Question 2: How to praise students in class Not long ago, we began to implement an efficient classroom teaching mode of learning first and teaching later. However, in the real classroom, it is undeniable that most students are unwilling or unwilling to take the initiative to participate in learning activities for various reasons, and even more unwilling to show themselves in class. We have just begun to implement the efficient classroom teaching mode of learning first and teaching later.
Question 3: How to praise pupils for being good, better and the best in the class! Action, clap your hands, strike the table, and clap your hands again. This is what I saw from the video demonstration class of English super teachers, but only for junior high school students. Pupils are more suitable for 1.
Question 4: How to praise the children in 1 class? You can be a teacher on this issue!
Your analysis of the problem is so thorough that the teacher really hopes to hear your speech in every class.
It's amazing that you can answer such a difficult question completely!
You have talked about this class several times, which shows that you are a good thinking boy.
5. Your idea is very creative. It seems that you are seriously considering it.
6. You really use your head. You can solve such a difficult problem!
7. You are great! Dare to ask questions to the book, your courage is enviable!
Through your speech, the teacher felt that you not only listened carefully, but also thought positively. Come on!
9. Your preview is really comprehensive, and your self-learning ability is very strong. Would you like to introduce your study methods to your classmates after class?
10, thank you for pointing out the teacher's mistakes, so that the teacher will never be wrong.
1 1, your progress is really great, and the teacher is happy for you!
12, although you didn't answer the question completely, it's good that you can speak out boldly!
13, the teacher really wants to see your better performance in the next class!
14, students who are struggling in their studies often say, "The teacher believes that you can do it through hard work!"
15, you are very brave. You are the first to raise your hand. It doesn't matter if you are wrong. The key is to dare to express your personal views!
16, I hope you are the first person to answer questions in the next class!
17, although this sentence is mispronounced, teachers and classmates admire your courage. Try harder next time!
18, your voice is really beautiful. Can you read it out loud?
19, that's a good question. Who wants to help him solve it?
Not only do you speak well, but you are also good at listening to other people's opinions and opinions.
2 1, do you think he or she is making progress every day? Teachers believe in you and have confidence in themselves!
22. The students are really energetic. Can you stand up and show it to the teacher? Ah! Stand up more energetic, like tall and straight poplars! I believe that your ability to learn and speak independently will make teachers admire you even more.
23. Why did the little singer in our class answer the question so quietly today? Students also want to hear more about your crisp voice! Can you answer this question loudly again?
Although there are many words you don't know in the text, you have been trying to finish reading the text. You are a persistent child. With this perseverance, what else can beat you?
25. Come on, please talk about this problem. I can see from your eyes that you must have a different view from other students. Stand up bravely.
26. You are the best children in the teacher's mind. Now the teacher needs your help!
27. You handled this problem so well that even the teacher felt ashamed. Keep working hard and you will be better!
It's amazing and original that you can come up with such a unique method. Everyone applauded him.
29. You are really a knowledgeable child. You know more than the teacher, and the teacher is somewhat envious. Keep trying!
30. You are all good children with a heart. You have found so many math problems in your life.
3 1, you are a clever boy. If you are more disciplined, the teacher will like you more. I really hope that day will come soon!
32. Your idea is really good. I will learn from you.
33. Gee, you have a wide range of knowledge. With so much knowledge, teachers and classmates all learn from you.
Your idea is really creative. Would you like to talk about your ideas further?
35. You are a smart and lovely child, but your study is unstable. Why? You often forget the homework assigned by the teacher. How much the teacher wants you to form the habit of doing things seriously from an early age. By the way, you should also get rid of the habit of making small moves in class, ok? The teacher believes you!
36. Every time I see a teacher, I always ask sweetly, "Hello, teacher!" The teacher likes you very much, but in class, the teacher should see you hold your little hand high! Don't put your hands in the corner, okay? Show it to others and believe in yourself!
