Question 2: What is efficient classroom teaching? Efficient classroom is a classroom that obtains the maximum learning benefit with the minimum investment in teaching and learning. Its basic characteristics are "self-construction, interactive stimulation, efficient generation and pleasure". Measure the efficiency of the classroom, and see the students' mastery of knowledge, the growth of ability and the changes of mood, attitude and values; Second, look at how the teaching effect is obtained through investment, and whether it is achieved by teaching less and learning more; Third, see if teachers and students have experienced a pleasant communication process of two-way stimulation. The four dimensions of efficient classroom teaching should not be modeled, but teaching should be strategic. In my opinion, efficient classroom should follow one principle and highlight four dimensions. A principle, that is, the principle of "students' thinking first". Students' thinking is normal at first, and we don't rule out taking the guidance of teachers when necessary. Students' thinking first is consistent with the teaching concept of "independence, inquiry and cooperation" proposed in the new curriculum. How to ensure that students think first? It is the first step to encourage students to preview first and teach on the basis of students' preview. Teachers use the results of students' preview to attend classes, which is the second step to create an efficient classroom. It can be summarized in eight words: "dispelling doubts, strengthening, summarizing and summarizing", which are also the four dimensions of efficient classroom. Solve doubts. Teachers must be clear that students' preview is to help teachers "find doubts", and solving doubts for students is the basic skill of teachers and the basic foothold of efficient classroom. Strengthen. Students may understand knowledge after autonomous learning, but they don't understand the key points of knowledge, and even if they know the key points, they may not master them. The urgent task is to strengthen them in the classroom. Strengthening is not a mechanical repetition, but it should highlight pertinence and focus and reflect changing thinking. There are various forms of reinforcement, such as classroom exercises, cooperative discussions, key explanations and so on. Generalization. Generalization is simplification, and simplified things can often highlight the core, and the core is ability. There are many forms of generalization, such as keywords, a sentence, a picture and so on. A classroom without generalization ability can hardly be called an efficient classroom. To sum it up. Different from generalization, generalization embodies the systematicness, logic and hierarchy of knowledge. Therefore, the summary is mostly used in one knowledge unit, and the section summary is mostly used in each class. There can be no summary in a class, but there must be a summary. A knowledge unit must have a summary to help students complete the process from coarse to fine. In fact, dispelling doubts and strengthening are teachers' primary labor, while generalizing and summarizing are teachers' senior labor. The process of induction and summary is the process of helping students build knowledge. In addition, only by establishing teacher-student interaction in the whole teaching process can an efficient classroom truly realize the basic elements of an efficient classroom, namely 1 and accurate teaching design. Accurately interpret the teaching materials and students, process and refine the teaching materials and teaching resources on the basis of grasping the learning situation, and form a teaching design with clear objectives, prominent focus, clear context, flexible methods and practical guiding significance for students. 2. Teaching is efficient. Can grasp the main line of knowledge, be clear-headed, clear-headed, focused, moderate and well-organized in lectures. Do three things well ―― core issues, thinking methods, doubts and difficulties; Three don't talk-students don't talk about what they know, what they can't talk about, and what they can talk about. Make intensive reading speeches and interact with the media (including students' reading and practice, etc. ) organically, and strive to maximize the benefits of every minute of classroom teaching. 3. Give full play to the main role. Strengthen the guidance of learning methods, strive to change students' learning methods, fully mobilize students' enthusiasm and active participation, and give full play to students' main role in teaching, so that students can learn with encouragement, motivation and autonomy, master knowledge and skills, and cultivate students' innovative ability and practical ability. 4. Implement hierarchical teaching. According to the differences of students' personality, cognitive ability and thinking type, hierarchical design, hierarchical teaching, hierarchical guidance and hierarchical training are implemented, so that every student can get full and maximum development on the original basis. 5. Harmonious teacher-student relationship. There are pleasant emotional and intellectual exchanges between teachers and students, and the classroom is full of joy, smile, relaxation, harmony, cooperation and interaction. Teachers and students have established a relationship of understanding, equality, respect, warmth and understanding. Teachers' affinity and teaching art have a positive influence on students. 6. The teaching goal has been achieved. Complete the teaching task and achieve the established teaching objectives. With the implementation of the "two basics", the completion rate and accuracy of classroom exercises are good; Students master basic learning methods and gain positive emotional experience. One, two, three and four Effective Teaching For schools, the pursuit of effective teaching is an eternal theme. In order to implement the central position of teaching and maintain the effectiveness of teaching, I think we must adhere to "one ... >"; & gt
