First of all, a strong sense of purpose is the premise of improving the effectiveness of Chinese classroom teaching.
What you teach determines how you teach. I think the fuzziness and randomness of teaching objectives are important factors that affect the effectiveness of Chinese teaching. When preparing lessons, I didn't study textbooks and students, and I didn't set practical teaching goals. I just copied the target in the ready-made lesson plan. I just memorized other people's teaching procedures and never thought about why I should teach them this way. Whether my students can accept it or not, the goal is out of touch with the classroom content, and there is no purpose in class, which affects the effectiveness of classroom teaching.
I listened to an open class the other day. The lecture is about Su Dongpo's poems in Houya. The main links in the class are as follows: First, an overseas reporter interviewed Yu, a scholar, and asked Yu who liked China's classical literature best. Yu's answer led to Su Dongpo, the author, asking Yu which works he liked best. The rest answered that Su had three works when he was in Huangzhou, which led to the topic of "Back Cliff Poetry", and then the whole class recited "Front Cliff Poetry". This kind of introduction is very good, which not only stimulates students' curiosity and thirst for knowledge, but also makes old knowledge become the support point of new knowledge, which conforms to the teaching law (6 minutes); Second, the teacher takes the text as a model to read, emphasizing the meaning of pronounced sentences and broken sentences while reading, and combing the content of the text (time 1 1 minute); The third is to guide students to read the link content of Jin Shengtan's evaluation of "Red Cliff Fu" at the back of the text, and the teacher will explain it while translating (time 16 minutes); Fourth, before and after the comparison of "Red Cliff Fu", the teacher draws blackboard books from the aspects of scenery, purpose, structure, emotion and image objects. At first glance, the teaching goal of this course should be to compare the red wall poems before and after. Although the middle link takes too much time, it seems to affect the key points, and it is still ok. However, in the later class evaluation activities, the teacher indicated that his goal of this class was to guide students to explain the symbolic meaning of "crane" in "The Queen of Red Cliff Fu". In this way, the teaching objectives are out of touch with the teaching content. How to measure the effectiveness of this course? So I think the key to the problem lies in the randomness of teaching objectives. If he has a strong sense of purpose, he will not be like this when dealing with textbooks and arranging classes. The third link and the fourth link can be changed to explore the symbolic meaning of "crane" in Fu Bi in Houchi, and it will be a more exciting and effective class combined with the ancient poetry materials about "crane" distributed to students before class.
Secondly, a strong sense of purpose is also reflected in whether the teaching objectives are in line with the students' reality, that is to say, whether the students' situation is fully considered when determining the teaching objectives. This is especially important for rural middle schools. As mentioned above, if you copy others' without research, the goal is all-encompassing, and the class will be over-expanded. For rural students, if we can't achieve the goal of covering everything, it is equivalent to extending beyond the level of students, which is meaningless and will definitely affect the effectiveness of classroom teaching. For example, I heard a teacher's class "Death of Chaos" in our school, which is a fable in Zhuangzi. For the teaching goal of classical Chinese in junior high school, the curriculum standard stipulates that "reading simple classical Chinese can help students understand the basic content with the help of notes and reference books". Especially for rural students, the goal of this course should be to help students understand the content by reading and explaining articles, so as to understand the meaning of fables. But the teacher gave up the book and spent a lot of time talking about Zhuangzi and the background. Later, when he was talking about morality, he spent a lot of time talking about Zhuangzi's thought, and he expanded it excessively. The teacher talked with relish in class, but the students were in a fog. There is no clear goal when preparing lessons, and students are not expected to change and develop through this class, which leads to low classroom teaching efficiency.
Therefore, although each text has a lot of content and there is more than one class goal, it should be prioritized and allocated reasonably according to the text and students' situation. You don't have to cover everything, but you should be brave enough to give up. Giving up temporarily is for long-term gain. As a Chinese teacher, we should have the spirit of "three thousand weak water, one scoop of water alone". The goal is refined and the focus is accurate, so the teaching efficiency is naturally high.