27. You won the first place in the race with your classmates, and the teacher believes that your academic performance will also win the first place as you did in the race.
28. Your idea of solving problems is great.
39. Your language organization is so good, which shows that your language expression ability is very strong.
40. You are a good boy who likes to think and ask questions. Clap for you.
4 1, you are really good! Make progress every time!
42. I believe that you can work out this problem as long as you think hard!
You know so many words. You are really a "king of culture"!
44. You ask so many math questions. Pay attention to the things around you. You are so careful!
45. Your question is very valuable ... >>
Question 5: How to learn to praise students in class? Many music teachers are used to the traditional indoctrination teaching method. The teacher said, the students sit and listen. After a brief introduction in class, the teacher began to appreciate the music ",,,"and introduced the first theme. Press the recorder to play music. The students began to appreciate the teacher's explanation of the second topic. The students began to listen to the music summary. As a result, the students were confused. Practice shows that teachers talk a lot in the whole class and students listen a lot, but why should they listen like this? The students know little about it. Students also have no confidence to listen to the music they understand, let alone listen to songs. Then, music teaching should focus on listening. How should students learn to listen? The method is as follows: (1) Create a listening situation and create a listening atmosphere. I think teachers should firmly grasp every teaching link, create a listening situation for students, and let students get the opportunity to listen. For example: 1, students listen to music and enter the classroom: you can use extracurricular music, or you can start with increasing students' familiarity with punishment teaching, and use freshness as a prelude to music classes, so that students can inadvertently give a benign one as soon as they step into the music classroom, so that they can learn to listen to songs and be familiar with the melody inadvertently; Before you really want to learn this song, the teacher will arrange an intentional appreciation. This is an induced appreciation, which inspires students: When you first entered music teaching, what was your mood when you heard that song just now? How do you feel after listening? Soon, students' attention will be focused on the new lesson. (The first lesson of Grade One, "The baby is asleep": The teacher organized the teaching well, and let the students listen to their models sing. He let the students listen to music first, walked into the classroom in an orderly and rhythmic way, and sang in a quiet situation, which aroused the students' interest in listening carefully. 2. Stimulate interest: Teachers tell music background and culture in vivid language, and make up stories, pictures and performances by telling stories, guessing riddles and listening to music, so that students can listen to music associations quietly and feel and understand music. (The first lesson of Grade One, Seven Blossoms: The teacher briefly introduced the national cultural background with pictures and language, so that students can understand the characteristics of music and learn music by watching, listening and doing. (2) Make clear the goal of listening, enrich the content of listening 1, and listen with the goal. C. Before the students speak, the teacher tries to calm them down, and then asks: Is it reasonable to listen to what he says? Think about what better way. Arouse students' attention to listening and make appropriate evaluation. Perhaps, in this process, some students are absent-minded and discuss in whispers. In this case, I often do this: praise the students who listen carefully, emphasize the importance of listening, learn to listen to others' answers, and respect others' answers. Learning to listen is also a way of learning. What's the difference between your own ideas? Learn from each other's strong points, so that while asking and answering questions, other students also have something to do and have a sense of urgency. (The first lesson "pass the parcel" fragment 1, 2: The activities of moving, speaking, learning, doing and thinking in this class always revolve around making students listen. In class, teachers take students as the main body, guide students to listen to the rhythm of music, let students listen to the sound and rhythm of musical instruments more, and let students speak freely; The whole teaching activity is carried out in listening. 2. Learning to listen to accompaniment music (including prelude, interlude and accompaniment) is an important part of a song. When learning to sing, teachers must let students listen to accompaniment music to cultivate students' sense of melody and singing mood. At this time, some teachers will take the simplest way to solve the problem, that is: get ready! Looking back on my past teaching, especially when learning melody, I will do the same. ) Our teacher should arouse students' attention to accompaniment, instead of making students rely on the teacher instead of their own ears. So at this time, we might as well talk less and get ready! Let the students feel the prelude and interlude with their own ears and start singing with their own rhythm and speed. In the process of singing, we should also guide students to learn the speed of listening to accompaniment music and learn to cooperate. It is good to listen to music often and let students follow the rhythm of music, but it is very active. When they are interested in playing games, they don't listen to instructions and can't control the classroom. This is a problem that many music teachers are worried about. In fact, students have not developed good listening habits, and teachers have not given clear listening requirements. Let's look at the clip of the lesson "Guangdong lion gongs and drums": the teacher clearly requires to listen to the rhythm of drums in teaching, so that music games can be played regularly and students can cooperate well. (3) Make an agreement and learn to listen to the teacher's second language. The so-called second language is a kind of voice formed between teachers and students ... >>
Question 6: How to praise students for reading the text well in Chinese class? Praise is not expressed in words, as long as it is encouraged and praised, it is the best.