Question 3: What is the effectiveness of classroom teaching? Its foothold is students. With the development of the times, especially the influence of contemporary educational thoughts, effective teaching pays attention to the significance of personality formation and life care in teaching while advocating teaching benefits. Therefore, we understand effective teaching here as teaching that effectively promotes students' development. The "development" here is not only the acquisition of new knowledge and skills, but also the development of thinking ability and the formation of emotions, attitudes and values. That is, the dialectical unity of upbringing and education, adults and talents. Scholars at home and abroad have conducted in-depth discussions on the research of effective teaching, such as "learning before teaching, classroom training" in middle schools in Yang Si. For example, Gary Baritz, an American educator, put forward five essential teaching behaviors in effective teaching methods ―― clear teaching, diversified teaching, task-oriented, guiding students to participate in the learning process and ensuring students' success rate. Based on these researchers' descriptions of effective teaching, we can sum up some basic characteristics of effective teaching. 1. Effective teaching is teaching with clear tasks. Bloom said: Effective learning begins with knowing exactly what the goal is. To investigate whether a classroom teaching is effective, it is necessary to make clear what teaching objectives teachers and students expect to achieve before teaching implementation, otherwise all investigations are meaningless. Therefore, clear teaching objectives are the premise of effective teaching. Teaching objectives are the soul of teachers' professional activities, the direction of each class and the direct basis for judging whether teaching is effective or not. Teaching goal is not an end. For example, "cultivating students' noble moral sentiments" and "improving students' writing ability" are all nonstandard target expressions. Professor Cui Yuntai put forward four requirements of standardized teaching objectives in the article Effective Teaching: Ideas and Strategies: subject, verb, condition and degree of expression. This has been talked about in the special lectures in previous years, so I won't expand it here. For example, Mr. Cui Luan's teaching goal for Chinese Lotus (see page 6 of the core journalNo. 10 in 2006) is as follows: (1) Learn to read words, correctly read the pronunciation of new words, understand the meaning of words and write words correctly. (2) Read the text with emotion, understand the author's feelings in reading, and express his love for the lotus by reading aloud. (3) Understand the writing method of grasping the characteristics and expanding the imagination from the understanding of the characteristics of lotus flowers written by writers. If teachers want to make clear their goals, they must do two surveys before class: first, the survey materials are in place-grasp the subject knowledge structure as a whole and scientifically divide the classroom content levels; The second is to study the students' position-to find the starting point of knowledge and straighten out the students' cognitive order. 2. Effective teaching is the teaching in which students are highly involved. We often have this experience in class: the teacher asks a question and asks the students many times, but the students are still indifferent, so the teacher presents the answer to the question to the students. This is because many teachers think that students don't answer, and teachers will explain the answers to students, which will be better and more efficient. There are also many teachers who think that it is a waste of limited teaching time for students to communicate and interact, and Direct instruction is the efficient teaching method. However, it turns out that the knowledge acquired by students in this way is not solid knowledge, which can not be transformed into long-term memory and effectively internalized, which is extremely unfavorable to students' lifelong development. Student's "participation" is the process in which the subject plays an active role in the activity, and it is the unity of ability and tendency. Therefore, subject participation is not only a form, but also a state. Moreover, it is a state of excitement and excitement. In this state, students either read silently or read wholeheartedly, or concentrate on thinking, or actively debate, or boldly state ... At the same time, the teaching process is an interactive process, not a one-way transmission process. Students should strengthen cooperative learning while participating in the main body. Social cognitive theory holds that only when people actively process information that is meaningful to individuals in the process of cooperation with others can they achieve the best results. A large number of studies also show the value of cooperative learning. Therefore, to make students' learning meaningful, cooperation is essential. Interaction and cooperation are not only a form, but also the essence of classroom teaching. It is manifested in the communication between teachers and students, between students and with their own understanding, thinking, thoughts and feelings. Please remember: students know a knowledge, not what the teacher says clearly, but what the students think clearly. 3. Effective teaching is the teaching of optimizing the implementation of teaching strategies. In order to achieve teachers' expected teaching goals, it is an important feature of effective teaching to choose the most effective teaching strategies and make teaching produce the maximum benefit. For example, Yuci District's action strategy to improve the effectiveness of classroom teaching >>
Question 4: What is the usual classroom teaching method? Usually the way of classroom teaching is:
First, the teaching method of teaching.
1, definition: Teachers mainly use language to systematically impart scientific knowledge to students, spread ideas, develop students' thinking ability and develop their intelligence.
2. Specific implementation form:
(1) Explain the teaching methods.
(2) Dialogue teaching method
⑶ Discuss teaching methods.
(4) Teaching methods of speaking and reading.
