How can teachers make their classrooms more efficient
Classroom teaching requires many skills, including:
Classroom teaching skills: basic skills for classroom communication, teaching oral skills; Board writing and drawing skills; Body language skills; Questioning skills; Emotional communication skills; Media communication skills; Teaching skills in classroom teaching: Introduction skills; Teaching skills; Skills in organizing student activities; Classroom discipline management skills; End skills; Classroom teaching design and evaluation skills: Classroom teaching design skills; Test preparation skills; Listening and evaluation skills.
How a teacher, especially a new teacher, attracts students, inspires them, asks them questions, manages them, introduces them, explores them, consolidates them, and concludes them are all very basic and commonly used classroom teaching skills.
1. How to attract students
The curriculum planner has proposed the school's training objectives and corresponding teaching content based on the future needs of society and students. However, all of these are not solely based on students' interests. Therefore, in order to achieve these goals and enable students to master these contents, teachers must not only educate students to establish lofty ideals and bravely overcome various difficulties on the learning path, but also strive to find ways to maximize the attractiveness of their teaching to students.
Teaching and learning are the spiritual exchanges between teachers and students, and successful teaching does not rely solely on teachers' one-sided indoctrination.
Some textbooks abroad describe how to determine the presentation methods and forms of teaching content after interviewing and investigating the interests and hobbies of many students, hoping that students will develop a good impression of it, want to read and understand it.
The recently published textbooks in our country are also striving in this direction, striving to be close to the reality of students. However, textbooks are ultimately aimed at all students. Due to the different development levels of schools in different regions, students' interests, hobbies, and hot topics of concern are also different. It is difficult for textbooks to attract all students. Therefore, it is necessary for teachers to design teaching based on students' actual situations to maintain and stimulate their learning interest.
The main ways to attract students can be summarized as follows: connection, challenge, change, and charm.
The so-called connection is to connect teaching design with students' objective reality and mathematical reality, so that the teaching content is not empty but meaningful, and is related to their existing experience and knowledge. Mediocre and sluggish teaching arrangements cannot attract students. Teachers should try their best to improve teaching efficiency and make students feel fulfilled in their studies.
For example, various teaching methods are used in class, interspersed with various teaching tasks such as guessing, observing, listening, thinking, operating, self-learning, discussing, calculating, group competitions.
The last way to attract students is to increase the teacher's own charm, such as appropriate appearance, wonderful language, fluent teaching style, concise and beautiful blackboard writing, friendly language, enthusiastic encouragement, trusting gaze, agile thinking, and skilled problem-solving skills, all of which will help establish a good teacher-student relationship and make students "love their teachers and believe in their ways".
If teachers can stimulate students' emotional and volitional needs, the effect will be long-lasting and enormous.
2. How to inspire students
Some teachers like to take over and chew up knowledge before feeding them to students, but in class, the teacher sings solo and students feel that learning is not challenging and boring.
Some other teachers do not approve of this cramming teaching method, thinking that the problem lies in the teacher talking too much. Therefore, they increase the time for students to practice or assist in frequent Q&A between teachers and students to reduce the teacher's speaking time. However, the result is that students are firmly trapped by the teacher's questions and have no opportunity to go their own way. They think about their own questions and often cannot draw analogies when encountering new problems. Such teaching is still not inspiring.
The key to inspiring students includes the following words: orientation, bridging, implication, and revelation.
Firstly, teachers need to make it clear to students what problems they want them to solve. Without clear tasks, it is difficult to complete them well. Secondly, it is important to bridge the gap implicitly. If the teacher's prompts to students are too direct, they will lose the original intention of inspiration. Therefore, it is best to help students by guiding them to engage in certain activities and solve some easier problems.
For example, using visual means such as objects, models, examples, and diagrams to inspire students to draw conclusions and form ideas from activities such as observation, comparison, analysis, and induction. After the exploration is completed, the teacher should remember to restate or rewrite the correct ideas that the students originally wanted to do but did not know how to do them, and the correct ideas that they wanted to say but did not know how to say them in concise language. This can help to organize the students' thinking, clarify right and wrong, and provide prompts and demonstrations.
