There are many factors that affect the vitality of high school English classroom, such as students, teachers, environment, teaching materials and so on. But the key lies in the teacher. Therefore, teachers should pay attention to four links and four methods: emotional bedding-charm influence-activity leading-feedback evaluation. Specifically, teachers should greatly mobilize their affinity, create a happy and harmonious atmosphere with personality charm and appeal, and build a driving force to stimulate students' enthusiasm; It is necessary to design vivid and effective interactive classroom activities, promote students' participation, and make "teaching" and "learning" vibrate harmoniously; We should skillfully use teaching evaluation to maintain and stimulate students' learning motivation and make the classroom full of vitality.
First, emotional bedding: to create a relaxed and harmonious classroom atmosphere
A relaxed and harmonious classroom atmosphere is the basis of stimulating classroom vitality.
As Zheng Guihua, a famous teacher of education in China, said: Education is a career, in which life affects life. Education is emotion first, then knowledge. Only when students have positive feelings for English learning and English teachers will they have strong learning motivation. Whether a teacher can create a relaxed and happy learning environment is more important than whether he has knowledge. Therefore, the primary task of teachers in the classroom is to create a pleasant, harmonious and relaxed classroom atmosphere conducive to students' development, create a learning environment that can guide students to actively participate, and let students be inspired and encouraged by equality, respect, trust, understanding and tolerance.
In classroom teaching, English teachers can use the following ways to give students psychological release and spiritual encouragement, so that students can think more actively and explore with higher enthusiasm.
1. Smile and have kind eyes.
Smile has infinite educational charm. Because of smiling, students will feel that the teacher is amiable, lovely and credible, which will produce the psychological effect of "loving his teacher and believing in his way"; Because of smiling, students who are shy and not confident will be encouraged, and they will change from timid hesitation to bold confidence.
Respect every student and encourage them to use English boldly.
After a student completes a task, other students consciously give applause to encourage, or the teacher prompts the student to give applause to the student at an appropriate time. When students make mistakes or make mistakes, teachers should be extra tolerant and use humorous language to resolve the embarrassment, thus protecting students' self-esteem.
3. Pay attention to and care for students who are introverted and have learning difficulties.
After asking them questions, the teacher should wait patiently and try his best to build "scaffolding" for them to climb. In the face of these students' questions in class, teachers should be more enthusiastic, positive and happy, give them intellectual inspiration and psychological support, and thus cultivate their self-confidence.
[Case 1] When teaching the model essay "Protecting Yehertz River" in the M5U2 project section of Oxford Senior High School English, the author asked students to analyze the structure and paragraph meaning of the article. Many people can't find the topic sentence in the last paragraph. Some people say that it is the first sentence by convention, while others insist that it is the last sentence. At this time, the author asked another student, who stood up slowly and said hesitantly,' According to your expression and reaction, I know what they said is wrong, but I don't know which sentence is the topic sentence. "I heard that, I smiled, instead of criticizing her ignorance, I praised her judgment and honesty. Then tell everyone calmly: sometimes the topic sentence is located in the middle of a paragraph, which is a typical example.
2. Charm influence: devote yourself to passion and use witty and appropriate language.
Passionate input and witty and appropriate language are the keys to stimulate classroom vitality.
As the saying goes, "it takes hard work to strike while the iron is hot." In order to arouse students' emotions, teachers should first devote themselves wholeheartedly and be full of passion; In addition, teachers should also cultivate their own quality and strengthen the ability of language to control the classroom.
Teachers' passion will naturally infect students' emotions and arouse their excitement. Teaching without passion can only make students sleepy and mentally exhausted. Teachers' classroom language is the subtext to guide students to explore knowledge. Appropriate and witty language can effectively guide learning and stimulate students' sense of participation.
1. Teachers should sincerely love English teaching and devote great enthusiasm to the classroom. In addition to high spirits and high morale, teachers' intonation should be clear-cut, cadenced and deeply intoxicated with what they teach. This enthusiasm and goodwill will certainly infect students and stimulate their interest in learning.
2. Teachers' passion is also reflected in their wit in class. The classroom is like a battlefield, and the situation is changing rapidly. A teacher's neglect of students and improper handling of a problem may lead to a deadlock in the classroom or dampen students' enthusiasm. Timely and appropriate use of humorous language can not only enliven the classroom atmosphere, but also improve students' attention and arouse their enthusiasm for learning.
3. Teachers' expectations also have a great influence on students' learning motivation. Teachers should be good at conveying expectations to students directly or indirectly, and give students a potential power through purposeful questioning, counseling and communication, so that each student's thoughts are concentrated in the classroom, not outside the classroom, so that the classroom will be compact and full of vitality.
[Case 2] When the author took part in the municipal public course "Life on the Move" by M 10U2, he came to the conclusion that people move and flow for life. So, what is life? Let's enjoy an English poem.
Life is like a nature ―― sunrise and sunset; ________
Life is like a wheel-ups and downs; downwards
Life is like a magic trick. past
Life is like a _ _ _ _ _-game & stop.
Life is like a kind of food ―― sweet and delicious. _________
Life is like a _ _ _ _ _ _ _-search & find.
Life is like a gamble. lose
Anyway & what is life,
It depends on you and how you live.
Whether your life is good or bad.
First, the author asks students to fill in blank words. At first glance, the students don't seem to be advanced, so they are ready to give it a try and compare the level. After all the blanks are carefully filled in and determined, the author leads the students to read together. Under the control of the author's wisdom and passion, the whole class looks full of vitality and enthusiasm for learning.
Third, activity guidance: design vivid and effective interactive classroom activities.