Question 7: How to praise and encourage students in class? Just say in Chinese what the students have to praise.
Question 8: How to make students dare to speak, speak well and speak brilliantly in class? Students' oral ability plays an extremely important role in the structural system of Chinese ability, and oral teaching also has important significance and role in Chinese teaching. Especially in modern society, to communicate with people everywhere, language expression is more important. Paying attention to oral training is also a new requirement for Chinese teaching in social development. Therefore, how to improve students' oral ability has become an important research content in Chinese teaching. Undoubtedly, Chinese teachers shoulder the important responsibility of cultivating students' oral ability in school education. This paper expounds some views on how Chinese teachers cultivate students' oral ability based on their own teaching practice. "Go ahead."
Ability to speak, dare to speak and speak;
First, stimulate students' interest in "talking" and make them "want to talk"
Interest is the spark that ignites wisdom and the power to explore knowledge. To make students speak out, it is necessary to stimulate students' interest and make them subjectively have the desire to "speak". Interest can make students' learning consciousness reach a higher level. This requires teachers to cultivate students' spirit of thinking, speaking, asking and discussing in class, consciously let students participate in teaching and experience the charm of oral communication. More importantly, let the students who are tired of learning to speak see that the students who love to speak are gradually improving their oral expression ability and gradually winning praise and affirmation from others. Naturally, they also want to join the "talking" team and enjoy the joy of success. At this time, the teacher's affirmation and encouragement is the best spur to the students and the biggest motivation to make them willing to speak well.
During the internship, the teacher I followed was an experienced old class teacher, and I learned a lot of teaching art from him. What impressed me the most was the way he chose class cadres ―― first recommending himself, then democracy, that is, students who want to be cadres must boldly state their positions and reasons before the podium. In the process of self-recommendation, I found that some students who are not talkative can "sell" themselves, on the one hand, they can show their style, on the other hand, they may become class cadres to exercise their abilities, and they are all eager to try. As a result, everyone shows great enthusiasm. Therefore, I think that the desire of students to "speak" is the most solid foundation for "speaking well". Effectively stimulating students' interest and fully mobilizing their enthusiasm will gradually make them change from "wanting to say" to "dare to say" until "being able to say".
Second, cultivate students' courage to "speak" and let them "dare to speak"
To a large extent, students want to talk but dare not. What's that for? The reason is mainly influenced by China's traditional social and cultural consciousness. "Dignity of teaching" and "adults speak and children listen" are embodied in the classroom, which is the teacher's "I speak and you listen". In addition, because of the physiological changes with age, students' self-enclosed psychology has appeared, so students are afraid and unwilling to talk more. Compared with junior high school students and primary school students, senior high school students are psychologically more mature and have more concerns. Sometimes, considering the face problem, I am afraid of making mistakes and making jokes. Some students are afraid that their language expression is not good enough, so they simply don't make any noise, and others can't judge. If this psychology continues for a long time, students will go from "dare not say" to "don't say" and finally to "can't say".