Third, a strong sense of purpose should also be reflected in: before each class, students must be shown the goal of this class, so that teachers can teach with a clear aim and remind themselves whether they have deviated from the goal at all times in the teaching process, so that students can learn well. It is also beneficial for teachers to reflect and summarize after class and test whether they have achieved their goals. After such a class, the key points will be clear, and every class will be rewarded by teaching and learning. Over time, students' learning enthusiasm will be higher and classroom efficiency will be higher. Of course, in order to show students the goals, you don't have to write all the goals on multimedia like some teachers. Sometimes one sentence is enough: for example, I listened to Mr. Cao Zhi's White Horse, and he said: Today, this lesson is about "reading", that is, how to read the text by reading aloud. Then a class is to read aloud around the guidance, so that students can read and understand constantly, and realize the teaching goal in reading.
Second, reading familiar texts is the basis for improving the effectiveness of Chinese classroom teaching.
Teacher Yu Yongzheng once said: You can't talk without reading. This is especially important in rural middle schools. In reading teaching practice or listening to other teachers in reading class, we often find that students' enthusiasm for learning is always mobilized, the classroom atmosphere is depressed, students are depressed, they don't know anything, the classroom participation is poor, and their thinking is inactive. Teachers can only ask themselves and answer themselves helplessly and sing their own songs. Always complain about students' poor foundation, low quality and uncooperative. In fact, I think one of the important reasons is that we didn't let the students read the text well. Imagine how he can actively participate, interact and cooperate, think and explore if a text is not read well. How to realize the effectiveness of teaching?
Reflections on improving the effectiveness of Chinese classroom teaching in rural middle schools
Middle school Chinese teaching resource network → teaching abstract → teaching paper 2014-10-15 mobile version.
Professor Yu of Fujian Normal University has a vivid story about the effectiveness of teaching. He took enterprise competition as an example. He said: the competition between enterprises is like crossing a cornfield. So, what is it compared to crossing a cornfield? The first crossing is faster than anyone else; The second one is better than breaking corn in the process of hybridization to see who breaks more in the end; The third is that in this process, corn leaves may scratch the skin and cross over to see who has fewer wounds. This is what enterprises usually call speed, income and safety. And these three are the three indicators to consider effective teaching: speed refers to the length of teaching time input; Income can be regarded as the achievement of teaching objectives, that is, students' harvest (output); Safety refers to the experience of teachers and students in teaching activities, especially whether the students' learning experience is bitter or enjoyable (experience). Using these three indicators to measure the current Chinese classroom teaching in rural areas, the effectiveness of many classrooms is debatable.
I teach in a rural middle school, and the students in the school are uneven. Especially in recent years, with the establishment of private middle schools in Chengguan, the number of rural migrant workers and businessmen has increased, and students with good grades or some money at home have gone to Chengguan to study as soon as they graduate from primary school. Not only the number of students has decreased, not to mention the quality, but the students who remain are called "under the rice sieve", and there are many problem students, making classroom teaching management more difficult. Therefore, some of them. In view of this situation in rural middle schools, I think the following aspects are particularly important for overcoming the arbitrariness of teachers' teaching and improving the effectiveness of Chinese classroom teaching.
First of all, a strong sense of purpose is the premise of improving the effectiveness of Chinese classroom teaching.
What you teach determines how you teach. I think the fuzziness and randomness of teaching objectives are important factors that affect the effectiveness of Chinese teaching. When preparing lessons, I didn't study textbooks and students, and I didn't set practical teaching goals. I just copied the target in the ready-made lesson plan. I just memorized other people's teaching procedures and never thought about why I should teach them this way. Whether my students can accept it or not, the goal is out of touch with the classroom content, and there is no purpose in class, which affects the effectiveness of classroom teaching.
