As teachers, we all know that our classroom teaching activities are two-way activities jointly constructed by teachers and students, and the teaching process is an interactive process between teaching and learning, that is, teachers use "teaching" to motivate students to learn, and students use "learning" to promote teachers' "teaching". Teacher-student interaction is the interactive teaching between teachers and students on the basis of conscious activities. Its ultimate goal is to make the classroom active, students have a strong interest in learning and improve the effectiveness of learning.
Traditional classroom teaching is dominated by the idea of infusion, and the teaching process is regarded as a "perfusion" process. Teachers are full, students are beautiful, teachers and students lack active communication, and the teaching effect is not ideal. Modern educational theory holds that the real meaning of education lies in discovering human value, exerting human potential and developing human personality. The interactive teaching method can realize these ideas more effectively. An important feature of interactive teaching is "participation". By emphasizing the two-way communication between teachers and students, it fully mobilizes the enthusiasm and initiative of both sides, thus activating the classroom atmosphere, releasing the energy suppressed in the subconscious through the valve of consciousness, flashing the spark of wisdom, realizing the vibration of teaching and achieving the best benefits for both sides. A very important point in "interactive" teaching method is to follow an active investigation process, pay attention to serious thinking and learn from "real life".
Interactive teaching method is a kind of democratic, free, equal and open teaching, and it is an opportunity to examine and think about the relationship between teaching and learning. It is a new teaching system based on constructivism and cognitive learning theory. He advocates communication and dialogue as the core and way of teaching implementation. In communication, through the fusion of horizons between people and between people and texts, a new and personalized world of meaning is created, thus expanding the spiritual world and increasing life experience. Through the collision and blending of different viewpoints, the initiative of both teaching parties can be stimulated and the teaching effect can be improved.
The specific scene of interactive teaching may occur in organized teaching activities or informal games, life and communication. The forms of interaction can be varied, such as the interaction between teachers and individual students, some students and all students, and the interaction between students and teaching media, which can be oral or written.
The result of interactive teaching is reciprocal, and both sides always hope to meet their own needs through communication, so as to improve and develop themselves. The complementarity and reciprocity between the two sides of this interaction is based on the differences of the communication subjects. The interaction between teachers and students is the best proof of the complementarity between teaching and learning. Teachers and students have different subjective qualities and needs, so there must be subjective differences between them. This difference provides the premise for the interaction between the two sides, thus forming complementarity and cohesion, which will become a great force to improve the effectiveness of interactive teaching.
In my class, I reflect the interaction between teachers and students in this way:
(A) change the teaching philosophy of teachers
The new curriculum reform needs interactive classroom, and society needs to cultivate students' ability in interaction. Therefore, our teachers must change their teaching concepts to meet the needs of this development.
(B) the use of "live" teaching materials
Perhaps some teachers find that many students like various phenomena in nature, but they don't like classes. The reason is very simple, because our classroom teaching has not gone out of the "curriculum-oriented" and limited classroom time and space. Although the teacher spoke in general, the students felt irrelevant. Therefore, classroom teaching should be strengthened from life to science and from science to life. Teachers should change from "teaching textbooks" to "teaching with textbooks", make targeted designs according to the actual situation, expand courses according to students' interests, hobbies and personalized choices, and strive to break through the closure of classroom teaching and change the concept of subject-based. Pay attention to the reorganization of teaching materials.
(C) to understand the cognitive level of students
This is the key to implement classroom teaching tasks and choose appropriate teaching methods. Teachers' determination of the depth and breadth of teaching content depends largely on students' current intelligence level and recent "development fields", and actively mobilize students' non-intelligence factors, so teachers should accurately understand what knowledge students have mastered, their acceptance, hobbies, personality characteristics and so on. Only in this way can the choice of teaching methods be accurate.
(d) Clear objectives, tips and requirements (play a guiding role)
Before class, clearly mark the teaching objectives of the teaching content to be talked about the next day through the tutorial case, and arrange specific tasks, requirements and clear hints for the teaching content of this class, so that students can clearly understand the interaction direction and tasks in class.
(5) Carefully design tasks
The design of the task largely determines whether students can effectively carry out cooperative activities. The design of tasks should have the principles of clarity, graduality, diversity and authenticity.