3. How to ask students
Classroom questioning is an important component of classroom teaching. Questioning can effectively attract students' attention, provide timely feedback on teaching, inspire students' positive thinking, provide opportunities for formal participation in teaching, mutual discussion and communication, and deepen their impression of the knowledge learned. Some students have experienced a sense of success like never before because of an excellent answer, and have since fallen in love with learning.
The design of the questions raised is the key to the quality of questioning. A new knowledge has just been learned, and in order to achieve timely feedback and reinforcement, teachers can ask some simple questions. Because simple questions do not have much thought-provoking ability, they account for a relatively small proportion in classroom questioning, especially in some better classes and classes with difficult learning content. Most classroom questioning should be challenging for students and can guide them to actively think and even engage in lively discussions and debates. Students will feel that the questions are asked in depth, and teachers can provide accurate feedback. In the classroom, it is also necessary to meet the needs of a small number of students.
4. How to manage students
Focusing on the classroom atmosphere of students is an important guarantee for successful teaching. Therefore, some teachers do not rush to give a lecture after the bell rings, but instead take a few seconds to look around the whole class and signal students to concentrate on their learning state for a few seconds. This brief silence is also commonly used to manage a lax classroom atmosphere, and the teacher's slightly angry gaze can deter some undisciplined students.
However, this silent management has a narrow applicability and in most cases requires verbal intervention from teachers.
For example, if a student gives an outrageous answer and other students burst into laughter, the teacher cannot agree and should quickly find the reason. Is it because the student did not hear the problem clearly? Is it due to students' unclear pronunciation that caused misunderstandings among everyone? Or are students not paying attention in class and losing focus? If reasonable elements are found in the errors, teachers should promptly affirm them, make up for them, and let everyone be educated and inspired.
Sometimes, teachers themselves may make some mistakes. If it is a serious mistake, teachers should not only immediately correct it, but also sincerely apologize to students, demonstrate the rigorous and practical virtues of mathematical workers, and avoid using force to suppress others and using strong arguments.
5. How to introduce and create learning contexts
As the saying goes, 'a good start is half done.' When preparing lessons, teachers usually have to rack their brains to design a captivating introduction.
Generally speaking, an import requires completing at least one of the following four tasks: attracting attention, stimulating motivation, establishing connections, and organizing guidance.
For example, when teaching the theorem of sum of interior angles of a triangle, a teacher assigned students to draw any number of triangles and measure the degrees of the three interior angles of each triangle they drew. The next day, the teacher asked the students to test the teacher, and as long as they said the degrees of two angles, the teacher would definitely be able to say the degree of the third angle. Students all want to stump teachers. Do you want to know the secret behind it? "Asked the teacher? Then the new lesson was imported.
This is a good example of using activities and problems to introduce, successfully completing the four tasks of introduction. Teachers first use student activity modes to encourage students to take the teacher exam, in order to attract students' attention; Inspire students with a strong motivation to learn from the experience of failing exams; The introduction of teachers is not only based on the previous day's homework, but also closely related to new knowledge, strengthening the connection between new knowledge and the introduction of knowledge; Finally, the teacher's guidance points out that the sum of the interior angles of a triangle follows a regular pattern, revealing the teaching objectives of this lesson. From this example, it can be seen that the key to problem-based learning lies in creating exciting problem scenarios that not only attract students but also closely connect with new knowledge.
In addition to introducing suspense and questions through activities such as games, experiments, and observations, there is another main way that teachers can teach.
For example, teachers start by asking students about their life experiences and familiar things, "How do you know if a pot of soup tastes good or not?" By indirectly linking students' existing life experiences with their statistical thinking of using samples to estimate the overall population. If the teacher cannot find a better introduction, they can come straight to the point and state the topic.
