The basic operating procedure of the teaching method of "learning before teaching, training in class" can generally be divided into six links: writing on the blackboard, showing goals, self-study guidance, learning before teaching and training in class. Among them, the first three links are auxiliary links (about 2 minutes), and the last three links are main links (about 43 minutes). The following are the general operating essentials of each link:
First, the blackboard writing topic
Introduction in a few words, blackboard writing topic, or direct blackboard writing topic.
Second, reveal the goal.
Before "learn first, then teach, and train in class", prompt the learning objectives, let them know the teaching objectives of this class, stimulate students' interest in learning, mobilize students' enthusiasm for learning, and let students actively explore learning around the objectives.
Key operation points:
(1) the way to reveal the goal: middle school and senior primary school can be displayed by projection or small blackboard. Teachers can dictate in the lower grades of primary school to ensure that every primary school student can understand and remember.
(2) The teaching objectives revealed by the culture class are mainly to understand knowledge and cultivate ability. As for the teaching objectives of emotion and values, we should rely on the infiltration of teachers' image, temperament, emotion, art and even teachers' every move, and generally do not disclose the contents of teaching objectives to students.
③ Proceed from reality, accurately reveal the learning objectives, and keep consistent with the requirements of textbooks and curriculum standards in breadth and depth. Not low or high, people who can "use" should be able to use it in class and form their own abilities, and they should not be artificially lowered to the requirements of "meeting"; There should be no deviation or mistake in the goal, lest the China class become a political common sense class and the political class become a China class.
④ The teaching objectives should be specific, not abstract, concise and to the point, and the content should not be too much, which is easy to understand and easy for students to see at a glance.
⑤ The time to reveal the target should be appropriate, so that students can understand it carefully, and don't rush to switch projections.
⑥ When revealing goals, teachers should pay attention to artistic effect and emotional input, and induce students to clearly define their own requirements. Teachers should not make trouble, interfere or gossip.
Third, self-study guidance.
After revealing the goal, the teacher guides the students to learn by themselves. The way of self-study guidance: senior students in middle and primary schools often show on the screen, and junior students in primary schools can dictate. Self-study guidance must be specific, so that students can achieve four definitions: self-study content, self-study method, self-study time and self-study requirements (that is, how to take the exam after self-study). In this way, self-study is like preparing for war, and thinking nervously at once can improve the efficiency of self-study
Key points of operation
① Self-study content. Generally, textbooks have more old knowledge and less new knowledge. Therefore, the content of self-study should guide students to look at new knowledge, focusing on the connection between old and new knowledge. For example, when learning to solve an application problem with a series of equations, guide students to look at a series of equations in the example, and the part of solving equations is unnecessary, because the method of solving equations has been learned. If the content of the textbook is single, it is generally a one-time self-study; If there is a lot of content in the textbook, you can teach yourself several times, but you must make clear the content (or scope) of self-study before each self-study.
② the method of self-study. For example, when reading a book, do you operate while reading, or discuss with your deskmate while reading and do what you are good at. Generally, students should be allowed to read and think independently first, and it is not appropriate to discuss while watching.
③ Self-study time. The time should not be too long, and students should complete the self-study task nervously and quickly without delay; Time can't be too short. To give students time to read and think carefully, they must not go through the motions, because reading is the premise of practicing, correcting, discussing and completing homework in class, and we must pay attention to actual results. In primary schools, middle schools, especially high schools, students can spend more time reading books, while in primary schools, especially in lower grades, the reading time is shorter, because there are few textbooks in lower grades of primary schools, and primary school students do not insist.
(4) the requirement of self-study. That is to tell students how to test. In this way, self-study becomes preparation for the exam, and students can really think nervously when reading.
Teachers should show concern and trust for students. Pay attention to the use of encouraging language, so that students can learn by themselves happily, but the language should be concise. Don't let students gossip and meddle, and don't listen to irrelevant music or watch irrelevant videos.
Fourth, learn first.
"Learning first" does not mean that students can read books in general and simply, but that after the teacher concisely puts forward the learning objectives for self-study guidance, students can make clear their learning objectives, have the correct self-study methods, and complete the test exercises within the specified time with thinking questions. There are various forms of self-study, which can be reading examples, texts, notes, doing experiments, correcting homework and doing exercises similar to examples.
(1) The link of "learning first" generally includes two small links: students reading books and testing the effect of self-study.
1, reading a book
"Reading" means that after two auxiliary links of "revealing goals" and "guidance before self-study", students read textbooks carefully and think or operate according to self-study guidance. And prepare to take the test. Students read nervously, not teachers, who teach textbook knowledge.
Key points of operation
(1) When students are reading, teachers should not walk around, write on the blackboard, walk out of the classroom or look around. In order to form a tense atmosphere in which students concentrate on reading and thinking, teachers should be satisfied with students who are not focused enough. For underachievers, you can whisper a word or two and give them a "compass" to encourage them to study hard happily, but teachers should not talk too much to avoid distracting students.
Reading time can also be changed. For example, many students have not finished reading, and the time can be extended. If all the students have read it, they can finish it early.
2, detection (check the reading effect)
Test the effect of students' autonomous learning by asking questions, performing and writing exercises.
Key operation points:
Generally speaking, written exercises are the main practice.
Let underachievers practice as much as possible to expose the problems after self-study.
(3) Teachers should patrol and collect students' mistakes and classify them in time: which belong to new knowledge and which are the main contradictions to be solved; Forgotten or careless is a secondary contradiction. Classify "new knowledge" and "main knowledge" into
The preparation content of "post-teaching" is actually to modify the lesson plans written before class and prepare lessons for the second time.