5. Lecture teaching method
3. The basic requirements of applying this teaching method are mainly reflected in the following aspects:
(1) Organize the teaching contents scientifically.
⑵ Teachers' teaching language should be clear, concise, accurate and vivid.
⑶ Be good at setting questions to solve doubts and stimulate students' desire for knowledge and positive thinking activities.
Second, the question inquiry type
1, definition: teachers or teachers guide students to ask questions, and students seek answers to questions and acquire knowledge through independent inquiry and research activities under the organization and guidance of teachers.
(1) problem teaching method
⑵ Inquiry teaching method
⑶ Discovery teaching method
3, the use of discovery teaching method and inquiry teaching method, should pay attention to the following requirements:
(1) Strive to create a good teaching situation conducive to students' exploration and discovery.
⑵ Select and determine the problems (topics) and processes discovered through inquiry.
⑶ Organize teaching in an orderly way and actively guide students' exploration and discovery activities.
4, the implementation of the basic steps of problem teaching method:
(1) Create a problem situation.
(2) Selection and determination of problems
⑶ Discuss and put forward assumptions.
(4) Seeking results through practice
5] Verify and draw a conclusion.
Third, training and practice.
1. Definition: Students consolidate, enrich and improve their knowledge through student-centered practical activities, such as internships, experiments, internships, social practices, research-based learning, etc., and cultivate their ability to solve practical problems and various practical abilities.
2. The connotation, basic requirements and practical teaching methods of various specific teaching methods in training.
1), demonstration teaching method
In the teaching process, teachers enable students to acquire knowledge and skills through demonstration and explanation. In demonstration teaching, teachers demonstrate the actual operation content on the spot, explain while operating, emphasize key steps and precautions, let students learn while doing, pay equal attention to theory and skills, better realize the interaction between teachers and students, and improve students' interest and efficiency in learning. The demonstration teaching in this course is mainly used for the teaching of creative variational method. For example, cross-pollination technology, artificial mutation technology, protoplast separation, hybridization technology, genetic engineering operation technology and so on.
2), simulation teaching method
It is a teaching method of practical operation training in simulated situations. Simulation teaching method is usually carried out after students have certain professional theoretical knowledge and before actual operation. The practical teaching of this course is strictly limited by the growing season of crops, and it takes at least one growing season or even several years to implement a comprehensive practical teaching project. Therefore, we should pay attention to the application of simulation teaching method in teaching. The simulation teaching method of this course is mainly applied to practical teaching projects such as the selection of hybrid parents and the treatment of hybrid offspring.
3) Project teaching method
A teaching method that aims at practical application and enables students to acquire knowledge and ability through the joint completion of teaching projects by teachers and students. In fact, to give a group as a learning unit, the steps are generally: consultation, planning, decision-making, implementation, inspection and evaluation. Project teaching method emphasizes students' dominant position in the learning process, advocates "personalized" learning, and advocates taking students' learning as the main body, supplemented by teachers' guidance. By completing the teaching project, students can effectively mobilize their learning enthusiasm, master both practical skills and relevant theoretical knowledge, learn both courses and working methods, fully tap their creative potential, and improve their comprehensive ability to solve practical problems. Project teaching method can be applied to the establishment of crop breeding objectives, the selection of hybrid offspring, the selection of strains and the determination of combining ability of inbred lines. ...& gt& gt
Question 5: What is a good classroom 1, a classroom full of life? "The ultimate goal of education is not to teach what we have, but to induce people's creativity and awaken people's sense of life and value. 2. A vibrant classroom. In the classroom, it is shown as follows: "Teachers and students are relaxed in spirit, free in form and outstanding in personality." Vitality "respects people's physical and mental needs, and" vitality "gives all kinds of exchanges and interactions a positive and open meaning. 3. Harmonious and interactive classroom. The significance of harmonious interaction lies in affirming and respecting each individual's life value, special talents and personality differences. In the classroom, all the children are communicating, laughing, acting, thinking, arguing, giving, taking, writing and creating. Education has become the greatest enjoyment of life. 4. A loving classroom. Indeed, without love, there is no education; Without love, people don't live like individuals. Love makes education a utopia of truth, goodness and beauty, and love makes schools a school for real people. And love should be the main tone of "life-oriented education" class and the emotional basis of all ideas. 5, publicity personality of the classroom. The implementation of "life-oriented education" makes the vivid personality be publicized. In class, they no longer cling to the theory that "the teacher is the authority", but dare to argue with you and say "no".
Question 6: What is effective classroom teaching and what is effective classroom teaching?