1. Clarity and ladder of tasks
In the cooperative learning class, we often see this situation, that is, the teacher gives an order to ask students to cooperate in learning, or discuss, or investigate, or interview, but the students look at each other and don't know what to do. One of the reasons may be that the teacher's instructions are unclear and the students don't know how to move. The second reason is that teachers don't pay attention to the principle of gradual progress in tasks. After the new teaching, students immediately participate in some complicated communication activities, such as role-playing, debate, narration, investigation and interview. As a result, students know little about what they have learned, so that they are arrogant in practical application and even don't know how to apply it. Students' activities become blind and disorderly, and interaction becomes a good opportunity to chat and play games. It can't achieve the teacher's expected purpose at all. Affect the learning effect. In teaching activities, the tasks assigned by teachers to ask questions must be clear and have a certain gradient. Teachers should take advantage of this situation in teaching activities and realize that students are very clear about what to do and how to do it in the next activities.
2. Diversity and authenticity of tasks
The diversity of activities refers to the change of space, time, content and mode of activities. Make full use of the mentoring program. Students' cooperative learning can be arranged in the classroom or outdoors; You can use your spare time in or after class; On the basis of closely following the teaching content, the activity content strives to have certain authenticity.
(6) Appropriate teaching methods, promoting democracy and tapping human resources.
Whether students are full of interest in what the teacher says depends on how the teacher lets them know. The "equal and democratic" teacher-student relationship is the premise of teacher-student interaction and student-student interaction. Teachers and students are partners. The teaching process is a process of cooperation between teachers and students, and teachers and students should be cooperative partners, independent and equal in personality. Teachers can't treat students condescendingly, and students don't have to be obedient. Teachers and students should respect each other, trust each other, recognize each other, encourage each other and learn from each other. Teachers and students are friends. Teachers should step down from the sacred platform, come out from the adult culture, sincerely walk into the students' culture, approach the students, listen to their voices, put themselves in the children's heart dialogue and become friends with the students. For teachers, we should not only deal with the relationship between teachers and students, but also deal with the relationship between teachers and various groups. Teachers can participate in the learning activities of the group as members of the group, and can also serve as consultants of the learning group, providing students with information, consultation and counseling to help them solve difficult problems.
In order to create an easy-to-learn interactive atmosphere between teachers and students, teachers must change their roles, change their positions appropriately, and encourage students to express different opinions. Some scholars believe that as a teacher, it is best to "nod and smile and listen to him attentively", which does make sense. "Smile" is a nutrient to improve the relationship between teachers and students, and "nodding" is an acceptance and an encouragement. When students see the teacher nodding to themselves, they feel more cordial to the teacher, and "concentration" is the performance of concentration behavior. The teacher's focus is that the teacher doesn't draw a conclusion immediately, and the students evaluate together, which also forms a good classmate relationship. The interaction of classroom teaching can really make students learn to cooperate and communicate, learn to judge, learn to look at problems from multiple angles and think and analyze rationally, and learn to speak critically from their own standpoint.
Horizontal interaction between students. This is a problem that we often ignore. Guide students to analyze, discuss and debate freely according to the classroom content.
(seven) to create a cooperative learning atmosphere, create interactive conditions, lay a good foundation.
1. Create a cooperative learning environment.
"Knowledge-based" classroom teaching focuses on "knowledge infusion", which objectively creates a dull, depressing rather than cooperative environment. "Student development-oriented" classroom teaching focuses on students' experience of success and happiness through feelings and participation. Students are individualistic learners, and a fluent, harmonious, tacit, respectful and trusting learning environment is the "* * *" of classroom teaching under the new curriculum concept.
(1), a sound psychological environment
In the process of cooperative learning, teachers should create a good cooperative learning atmosphere, give students psychological security or spiritual encouragement in various appropriate ways, treat students as friends and confidants, and be more understanding, encouraging and tolerant, so that students' thinking will be more active, their enthusiasm for exploration will be higher, their desire for cooperation will be stronger, and their classes will be more energetic.
② Rich space-time environment
In the usual teaching, we often see that because students don't follow the teacher's preset trajectory, or because students are "hesitant" and afraid of unnecessary details and wasting time, the teacher unscrupulously interrupts students' speeches or activities. These "skimming" and "overnight" cooperative learning can only be formal cooperative learning. Therefore, in cooperative learning, students should have sufficient time and space to speak, supplement, correct and debate, so as to give full play to the wisdom of students of different degrees.