Accordingly, in order to encourage students to dare to speak, we must create a good "context" for students to dare to speak in class. As a Chinese teacher, we should pay attention to cultivating students' courage to speak and encouraging them to speak.
First of all, teachers should practice democratic teaching and pay attention to mobilizing and protecting students' enthusiasm for speaking. Teachers should make full use of "body language" and "paralanguage" to encourage students and allow them to discuss with themselves on an equal basis.
Secondly, we should guide students to break the psychological state of self-isolation, consciously "open to the outside world", and cultivate students to adapt to the changes of "context" and speak boldly. Some students dare to speak in a small "language field" and dare not speak in a big "language field"; Dare to speak if you are familiar with the language field, but dare not speak if you are unfamiliar with it. All these require teachers to extend the "language field" from in-class to out-of-class, combine inside and outside, and train repeatedly to make students "dare to speak". This is to cultivate students' oral ability from external factors.
Therefore, in class, when students are called to answer questions and want to say but dare not, I always add "Don't be afraid, it doesn't matter if you are wrong". A seemingly ordinary sentence, I feel that every time the voice just falls, the students will relax a lot and express their opinions. In addition, after the students answer the questions, the teacher will confirm in time that they will definitely get up ... >>
Question 9: How to effectively praise students? Chapter 5 "Main teaching behavior strategies" of Teaching Theory talks about teachers' "reasoning and answering strategies" in class. The so-called "rational answer strategy" is the way teachers respond to students' answers. Here I want to talk about the topic of praise, because it is commonly used, but it is not easy to operate and easy to be ignored. Teacher Yu Yongzheng said that one hundred tall hats should be prepared for class. I think this tall hat needs to be put on. It fits well and cannot be thrown away at will.
"Teachers should be careful when praising students. Not all praise is beneficial to students' study. "(p) The book lists 12" Comparison of Effective Praise and Invalid Praise ". In the column of "invalid praise", I found my own problems in this regard. For example, when the classroom atmosphere is dull, praise is used as a weapon. When a student stands up and speaks, no matter whether the answer is reliable or not, it is always "you really have courage, not simple." "Really not simple? Such praise belongs to "only rewarding participation, regardless of the results of behavior." "Such praise lacks sincerity. It is often seen that in Chinese class, teachers guide students to read aloud. After all the students read aloud, the teacher praised them-"Good reading" and "Really good reading".
Praise is not everything, but a "double-edged sword". Only appropriate praise is applicable, otherwise too much praise will bring the opposite effect. Overflow of praise without content is a kind of "inaction" of teachers. It has been pointed out that some excessive and general praises have become beautiful castles in the air. These phenomena greatly weaken the evaluation-oriented function of teaching, greatly reduce the original teaching effect, and even form a vague concept of knowledge, resulting in misunderstanding of knowledge and scientific traps. Psychological research shows that the first praise touches students the most. With the increase of praise times, the degree of praise to students will weaken and its value will gradually decrease. With the improvement of students' grades, the degree of teachers' oral evaluation will gradually weaken. Casual encouragement can't promote students, and it may also have a negative impact on students, resulting in many students only listening to praise, not listening to criticism, not realizing their own shortcomings and deficiencies, being blindly optimistic, and lacking correct judgment on themselves, which is bound to have a bad impact on their psychology and behavior.
From the first article in the book "Effective Praise"
"Praise according to the specific situation" and the last item "Encourage behaviors related to learning tasks after the teaching process" mostly focus on evaluating students' efforts. American psychologist Heim? g？ Guinot also talks about the art of praise in his works. The most important rule is: "only praise the child's efforts and achievements, not praise the child's character and character." For example, when a child cleans the yard, it is normal and natural to say that he has worked hard, or that the yard looks great. It is almost irrelevant and inappropriate to praise him as a good man. Praise should let the child see the real situation of his achievements, not the distortion of his character. "Expression should be full of joy and appreciation, and words should convey recognition, respect and understanding for children." ("Give me your hand, son" Jinghua Publishing House)
Only in this way can students be filled with inner satisfaction and self-affirmation, rather than blindness and anxiety, and such praise is effective.