I listened to an open class the other day. The lecture is about Su Dongpo's poems in Houya. The main links in the class are as follows: First, an overseas reporter interviewed Yu, a scholar, and asked Yu who liked China's classical literature best. Yu's answer led to Su Dongpo, the author, asking Yu which works he liked best. The rest answered that Su had three works when he was in Huangzhou, which led to the topic of "Back Cliff Poetry", and then the whole class recited "Front Cliff Poetry". This kind of introduction is very good, which not only stimulates students' curiosity and thirst for knowledge, but also makes old knowledge become the support point of new knowledge, which conforms to the teaching law (6 minutes); Second, the teacher takes the text as a model to read, emphasizing the meaning of pronounced sentences and broken sentences while reading, and combing the content of the text (time 1 1 minute); The third is to guide students to read the link content of Jin Shengtan's evaluation of "Red Cliff Fu" at the back of the text, and the teacher will explain it while translating (time 16 minutes); Fourth, before and after the comparison of "Red Cliff Fu", the teacher draws blackboard books from the aspects of scenery, purpose, structure, emotion and image objects. At first glance, the teaching goal of this course should be to compare the red wall poems before and after. Although the middle link takes too much time, it seems to affect the key points, and it is still ok. However, in the later class evaluation activities, the teacher indicated that his goal of this class was to guide students to explain the symbolic meaning of "crane" in "The Queen of Red Cliff Fu". In this way, the teaching objectives are out of touch with the teaching content. How to measure the effectiveness of this course? So I think the key to the problem lies in the randomness of teaching objectives. If he has a strong sense of purpose, he will not be like this when dealing with textbooks and arranging classes. The third link and the fourth link can be changed to explore the symbolic meaning of "crane" in Fu Bi in Houchi, and it will be a more exciting and effective class combined with the ancient poetry materials about "crane" distributed to students before class.
Secondly, a strong sense of purpose is also reflected in whether the teaching objectives are in line with the students' reality, that is to say, whether the students' situation is fully considered when determining the teaching objectives. This is especially important for rural middle schools. As mentioned above, if you copy others' without research, the goal is all-encompassing, and the class will be over-expanded. For rural students, if we can't achieve the goal of covering everything, it is equivalent to extending beyond the level of students, which is meaningless and will definitely affect the effectiveness of classroom teaching. For example, I heard a teacher's class "Death of Chaos" in our school, which is a fable in Zhuangzi. For the teaching goal of classical Chinese in junior high school, the curriculum standard stipulates that "reading simple classical Chinese can help students understand the basic content with the help of notes and reference books". Especially for rural students, the goal of this course should be to help students understand the content by reading and explaining articles, so as to understand the meaning of fables. But the teacher gave up the book and spent a lot of time talking about Zhuangzi and the background. Later, when he was talking about morality, he spent a lot of time talking about Zhuangzi's thought, and he expanded it excessively. The teacher talked with relish in class, but the students were in a fog. There is no clear goal when preparing lessons, and students are not expected to change and develop through this class, which leads to low classroom teaching efficiency.
Therefore, although each text has a lot of content and there is more than one class goal, it should be prioritized and allocated reasonably according to the text and students' situation. You don't have to cover everything, but you should be brave enough to give up. Giving up temporarily is for long-term gain. As a Chinese teacher, we should have the spirit of "three thousand weak water, one scoop of water alone". The goal is refined and the focus is accurate, so the teaching efficiency is naturally high.
Third, a strong sense of purpose should also be reflected in: before each class, students must be shown the goal of this class, so that teachers can teach with a clear aim and remind themselves whether they have deviated from the goal at all times in the teaching process, so that students can learn well. It is also beneficial for teachers to reflect and summarize after class and test whether they have achieved their goals. After such a class, the key points will be clear, and every class will be rewarded by teaching and learning. Over time, students' learning enthusiasm will be higher and classroom efficiency will be higher. Of course, in order to show students the goals, you don't have to write all the goals on multimedia like some teachers. Sometimes one sentence is enough: for example, I listened to Mr. Cao Zhi's White Horse, and he said: Today, this lesson is about "reading", that is, how to read the text by reading aloud. Then a class is to read aloud around the guidance, so that students can read and understand constantly, and realize the teaching goal in reading.
Second, reading familiar texts is the basis for improving the effectiveness of Chinese classroom teaching.
Teacher Yu Yongzheng once said: You can't talk without reading. This is especially important in rural middle schools. In reading teaching practice or listening to other teachers in reading class, we often find that students' enthusiasm for learning is always mobilized, the classroom atmosphere is depressed, students are depressed, they don't know anything, the classroom participation is poor, and their thinking is inactive. Teachers can only ask themselves and answer themselves helplessly and sing their own songs. Always complain about students' poor foundation, low quality and uncooperative. In fact, I think one of the important reasons is that we didn't let the students read the text well. Imagine how he can actively participate, interact and cooperate, think and explore if a text is not read well. How to realize the effectiveness of teaching?