The general idea of effective classroom teaching design is: (1) analysis of learning needs. The main problems to be solved are: (1) Why do you want to teach and what is the teaching goal? (2) What are the conditions for developing instructional design? This is the starting point of effective teaching. (2) Teaching content analysis mainly solves the problem of what to teach.
Question 7: What are the basic requirements of classroom teaching?
1, teachers should fully grasp the depth, breadth, teaching progress, key points and difficulties of teaching content according to the provisions of the syllabus.
2. Teachers should be lecturers, teachers and teachers. We should care and cherish students, educate them to become better people and help them grow up.
3. Teachers should strengthen classroom management, be strict with students, be enthusiastic about students, and require students to observe classroom discipline.
4. Teachers should maintain the classroom teaching order, pay attention to the students' listening dynamics, and resolutely stop the phenomenon that students do not pay attention to listening, talking, sleeping, making small gestures and using communication tools to disturb the classroom teaching order.
Teachers should observe classroom discipline in an exemplary way. During the teaching period, we should stick to our posts and attend classes at the time and place specified in the curriculum. They should not be late or leave early, nor should they change the time or place of class by themselves.
6. Pay attention to the image of teachers and classroom instruments; Lectures should be full of energy. Clothes should be clean and tidy, simple and generous; Smoking and snacks are not allowed in the classroom. It is strictly forbidden to take classes after drinking. Students' personality should be fully respected, and rude words, language insulting students' personality and any corporal punishment or disguised corporal punishment should be avoided.
7. Teachers should turn off communication tools in class, and it is forbidden to answer, make phone calls and send and receive information.
8. Classroom teaching should be accurate in theoretical exposition, clear in concept, substantial in teaching content, appropriate in details, strict in logic, clear in organization, and prominent in key points and difficulties.
9. Teachers should constantly summarize and improve teaching methods and means according to different teaching objects and teaching contents. Try to use heuristic, discussion, participation and inquiry teaching methods.
10, teachers should skillfully use modern teaching methods to improve teaching efficiency. Using multimedia teaching, we must be proficient in operating procedures, and multimedia courseware should be rich in pictures, texts, sounds and images, so as to increase the amount of classroom information and improve the teaching effect.
Question 8: What are the forms of classroom teaching? The study of teaching mode is a comprehensive subject in contemporary teaching theory. Its core is to study various ways and methods in the teaching process from the perspectives of system, structure and function, and to investigate its theoretical or practical basis, thus forming a teaching mode system with the unity of systematization and diversification. There are many different understandings of teaching mode in theoretical circles. A popular view is that teaching mode is the transformation form of teaching theory and the basic framework for designing topics, selecting teaching materials and revealing teachers' activities.
As far as Chinese is concerned, the innovation of classroom teaching mode has always been a research topic of people of insight. At present, there are the following recognized models: (1) "357" model of Chinese teaching in middle schools. Its core content is to lay three foundations, set up five routines and be doomed to seven taboos. (2) Chinese target teaching mode. Its core content is that the teaching materials have clear goals, teachers teach to achieve specific goals, students learn to achieve specific goals, and the teaching leaders, organizers and proposers of the admissions examination department measure, assess, evaluate and inspect the students' actual ability level and test the teaching effect of teachers based on the same learning goals. (3) Chinese "training" teaching method, the core content of which is that teachers teach new lessons, and break down the content of a text into various types of training questions according to the teaching purpose, so that students can complete these exercises in class and teachers can comment on them in class, so as to achieve the purpose of understanding, mastering and using the content of the text. (4) Four-point teaching mode of "Symmetry of Emotion and Knowledge". Its core content is that with the help of emotional factors contained in textbooks, Chinese should not be regarded as a simple knowledge access course in teaching, but should be turned into a golden delta for cultivating students' symmetrical personality and intelligence. The meaning of "four points" refers to the classification of knowledge, the stratification of energy levels, the gradual training and the classification of teaching materials.
Question 9: What is an effective classroom? To find out what is the effectiveness of teaching, we must first find out the purpose of teaching. According to the requirements of the new curriculum standards, teaching should meet the requirements of three levels of goals, that is, the current three-dimensional goals: knowledge goals, ability goals and emotion, attitude and values goals, all of which are indispensable. Mastering knowledge is the carrier of acquiring ability and forming emotion, and the bridge of inheriting culture; The improvement of ability and the formation of correct values are the results of learning knowledge. Only when these three levels of goals are achieved can effective teaching be considered. Among them, the knowledge goal should include whether to understand and master the learned knowledge; The improvement of ability should include mastering certain skills, including the ability to learn, think, ask questions and solve problems, the way to acquire knowledge, the ability to deal with problems in work and life flexibly, and the ability to innovate and develop for life. Emotion, attitude and values are the emotional experiences gained in the process of acquiring the above knowledge and ability, forming a healthy mentality, a positive and optimistic attitude towards life, an objective and dialectical world outlook and life value orientation, and are by no means concepts imposed on students by teachers.