Question 10: Several methods to motivate and evaluate students in class. The new curriculum standard points out that "students are the main body of learning and development". So, how to effectively promote the development of students in the classroom? Taking Chinese teaching in primary schools as an example, as early as the beginning of curriculum reform, our school put forward and practiced the "five concessions" in reading teaching, that is, let students read what they can read, let students think what they can think, let students say what they can say, let students ask what they can ask, and let students evaluate what they can evaluate. However, how well do students practice, think, speak, ask questions and evaluate? What are your interests? To a great extent, it also depends on the teacher's evaluation of students' art. After years of thinking and practice, the author summed up ""and achieved good results. 1, direct type. For teachers' general questions, students are easy to answer, and the answers are correct. For teachers' basic teaching requirements, students do better. Teachers can give affirmation in a direct way, without exaggeration: "You are a little genius, you are really something!" You can directly encourage and say, "Correct answer, good." "That's a good answer. It seems that you are listening carefully. " . Otherwise, it will affect students to say too much or even do too much. 2. comparison. Teachers can use contrastive language to motivate students to give more accurate or comprehensive answers to teachers' thoughtful or difficult questions, such as the meaning of sentences, the image and emotion of characters, the author's writing purpose and so on. For example, "You are amazing. If you can answer such a difficult question correctly, then you can understand this sentence correctly. The teacher was not as clever as you when he was a child! It seems that it is really' the waves behind the Yangtze River push the waves before, and the generation is stronger than the generation'! " 3. Rhetoric style. The author thinks that rhetorical motivation is more suitable for students to read the text smoothly, emotionally and beautifully, and can bring beautiful enjoyment to teachers and classmates. For example, "your reading has brought us into the spring of flowers;" Your expression is more beautiful than the flowers in full bloom in spring; Your song is more beautiful than lark's; Your emotions let us feel the vitality of flowers and plants in spring; The rhythm of your language is like the sound of a stream in a mountain stream jumping happily in our ears. If we close our eyes slightly, it's like honey flowing into our mouth, just like sweet spring soaking in our hearts. "... 4, reward type. Concentrate on class, do your homework correctly, write neatly, and answer wonderful questions. When evaluating teachers, in addition to language rewards, a small red flower, a small flag and an item commonly used by teachers, teachers or all students can also sing a song, recite a poem or a famous saying or two for a certain student as encouragement. The effect of this kind of reward is sometimes no less than the material reward for students and the financial reward for children by parents. 5. understand. In the classroom, understanding encouragement is generally aimed at students who answer wrong questions, write wrong questions on the blackboard and read poorly under the premise of enthusiasm for learning. If some students raise their hands very high, the teacher can ask him to answer. His wrong answer sometimes causes the whole class to laugh, and the students who speak are embarrassed. At this time, the teacher can first affirm that he dares to speak as a sign of cleverness, and then send him comforting eyes and approving nods at will, or go over and touch his head, pat him on the shoulder, give a thumbs-up and give students confidence and strength. 6. Lyric style. Lyrical encouragement is suitable for students to take when they are particularly excellent or outstanding in one aspect. For example, when a student writes vividly, writes beautifully and draws realistically, the teacher can encourage him like this: "You are really a little writer, calligrapher and artist in my class! Maybe you can really become everyone in this field in the future! Our class and school are really proud of having students like you! "Sometimes, you can praise it in innocent and lively children's language:" Wow, great, great, great, you are great! "The above is under what circumstances, choose what way to motivate students. However, under certain circumstances, these incentives are not necessarily absolutely fixed, and sometimes they can be used interchangeably. In encouraging students' research and practice, I personally realize that good children are sometimes really praised and smart people are motivated. A variety of incentives and colorful and vivid language can really stimulate students' colorful, interesting and beautiful inner world!