As we all know, reading teaching is actually a dialogue process among teachers, students and texts. The essence of Chinese teaching is to realize the internal communication between people and texts. The inefficiency of classroom teaching mainly depends on whether this kind of communication has taken place between students and texts, and whether it is intimate, profound, smooth and complete. If students just read the text for the first time, some words are not read correctly, sentences are not read correctly, words are not understood, and the text is not familiar, the teacher will hastily organize dialogues and exchanges. Some go straight to the key points and centers to talk about feelings; Some people are eager to show key sentences or grasp one or two key sentences on the big screen to guide students to feel, experience and imagine. Not only is it difficult for students to communicate with the text, but it is also not cordial, profound, smooth and complete. So there is only a dialogue between the teacher and the text in class. The teacher is teaching the lesson plan, and there is no study for the students. Only a few good students echo the teacher's words, and the dialogue between students is far from perfect. Therefore, students' participation, thinking state, emotional experience, learning effect and classroom atmosphere are not good, and the teaching effect is certainly not good. Therefore, reading familiar texts is the basis of improving the effectiveness of classroom teaching.
Therefore, I think it is necessary to arrange for students to preview long articles and give them enough time to read books in class. Self-abuse and discussion should not be a mere formality, but must be based on students' full reading of the texts. I listened to a teacher's class with Mr. Ma in our school. They all have a good habit: ask questions about preview before class. If you find that there are students who haven't finished reading the text, you don't hesitate to stop and let them read it again. When students are asked to read by themselves in class, they will also ask if they have finished reading, and then continue to let them read after reading. This is a knife sharpener and a woodcutter.
Thirdly, strengthening classroom psychological management is the guarantee to improve the effectiveness of Chinese classroom teaching.
We often say that "action is not as good as action", but I think action is not as good as action in classroom teaching. Only when students are really excited in teaching can we turn "I want to learn" into "I want to learn" and "study hard" into "happy learning", and the effectiveness of classroom teaching can be guaranteed. As mentioned earlier, due to various reasons, the area of students who are tired of learning is quite large, and classroom discipline is generally not ideal. Therefore, to ensure the effectiveness of Chinese classroom teaching, teachers should not only have superb professional knowledge and skills, but also have the ability to effectively manage classroom teaching. And I think the most important thing is the management of classroom psychology, which not only strengthens the adjustment of classroom psychology, but also enables teachers and students to achieve psychological fit, thus ensuring the effectiveness of classroom teaching. Classroom psychological management includes three aspects: (1) teachers' psychological adjustment.
Teachers try not to bring life emotions into the classroom. When they walk into the classroom, they must be full of spirit and passion. Only in this way can they infect students and make them "move". For example, I listened to a class of teacher Huang Changhong in No.1 Middle School, and the whole class was very emotional and emotional. The students scrambled to answer questions, and the applause in the classroom reminded me from time to time that the whole class was emotion-driven. Students are always in high spirits, the sparks of thinking are constantly spraying, and the classroom efficiency is high.
(2) It is the adjustment of students' learning psychology.
First of all, we should attract students' attention at the beginning of class, restrain the excitement of recess activities and activate students' participation psychology. British educator Locke said: "The great skill of education is to concentrate students' attention and keep it. "Therefore, concentrating and keeping students' attention is the core of classroom psychological adjustment. Our teacher is used to teaching the main knowledge directly at the beginning of class, which is not good, because the excitement center formed by students during recess has not receded at the beginning of class, so they can't concentrate and fully participate in our teaching activities. Therefore, first of all, we should adopt various means, such as vivid, passionate and interesting introduction and creating problem situations, which can not only stimulate students' interest in learning, but also activate their participation psychology. It is also a natural transition to the teaching theme. At the same time, we can also use this time and method to restrain the excitement center formed by students during recess, create new excitement centers for learning, let students enter effective learning activities as soon as possible, and ensure classroom efficiency.
