Smile at the students.
The new curriculum concept requires teachers to establish new educational concepts. Teachers should no longer regard themselves as condescending knowledge givers, but should become guides, organizers and collaborators to promote students' development and become students' friends and partners. So the teacher should not be too serious in class. They should try their best to smile, be cordial and sincere, regard themselves as "activists" in classroom teaching activities, and attract and motivate students with their affinity. This can eliminate students' fear, enhance students' trust in teachers, and let students participate boldly. At the same time, some naughty students may not perform well in the teaching process. Try to restrain yourself, don't get angry easily, learn to solve problems with humorous language, try to have a good class with a peaceful mind, use the teacher's personality charm to inspire students, enhance students' respect and love for teachers, and make students willing to participate.
In the process of talking with students, I learned that all good teachers in students' minds have one thing in common: affable and approachable. "When we see the teacher laughing, we will feel relaxed and dare to speak in class." It can be seen that the teacher's heartfelt smile is a good way to improve students' enthusiasm for participation.
2. Instruct students to collect information before class.
Compared with the old textbook, the remarkable change of the new textbook is to take the real life of middle school students as the main source of course content, and take theme activities or games or life scenes closely related to students' lives as the carrier to guide students to develop in learning and learn in development. Based on this, in teaching, teachers should pay attention to let students collect information before class, display and exchange information in class, and pay attention to practice and evaluation among students after class. These information materials can be physical objects, poems, stories, famous sayings, people, events and so on. It is related to the content of this class, and it can also be current affairs and political news. In this way, students can use these materials in class, combine games, sketches, situational performances and other activities, and actively participate in classroom teaching. For example, when talking about "the world is wonderful because of life", students show some pictures of creatures collected before class, including flowers, grasses, vegetables, saplings, insects and people, and introduce their characteristics, uses and contributions to mankind in class, so that students can understand them through exchanges. When talking about the "misunderstanding of youth", the students collected the poem "Boys and Girls" before class, which shows that boys and girls complement each other and learn from each other's strengths. Through the reading performance of a male and a female student on the stage, let the students understand that boys and girls can communicate normally and establish real friendship. Through the humorous stories collected before class, share them with classmates in class, experience the happiness brought by humor together, and inspire students to cultivate a humorous and optimistic attitude towards life. It is precisely because students collect information materials before class that they have something to say and do in class, which prepares the conditions for students to actively participate in classroom teaching.
Although current political news is not directly related to the content of this course, as the main position of ideological and moral education, political lessons are indispensable for students to understand current events. I usually use two minutes before class to invite students from 1-2 to take the stage to make a "news report", which not only helps students to form a good habit of caring about state affairs, establish a sense of civic responsibility, but also helps to stimulate their enthusiasm for participation.
3. Smart questions in class
The teaching process is a process of asking, exploring and solving problems. Therefore, in class, teachers must design some problems for students to think and solve according to the contents of textbooks and students' life experience, so that students feel that they have something to do. So how to design questions in the classroom?
(1) The problem with moderate difficulty. The difficulty of the problem must be moderate, that is, let the students "jump up and pick peaches", which is a problem that students can solve by thinking and doing. The problem is too difficult for students to complete, which will lead to frustration, inferiority and atresia, and then silence; Problems are too easy for students to ignore, leading to weak thinking and weakened interest. It should be noted that the difficulty of the problem should be determined from the perspective of students. Considering the characteristics and abilities of students, they are only children with limited knowledge and experience. Some problems are simple in the eyes of teachers, but they may become difficult problems in front of students. Therefore, from the teacher's point of view, the design problem should be simple, so that students can finish it easily, so that they can get a sense of accomplishment, enjoy the joy of success and participation, and then push them to continue their efforts.
(2) Connecting with practical problems. Design problems must take into account the reality of students. Only when the teacher asks questions and the students have personal experience will they feel like they are in the throat. For example, "What are the characteristics of junior high school learning compared with primary school learning?" Students compete to answer one by one because of their personal experience; "What changes have taken place in our bodies when we entered adolescence?" Students are eager to answer, because this can be seen from themselves; "The house is on fire. How can we protect ourselves? " Teachers can guide students into the situation first. Students are eager to find ways to save lives and are willing to use their brains.
(3) Problems outside textbooks. According to the characteristics of new textbooks, open teaching can be adopted in classroom teaching, and the teaching content does not have to be confined to textbooks. Teachers should make appropriate supplements and extensions in the teaching process, contact the students' reality and put forward some problems that are not in the textbook. In this way, students have a "freshness" and are willing to participate; For those students who can't "feed" the knowledge in the textbook, let them have more room to display and stimulate their enthusiasm for participation. For example, when talking about "youth misreading", I designed such a question to make students think: Are "puppy love", "smoking" and "loyalty to friends" the characteristics of youth? These problems are closely related to students, and they are also sensitive issues for junior high school students. Therefore, in class, students have a heated discussion and express their opinions. Through communication and teacher's analysis and summary, let students understand that "puppy love", "smoking" and "loyalty to friends" are all misunderstandings of youth, thus solving the problems in students' active participation and making students understand things.