(4) Teachers should not coach underachievers when students are practicing, because this is not conducive to cultivating the habit of autonomous learning of underachievers, and it also affects the effect of independent thinking and intense practice of the whole class.
(2) The link of "learning first" is sometimes divided into two small links: "reading" and "testing".
For example, in Chinese and foreign language classes, read while calling the roll, and other students will correct and discuss; Sometimes, other students ask questions and discuss them (say what went wrong and "why").
Post-education of verb (abbreviation of verb)
"Post-teaching" does not mean teaching by teachers, but "teaching soldiers by soldiers" after students teach themselves. By correcting, discussing and expressing their opinions, students who can't teach, that is, classmates, can interact. Finally, teachers interact with students, that is, teachers supplement and correct and help summarize, so that students can further deepen their understanding of what they have learned and finally form the ability to analyze and solve problems by using what they have learned.
This link is to help underachievers solve basic problems, and it is a "make-up"; At the same time, top students help poor students to correct their mistakes, learn from each other's teaching, understand knowledge more thoroughly, enhance their ability and cultivate the spirit of cooperation, which is also "cultivating top students" In this way, students at different levels have improved.
(1) "Post-education" generally includes two small links: correction and discussion. After the students perform the math class, make corrections and discuss two small links.
1, revised
It is also to call the students to go to the podium to correct the wrong questions or correct the wrong questions on the screen.
Key points of operation
(1) After the exercise, if the teacher wants to ask the person who found the mistake, please raise your hand so that all the students can seriously find out the mistake and understand the learning situation.
(2) Among the students who raised their hands, please correct the poor students first.
(3) let as many students as possible to correct. Poor students correct their mistakes, or fail to correct them, and then let ordinary students, good students and good students correct them in turn, which is conducive to prompting each student to think nervously; Never let a good student correct it first, or the poor student will make a mistake, and the teacher will tell you (correct it, give reasons).
(4) When students correct, teachers should wait patiently and don't take a stand easily.
Step 2 discuss
Try to let everyone speak freely and debate if necessary. Teachers must not answer alone, no matter right or wrong, they can't wait to talk, lest students don't use their brains, discussions become a mere formality, and the classroom atmosphere is inactive.
(2) discuss one, which is convenient for induction and avoids repetition.
(3) In the process of students' discussion, if students make a mistake, please ask other students to speak; If the students are right, the teacher will say yes and make appropriate blackboard writing.
(4) Teachers should do what they should say, and clearly do three things:
The content is clear. The content should be something that students can't master after self-study, that is, the main difficult problems exposed in self-study or the mistakes in practice. Never talk about what students have mastered through self-study. The underachievers did the right thing, which means that the whole class knows, so don't talk to the teacher again. If the underachievers do something wrong, guide the upper-middle students to analyze, explain the reasons and guide them to correct their summary. The problem of individual or very few students' knowledge returning to life can be remedied after class individually. In this way, the teacher is almost speechless and has little content, usually no more than five or six minutes.
A clear way of speaking. First, "soldiers teach soldiers", and then the teacher said. Generally, students should be guided to make corrections first, so that as many students as possible can make corrections repeatedly, and then we should be guided to discuss and understand the reasons. Students can ask questions and discuss with each other, and finally the teacher makes an evaluation, which is usually revised and supplemented.
Clearly defined requirements. Teachers can't just talk about topics and find answers, but guide students to find out the rules, really let students know why, help students sum up and rise to theory, and guide students to prevent possible mistakes in application. This is to build a bridge between theory and practice to prevent students from taking detours.
(2) Sometimes there is no distinction between "correction" and "discussion" after teaching.
In other words, "correction" and "discussion" are carried out alternately, or discussion is carried out while correcting. For example, in Chinese and foreign language classes, we often ask questions to help correct them and give reasons.
Sixth, in-class training.
"Classroom training" is carried out after "learning first and teaching later", which refers to the completion of classroom homework in class. Its purpose is twofold: first, to test whether each student has achieved the teaching goal in class and to be "open and honest". The second is to guide students to transform knowledge into the ability to solve practical problems through practice.
In-class training is very beneficial to consolidate what students have learned, develop their thinking ability, cultivate their independent consciousness and good study habits, reduce their excessive extracurricular burden, and make their homework "clear" and "clear day by day".
According to the feedback information of students' homework, teachers can find out which students have achieved the teaching goal and which students need individual tutoring after class, and deal with the problems in students' homework accordingly.
Key operation points:
(1) The class assignment time shall not be less than 15 minutes.
② The content of the exercises is to complete the exercises and exercises in the textbook, so that students can use what they have learned in this lesson to solve practical problems. Attention should be paid to the representativeness, appropriateness and appropriateness of the exercise questions, so as to ensure that the exercise books can be completed and handed in before class.
(3) Class assignments should be low-starting, multi-level, with questions, selected questions, and sometimes thinking questions.
④ Pay attention to correct students' sitting posture and cultivate their comprehensive quality.
⑤ The form of exercises is that students complete independently like exams. Teachers are not allowed to tutor students, not to interfere with students, not to discuss among students, and to ensure that students concentrate on their homework. If the teacher finds mistakes in students' homework, don't point them out at any time, but leave them to extracurricular tutoring.
When students do their homework in class, if several students have finished it quickly, the teacher can correct it for him first and ask him to help the students with learning difficulties.
The six links of the teaching method of "learning before teaching and training in class" constitute the basic procedure of classroom teaching. Teachers should master a principle when using it, that is, guide students to learn independently all the time, and then "teach" after students finish learning, aiming at the problems found. However, due to different academic conditions, different disciplines, different classes and different grades, we must use them flexibly and make corresponding changes instead of copying them mechanically and patterning them.