Secondly, pay attention to satisfying students' expectation psychology in teaching. It can be boring to face food every day. The same is true when we are studying. In class, students have an expectation: they expect this class to be interesting, learn new content, expect the teacher to have new methods, expect the teacher to ask more questions and praise more, and let him get psychological satisfaction from the sense of success in learning. Therefore, we teachers must pay attention to meet these expectations of students. Flexible use of teaching methods, encouraging and praising students, carefully designing problem situations, designing "gaps" in teaching, creating "cognitive conflicts" among students, so that students are in a temporary unbalanced state of mind of "thinking through, unable to speak out" and keep their thinking excited for a long time. Let students find pleasure in creation and spend every class in expectation. For example, when we go to classical Chinese, it is often the most boring. It is difficult to satisfy students' expectation psychology by traditional methods. In a teaching and research activity, Teacher Chen talked about the design of the last poem "Zhuang Yu for Chen Tongfu": (1) What is the author's ideal? What merits and career does the author want to establish? Students find a poem: forget what happened in the king's world and win fame after death; (2) How to establish political achievements? (Students find a poem: 800 Li goes down in flames, and 50 strings cross the Great Wall. This is a military parade on the battlefield in autumn. Luffy is made of horses and runs as fast as a bolt from the blue. (3) Is it a real scene? Students find a poem: looking at the sword when drunk, blowing the horn when dreaming; (4) Has the achievement been completed? Students find a poem: poverty happens. This teaching design combines the literal teaching of poetry with the ideological writing techniques of poetry, which is more in line with students' expectation psychology and thus improves the effectiveness of Chinese classroom teaching.
The third is to adjust students' anxiety in teaching. Psychology believes that moderate anxiety is most conducive to learning. Too strong or too weak anxiety will destroy the excitement of thinking, affect the psychological environment of students in class and reduce the effectiveness of teaching. Therefore, teachers must adjust the appropriate anxiety level according to students' learning ability. On the one hand, students should be prevented from being too weak in anxiety. Teachers should restrain students' dependence, talk less and inspire more, and design more problem situations to stimulate students' learning motivation. On the other hand, students should be prevented from being too anxious. Middle school students are in a critical period of physical and mental development, sensitive, self-respecting, image-oriented, and eager for recognition and affirmation from others. This kind of psychological performance will not dare to speak in class, which is a manifestation of excessive anxiety, which will affect students' participation in teaching activities and inhibit students' thinking. At this time, teachers should make timely adjustments, such as ensuring that students have enough time to think and make students fully prepared psychologically; Effective "listening", encouraging students to speak and positive classroom evaluation can make students taste the joy of success, bring them more self-confidence and self-esteem, create a harmonious learning psychological environment and ensure the improvement of classroom teaching effectiveness.
(C) is the implicit management of classroom discipline
When students have problem behaviors in class, we often threaten students by corporal punishment, sarcasm, and driving them out of the classroom to regulate their behaviors. Using this method can achieve the purpose of organizing classroom teaching, but it also brings some negative effects that can not be ignored, that is, the emotional opposition between teachers and students, the tension between teachers and students, which makes the problem behavior more serious, and sometimes may cause teachers' own embarrassment and "unable to get off the stage" phenomenon. At the same time, "one person is sick and the whole class takes medicine" will inevitably lead to students' distraction, which will hinder and interrupt the process of students' knowledge input, seriously waste other students' learning time, affect the efficiency of classroom teaching, and then may lead to all students' dissatisfaction with teachers. Therefore, teachers and students are emotionally opposed, and classroom psychology is difficult to be compatible, which directly affects teaching efficiency. Therefore, in order to overcome this negative influence, teachers should not only pay attention to their psychology, but also consider the psychology of other students in the class. Under the premise of not affecting normal teaching, teachers should adopt hidden management methods for illegal students hidden in teaching activities to ensure the psychological environment of classroom learning and the effectiveness of classroom teaching.
Of course, there are many factors that affect the effectiveness of Chinese classroom teaching. I'm just talking about some views based on the reality of rural middle schools and my own teaching practice. Mr. Lu Zhiwen of Yu Xiang Education Group said: An effective classroom is not necessarily an ideal classroom, but an ideal classroom must be an effective classroom. We must strive to overcome the randomness of Chinese classroom teaching, improve the effectiveness of Chinese classroom teaching, and thus improve the quality of Chinese teaching in rural middle schools. Originated from network sharing. . . . . .