4. Classroom reaction evaluation is mainly based on motivation.
Classroom answer evaluation is not only a process of judging the value of students' answers, but also a process of stimulating students' knowledge. Bloom, an American curriculum expert, believes: "The number of rewards and successful cases of learning can improve students' endurance in learning situations. "Therefore, the evaluation of students' classroom answers should be based on praise and encouragement. When students answer the questions correctly, the teacher should loudly give affirmation and praise: "good", "very good", "great", "you are so smart" and "you are better than the teacher". The teacher's voice is so loud that the whole class can hear it and the students can appreciate the meaning of praise. At the same time, you can also use body language, such as clapping, thumbs-up, nodding and smiling to show your satisfaction and praise. When students are praised, it is like injecting stimulants into the body, getting happiness, satisfying self-esteem and improving self-confidence, thus stimulating the desire to participate.
Praise can bring happiness to students, while criticism usually inhibits students' learning happiness, which is equivalent to inhibiting students' initiative, enthusiasm and creativity in learning. In the evaluation of classroom answers, teachers should not rush to deny the shortcomings and mistakes in students' answers, let alone criticize them with sharp or harsh language. It's better to use body language, shake your head or make an "X" gesture first, and then use audio language to evaluate them tactfully, or encourage them: "Although you didn't answer correctly, it's good that you can express your views boldly." If you directly deny it loudly, it will hurt their self-esteem and is not conducive to mobilizing their enthusiasm for participation. "A compliment can make me happy for two months." Mark Twain's happy effect is suitable for the evaluation of classroom answers, that is, teachers should give students more affirmation, praise and encouragement.
5. The forms of classroom activities should be varied.
"Liu Shaotang, who is tired of eating big fish and big meat, wants to eat a meal; Ouyang Xiu, who has lived in Chuzhou Taishoufu for a long time, never forgets to enjoy the drunken pavilion with the people. Any single teaching method, no matter how "advanced" and "effective", will make people feel monotonous. Therefore, the form of classroom activities should not be too single, but flexible and diverse, which can take many forms, such as story telling, sketch performance, poetry reading, group discussion, debate and so on. According to the content of the textbook, I choose the appropriate form of activities. When talking about the "kaleidoscope of emotions", I invited several students to perform on the stage: when you get your favorite gift, what kind of emotional expression do you have when you meet the following situations (1), (2) when you hear someone say something strange about yourself, (3) when your little brother doesn't listen to me, (4) when you are distracted in class, you are scolded by the teacher. The students performed beautifully and their emotions were reasonable. In a warm applause, the students understood that it is normal for people to have emotions, and colorful emotions constitute our colorful life. For problems that need to be discussed before they can be solved, I ask students to form a group of four to discuss, such as "what dangers may exist around us and how should we deal with them?" "In the story of Chu", why do you have to enter the city from the city gate? "After the discussion, the group representatives present the results of the group discussion to the whole class, and then the teacher makes a final summary; When encountering controversial issues, you can take the form of debate. For example, when talking about "the bitterness and joy of learning" and "Sima Yi is not shocked when insulted, is it shameless or self-esteem", I organized a debate between the pros and cons. Students express their opinions, and the debate is fierce, which not only makes students feel that they are the masters of learning, but also makes sense in the debate; When talking about "enhancing interest and cultivating sentiment", please ask the whole class to sing "Song of Seven Sons-Macau". After singing, let the students speak freely and talk about the feelings of singing this song. When talking about "respecting others", let students write a message praising each other's advantages to their classmates, and then give it to their classmates face to face ... Such colorful classroom activities give each student an opportunity to speak and do, thus realizing the desire of self-display and improving the enthusiasm of students to participate.
6. People who want to live.
Whether the role of teachers in the new era is effective depends on whether teachers can create an atmosphere of teaching interaction in classroom teaching, and the essence of teaching interaction lies in whether teachers are good at teaching and whether students are willing to learn. To be "good at teaching", teachers should have "ink" in their bellies. They should not only study textbooks hard, but also be good at creating situations with customs, heroes and anecdotes that students are familiar with, so as to stimulate students' enthusiasm for participating in activities. For example, when learning to "taste life", students are required to experience the beauty of "Huangshan" and "Taishan". Few students have anything to say, but let them feel the beauty of Huayang Mountain and Hezhangyan in their hometown, and students will have endless attractions and topics. Therefore, teachers should take a pair of keen eyes, go deep into life, listen more, see more and remember more, so as to be comfortable in setting situations, blend in with students, communicate with students' languages and create a relaxed and harmonious classroom atmosphere.
In short, in classroom teaching, only by making students feel that they have something to say, dare to say, have something to do and have something to do can they arouse their enthusiasm for participation.