6. How to explore
Before organizing student exploration, teachers must go through exploration and thinking about which ideas are not feasible, which ideas are feasible but troublesome, and which ideas are shortcuts with confidence.
Some teachers have blindly explored with students by casually saying 'let's study this problem', but due to lack of preparation in advance and insufficient estimation of the difficulty of the problem, they were unable to inspire and guide students, wasting valuable teaching time.
When organizing student exploration, teachers should control time and master the rhythm of each stage. Start slowly to ensure that each student has a clear understanding of the questions to be explored, and then move on to the real exploration. Oart is half done.' When preparing lessons, teachers usually have to rack their brains to design a captivating introduction.
Generally speaking, an import requires completing at least one of the following four tasks: attracting attention, stimulating motivation, establishing connections, and organizing guidance.
For example, when teaching the theorem of sum of interior angles of a triangle, a teacher assigned students to draw any number of triantherwise, in a hurry, either some students fail to review the questions and go in the wrong direction, or some students fall behind when others start.
Sharpening the knife is not a mistake for chopping wood, and it is better to be slow than fast in the task stage. When students encounter difficulties collectively, the exploration experience of teachers often serves as a valuable reference. Teachers can use intuitive teaching aids, images, or insightful language to provide targeted inspiration; When students explore the wrong path, teachers can point out why it doesn't work and guide them towards the correct direction; When students' exploration ideas are feasible but cumbersome, teachers should promptly affirm them, point out better methods, and encourage students to explore new paths.
Sometimes students' exploration results are very rich, especially in the case of exploring multiple solutions to a problem, and their ideas constantly emerge. At this time, it is often the most difficult to control the teaching time. However, the principle of "ensuring a minimum without a limit" should be followed. The basic tasks of teaching should be completed, and students' creative achievements should be communicated as much as possible in class. If they are not fully displayed in class, they can be announced through channels such as "learning gardens".
After the exploration is completed, the teacher should organize students to reflect and review the process of exploration, summarize the previous exploration ideas, successful ideas, and unsuccessful areas.
In addition to completing the exploration tasks assigned by the teacher, it is also important for students to spontaneously discover explorable problems for their development. Teachers should encourage students to make bold guesses and put forward different opinions, so that their lesson preparation and adaptability can be high.
7. How to consolidate
Just listening without doing, not speaking, not practicing, not memorizing, and not reviewing regularly, even if you understand, you will forget and it is difficult to internalize as your own knowledge. Therefore, teachers will try their best to mobilize all the senses of students in the exploration, practice, and review of new knowledge, in order to deepen, consolidate, and strengthen the knowledge they have learned.
The main methods of consolidating and strengthening knowledge are to enhance memory and reflection. Firstly, the rules of memory should be utilized. Whether in the exploration stage of new knowledge or in the consolidation and reinforcement stage, teachers should try to help students remember and reduce forgetting. The second important method of consolidation is reflection. Building new knowledge on students' existing foundations, making their existing cognitive structures a growth point for the knowledge to be learned. When students reach a certain level, teachers can lead them to reorganize the knowledge they have learned, which can help students deepen their comprehensive understanding of the learned knowledge, reduce their memory capacity, and promote memory.
The common method for consolidation and reinforcement is to solve problems. The questions designed and arranged by the teacher may vary, but solving problems should not be limited to completing written exercises. Sometimes, games or competitions can also be used. Changing learning methods are more effective in enhancing students' interest than monotonous exercises.
8. How to end it
Although sometimes teachers have to hastily conclude their teaching due to a lack of control over the pace, this stage is still an important part of the lesson.
At this stage, teachers can summarize and generalize, highlight key content, remind students of mistakes to pay attention to or avoid, praise students who have performed outstandingly in class and their thinking methods, and play a retrospective role.
Teachers can also extend learning appropriately, broaden students' horizons, and use the logical connections between classes to bring out the next topic and lay the groundwork.