(3), enthusiastic help environment
In all the groups in the class, it is inevitable that some groups can't cooperate smoothly because of the group leader's low organizational ability, immaturity or the deviation of the overall strength of the group. Teachers should vary from group to group and provide students with necessary heuristic help. Teachers can naturally participate in difficult groups as an ordinary collaborator, so that students don't realize that they need teachers' help because of their low level. Secondly, teachers should consciously create more opportunities for them to express themselves, thus stimulating their enthusiasm for progress and creating conditions for students to study successfully.
④ Sincere incentive environment.
Advocating the academic idea that "success is the mother of success" and timely and appropriate incentives can get twice the result with half the effort. In teaching, teachers should master and make good use of this classroom lever to create a cooperative learning atmosphere that gives full play to their learning personality, expresses their opinions, communicates with each other and even holds their own opinions. A sincere compliment and an approving look can make every student truly experience the success and happiness of cooperative learning, thus generating the desire for further cooperation.
2. Handle the relationship between group orientation and teaching students in accordance with their aptitude.
Facing all students and paying attention to the development of every student in the class is the basic requirement of quality education. In our team, there are learners with different personalities and majors. Therefore, whether teachers can correctly handle the relationship between groups and individuals in the process of organizing cooperative learning directly affects the benefits of cooperative learning.
(1), reasonable team building
Reasonable construction of cooperative learning group is not only the basis of students' cooperation, but also the basic means to realize students' cooperation and effective interaction. The study group should be the epitome of the class group. We can group students according to their intelligence, ability, preferences, personality, psychological quality, family background, gender, etc., and adopt the mode of heterogeneity within groups and homogeneity between groups. Pay attention to reasonable collocation, combine introverted students with extroverted students, combine students with good grades, take into account the ratio of men and women, ensure that students complement each other and help each other to the maximum extent, develop their intelligence and cultivate their abilities, and let group cooperation achieve results in a short time. Because the classes we are teaching now are generally large classes with a large number of students, we can adopt the grouping method of large groups and small groups. For example, divide the class into four groups, and then divide each group into three groups with four to six people in each group. In the cooperative learning classroom, teachers can adopt different group modes for teaching according to different class types, teaching contents and teaching links.
(2) Activate the strength resources of the cooperative group and optimize the structure of the cooperative group.
Teachers should be good at tapping the potential of each student, and assign tasks to each member according to their personal strengths, so that everyone in the study group has something to do and everyone has something to do. This can stimulate the learning initiative of students at all levels, broaden the depth and breadth of communication among students, and enable learning individuals to obtain more information resources from the group. The purpose of activating group strength resources is to stimulate the source of individual strength and condense the overall resultant force. Cooperative learning can easily lead to individual students' dependence and lazy behavior, and it can also easily lead to the dominance of top students. Only by making every student feel that "I am a member of the group and I am also very important", "I can also contribute to the group" and "the partners of the group need me", can students' learning automaticity, spontaneity and sense of responsibility naturally glow and condense into an indomitable joint force, so as to cooperate more effectively and improve learning efficiency. We can use "honor and disgrace and * * *" to summarize the interdependence and mutual help among team members. Only when students realize their "life and death and * * *" relationship, that is, all members are successful, can they succeed, and then they can unite and cooperate to complete various tasks independently. Therefore, it is very important to establish a multi-angle interdependence and a learning environment of "everyone for me and I for everyone". It can be said that there is no active interdependence, and cooperative learning is just a form. Therefore, in the classroom of cooperative learning, it is necessary to establish a multi-angle dependence relationship between students.
(1), roles are interdependent.
