleasure, and also have a sense of self-confidence, thus further stimulating interest and improving learning enthusiasm; On the other hand, we can find our own shortcomings and problems in time, so as to adjust our learning behavior and attitude, make up our own shortcomings in time, correct our mistakes and improve our learning methods.
Second, the basic characteristics of effective classroom teaching feedback.
1. Effective classroom teaching feedback is first and foremost true feedback.
In classroom teaching, teachers can control teaching behavior by capturing students' reactions in all aspects. True feedback can make teachers make teaching decisions that are more conducive to students' development, while false one-sided feedback will make teachers' teaching deviate from the direction. For example, when a teacher was teaching "method of substitution to solve problems" in the sixth grade, he first asked the students to observe the pictures of method of substitution with a large cup and a small cup, then asked a student how to replace them, and then asked, "Do you understand?" The whole class said in unison, "I see." So the teacher introduced the next "try it" link with satisfaction, and the whole class raised their hands and gave feedback after the two students finished their performances. Most students' feedback is correct. ..... But when I finished my homework independently, the feedback was unexpected, and most of my classmates didn't do well. This teaching case reflects that teachers don't have a deep understanding of the situation among students and are unclear about the problems among students, which leads to the feedback that the learning situation is higher than the overall level of the class. However, in order to satisfy the vanity in the classroom, some students intentionally or unintentionally copied the problem-solving process or result of the board-holder, resulting in false feedback in the classroom, and the teacher was blocked by the small hand held high in the classroom, thus causing the gap between the high correct rate in the classroom and the low correct rate in independent homework.
2. Effective classroom teaching feedback must be timely feedback.
Many classroom teaching feedback lags behind teaching. When the teacher gets feedback, some wrong cognition may have been deeply rooted in the students' minds. At this time, not only does it cost a lot of effort, but the effect is not necessarily good. Therefore, if teachers can find effective methods in the teaching process, get students' feedback information in time, find deviations and mistakes in students' learning, and then adjust teachers' teaching to correct and remedy, it may achieve twice the result with half the effort and greatly improve the efficiency of classroom teaching. For example, after teaching the new lesson of multiplying decimal by decimal, it is found that the result of individual students' calculation of 0.32×4.5 is 0. 144. Obviously, the operation sequence is wrong. The students first crossed out the zero at the end of the product, and then counted the decimal points. Teachers should find the root of the problem in time and remedy it from the perspective of arithmetic in order to achieve good teaching results.
Generally speaking, timely feedback is more effective than slow feedback. Timely feedback enables teachers to know students' knowledge and skills in time, which is conducive to further teaching. Similarly, if teachers can feedback students' homework or answers in time, they can let students know their lack of knowledge, which is conducive to further study.