First, the process of teaching activities revolves around "temptation" and "thinking" and gives an outline.
There are many contents in high school mathematics, and a class often needs to talk about several knowledge points. If the relationship between primary and secondary is not handled well, even the beard and eyebrows will often get twice the result with half the effort. Therefore, teachers must stick to the syllabus, proceed from reality according to students' cognitive characteristics, and grasp the overall direction of teaching. Carefully design teaching plans that conform to students' reality; Strengthen students' participation in the classroom; Let students "learn to learn" and "learn to create".
Second, the overall determination of teaching objectives
Teaching goal is the soul of teaching activities, which has the function of guiding, regulating, encouraging and evaluating the teaching process. Effective teaching depends to a great extent on teachers' understanding and grasp of teaching objectives. Teachers can better understand and grasp the teaching objectives and focus on the teaching objectives in classroom teaching, which can minimize randomness, blindness and fuzziness and improve the pertinence, pertinence and effectiveness of teaching. In teaching, the goal should be a complete human development, which tends to be comprehensive: not only paying attention to the teaching of necessary basic knowledge and skills, but also paying attention to the cultivation of students' self-development ability; Not only develop students' strong physique, but also cultivate their noble and perfect personality; Not only improve students' comprehensive quality, but also strive to develop students' personality. In the stratification of goals and tasks, teaching design should be oriented to students' development, put forward different requirements for students with different learning levels, and put forward corresponding goals for knowledge, emotion, learning methods, thinking training and practical skills. Through the teaching of one class, different students can develop and improve in different learning fields.
Third, the teaching content is selected and integrated.
Clarify the arrangement system of each content in the textbook. We should be good at putting a certain knowledge point in this unit, this learning period and even the whole knowledge system to investigate. Experience the teaching idea contained in the textbook. The new textbook is the text embodiment and carrier of the concept of curriculum reform. Every teacher needs to study, comprehend and understand the textbook, understand the basic spirit and writing intention of the textbook, grasp the basic clues of teaching activities provided by the textbook, analyze the ideas and methods infiltrated by the textbook, and understand the teaching ideas contained in the new textbook, so as to realize effective classroom teaching.
Fourthly, the optimization and diversification of teaching methods
Teaching methods refer to all means, techniques and methods adopted to achieve teaching objectives. Effective teaching methods are a powerful guarantee to improve classroom teaching efficiency. The optimal selection of teaching methods requires teachers to flexibly use various teaching methods according to the teaching objectives, contents, students' cognitive and ability development level, combined with teachers' own specialties and styles, so as to realize the optimal combination of various methods, ensure the scientificity, flexibility and creativity of classroom teaching and inject new vitality into classroom teaching.
Fifth, the design of teaching content should be "interesting", suspended, clever and accurate.
The design of teaching questions should be interesting. In classroom teaching, teachers can design novel and interesting questions by introducing intuitive materials or anecdotes or riddles according to the teaching content of senior high school, so that students are in a positive and excited state, thus fully mobilizing the enthusiasm of students' thinking and enabling them to further actively explore and seek answers.
The design of teaching problems should be suspended. Curiosity is the source of pursuing knowledge and exploring truth. Teachers carefully analyze teaching materials when designing teaching problems, and find the best place to create them ... >>
Question 10: What is the example of classroom teaching? Teaching cases are real, typical and problematic events. Simply put, a teaching case is a description of the actual situation with difficult problems, a story in the process of teaching practice, and a description of "unexpected and reasonable things" in the teaching process.
This can be understood from the following levels:
A teaching case is an event: a teaching case is a description of the actual situation in the teaching process. It tells a story, describes the process of the emergence and development of this teaching story, and is a dynamic grasp of the teaching phenomenon.
Teaching cases are problematic events: events are only the basic materials of cases, and not all teaching events can become cases. An event that can become a case must include a problem or a difficult situation, and may also include a solution to the problem. Because of this, cases have become a unique expression of research results.
The case is a real and typical event: the case must be typical and bring some enlightenment and experience to the reader. The fundamental difference between a case and a story is that a story can be fabricated, but a case cannot be fabricated and copied. Reflect real events and truly reproduce teaching events. It is a description of the real practice scene in the "current" classroom. It can't be replaced by "facts fabricated in the rocking chair", nor can it be replaced by facts derived from abstract and generalized theories.