In the process of cooperative learning, we usually see this situation, that is, individual members in the group undertake most or even all tasks, while other members in the group do nothing. This "hitchhiking" phenomenon usually occurs because the group has no positive goal interdependence, and also because there is a lack of positive role interdependence in group activities. Team members' division of labor is not clear and their responsibilities are not in place. Therefore, in order to accomplish a certain task, each team member assumes a complementary and internally related role, thus concretizing the group responsibility. In group activities, different members can assume the following roles: ① recorder: responsible for recording the resolutions of group lectures and writing group reports; Inspector: responsible for ensuring that all members of the group can clearly state the answers or conclusions reached in the group; Accuracy referee: responsible for correcting any mistakes made by others in explanation or summary; (4) Contact: responsible for the contact and coordination between the group and teachers and other groups; ⑤ Rapporteur: responsible for retelling the main conclusions and answers of the group. In specific activities, teachers can exchange roles for group members according to different teaching methods. This can not only increase the freshness of group learning, but also improve students' abilities in many aspects. More importantly, let them actively assume their own responsibilities, while enjoying the services and help of others, make contributions to their own groups and play an active role in group learning activities.
(2) Interdependence of goals
Usually, before cooperative learning, I will set a clear group goal, which is often an integral part of a class, such as "what to learn and make sure that every group member learns." In this way, students can understand the relationship between them as "honor and disgrace and * * *" and "honor and disgrace are shared", and realize that they are not only responsible for their own learning, but also for the learning of other peers in their group, thus prompting students to help each other and complete the task together.
(3) Reward interdependence
When team members make progress or achieve the same goal through concerted efforts, each member of the winning team will receive the same reward. Rewards can be material or spiritual, such as reducing their homework, publishing a blackboard newspaper introducing the study or life of group members, or rewarding extracurricular books. For example, after testing the students, I calculated the improvement scores of each group. The winning team will be rewarded. The specific way is to give each student a basic score according to his usual grades. For example, a student with average grades can get a basic score of 80. If his test score is 85, then his improvement is divided into 5 points, and then the improvement of team members in the group is divided into stages, and the team with the highest total improvement score wins. Members of the winning team can reduce their homework this week. Doing so can not only enhance students' sense of competition, but also promote students' sense of cooperation in the group, and urge students with good grades to help students with poor grades, thus increasing the competitive strength of the group and greatly improving students' interest in learning. For another example, in Chinese reading class, in order to enhance students' reading interest, improve reading speed and the ability to search information in a short time, I ask each group to read an article quickly within the specified time. After the end, they close the article and ask questions about the content of the article to see which group answers correctly, and the members of the winning group can get the same reward. This kind of positive reward interdependence can mobilize students' learning enthusiasm to the maximum extent and enhance their sense of cooperation and competition.
3. Guide cooperation and competition
Guide students to actively cooperate and compete reasonably. Cooperation and competition is an objective social phenomenon. Cooperative learning advocates "intra-group cooperation and inter-group competition". Cooperation is based on good character, and mutual trust, mutual respect, mutual humility and mutual appreciation are its main spiritual qualities. The competition in cooperative learning is extroverted, and there are generally two situations: one is the learning competition between individual students, which is mostly carried out at different levels. Due to the differences in individual qualities, there can be competition between top students and poor students, their character can be tempered, their will can be tempered and their character can be cultivated in competition. Second, the learning competition between groups can strengthen the group structure, promote the cooperation among group members, promote the interaction among students, and make students participate in learning activities more seriously and enthusiastically. When organizing learning, teachers should pay attention to preventing students from hurting each other, paying attention to guiding students from the front, organizing students to compete fairly, making them establish a good cooperative learning relationship in the competition, making cooperative learning form a virtuous circle of "cooperation-competition-cooperation", which is conducive to the overall improvement of students' comprehensive quality and making competition a means to promote learning success.
As teachers, we all know that our classroom teaching activities are two-way activities jointly constructed by teachers and students, and the teaching process is an interactive process between teaching and learning, that is, teachers use "teaching" to motivate students to learn, and students use "learning" to promote teachers' "teaching". Teacher-student interaction is the interactive teaching between teachers and students on the basis of conscious activities. Its ultimate goal is to make the classroom active, students have a strong interest in learning and improve the effectiveness of learning.
In short, in the new curriculum Chinese teaching, through extensive communication, teacher-student interaction, student-student interaction, mutual communication, mutual influence and mutual supplement can be realized, so that the learning process can become more of a process for students to discover, ask and solve problems, build a harmonious, democratic and equal teacher-student relationship, let teachers and students teach and learn from each other, form a real "learning * * *", and create teacher-student communication. The slogan is "Let the city interact". Then, in teaching, we should also shout loudly: "Let our classroom move-teachers and students, students and students move together!" "