Lively, interactive and orderly classroom activities are the core of stimulating classroom vitality.
The teacher's "monologue" indoctrination teaching not only deprives students of a good opportunity to express themselves independently, but also ignores the process of students' understanding and digestion of knowledge, thus deviating from the true meaning of students' learning. The core of modern educational thought is to highlight students' dominant position in teaching activities, try to create space for students' thinking activities, and then cultivate students' hands-on operation ability, eye movement observation ability, brain thinking ability and language expression ability.
In a relaxed and energetic learning atmosphere, teachers should creatively design various classroom activities suitable for students according to the overall objectives of curriculum standards and specific teaching contents. There are many forms of activities that can be used in senior high school English classes. Common ones are: "Let me guess", group discussion, short play performance, word answering, story sequel, poster making and so on.
[Case 3] English short play performance
There are a certain number of literary works in the English textbooks for senior high schools in Oxford. For example, in the project of M6U 1 Laughter is good for you, the editor provided two comedies ―― invisible stools and important documents for students to perform. After the teacher explained the performance requirements and time limit, the students actively organized into groups to find scenes in reading and expand and extend the text for the second time; Find fun in acting, turn closed into open, and actively explore; Show wisdom in fun, turn response into creation, and fully enlighten spiritual potential and intelligence. During the performance of important documents, the performers rushed to shoot each other. They have already prepared related props according to the text: crowns, official documents, magazines, dictionaries, posters and toilet paper. With a little guidance from the teacher, the students designed the language, movements and exaggerated expressions of the characters. Playing the king's painful and embarrassing appearance, being tortured by the "three exigencies of life", and playing a series of actions that cater to the servant but have no purpose are all exaggerated, but they are very vivid and very popular with students.
[Case 4] Word Solitaire Competition
In classroom teaching, teachers can arrange for students to participate in the activities of "playing games and winning prizes" individually or in groups by guessing, listening, reading, writing and watching. For example, after learning the fifth module of Oxford Senior High School English, in order to meet the mid-term exam, the author uses the method of word solitaire to lead students to review new words together. The teacher begins by saying betrayal. Then the students followed: shouting-restriction-technician-denial-economy-caution-discussion-response-doubt. Measure-build-hesitate ... This interesting activity can not only clear the negative psychology of students memorizing words, but also quickly enliven the classroom atmosphere, and sometimes even stimulate students' thinking sparks and learning inspiration.
[Case 5] Group discussion
Group discussion means that teachers reasonably combine the whole class into groups of 4-6 students according to gender, English scores, learning ability and students' personality characteristics. The teacher will prompt the students to discuss the main topic, sub-topics and related enlightening questions, so that they can discuss in groups. Usually, each member of each group has a clear division of labor, such as organization, supervision, recording and reporting.
The welcome speech in Unit 2, Module 5 of Oxford Senior High School English gives six pictures, revealing serious environmental problems, such as air pollution, water pollution, sandstorms, forest fires and deforestation. Faced with such a familiar topic, the author divides the class into six groups, each group chooses a topic and discusses the following three questions:
1. What do you think is the cause of environmental problems?
2. What bad effects do they have on our daily life?
What can we do to help stop them? Can you provide some practical solutions?
After the group discussion, the teacher arranged for the representatives of each group to speak on the stage. Students work together and think comprehensively. When a group summed up the solution to the problem, the following coherent and logical statements appeared:
As for the solution to the problem, we would like to offer three suggestions. First of all, we should raise people's awareness of protecting the environment. Second, our government can make and pass laws to prevent chemical factories from destroying the earth. Last but not least, we should recycle some waste.
[Case 6] You show me and I'll guess.
The author designed a contest of "Show me and I'll guess" when teaching the word power of SportingEvents in Oxford Senior High School English M4U2. The class is divided into four groups, and each group sends a pair of players. Students facing the big screen will be prompted to guess athletes, sports or other sports-related things by gestures or definitions and examples. One of the boys turned gymnastics into a clumsy and ugly "peacock dance", which caused a burst of laughter.
Fourth, clever evaluation: pay attention to timely and appropriate feedback.
Timely and appropriate evaluation is the guarantee to maintain classroom vitality.
Zankov, a famous educator, said: "Once the teaching method touches students' emotional and will fields and their spiritual needs, this teaching method can play a highly effective role." Timely implementation of evaluation according to teaching objectives is the key to standardize teaching and the guarantee to maintain classroom vitality. Evaluation depends on the object and occasion, and varies from person to person and from thing to thing according to the specific situation. Timely and appropriate evaluation can really play an incentive role.
Students' learning activities can't be smooth sailing, and there must be many mistakes and cognitive biases. At this point, teachers can't completely deny it, but should guide students to think and find out where the mistakes are. For example, I often say to students: What you say is very reasonable, but please sit down and think about it. If you find the truth in the next minute, just stand up and tell us, ok?
Teachers should give high praise to the correct answers. Your answer is the same as mine. Great minds think alike! The appreciation of senior high school students is mainly verbal praise and spiritual encouragement. In order to prevent "praise burnout", "material stimulation" can be added when necessary. If you can use the "personal integral method", when the personal integral reaches a certain value, you can exchange exercise books, English newspapers or sports rackets.
Teachers should pay attention to the following points when stimulating classroom vitality: (1) Establish close relationship with students, but it does not mean to please and obey students unprincipled. (2) Teachers should have passion in teaching, which does not mean that teachers should self-destruct their image and grandstanding. (3) When choosing classroom activities, students' life experiences and interests should be considered, and the contents and methods should be as real and reasonable as possible. (4) Timely and appropriate evaluation and feedback on students' answers and performances.
(trainee editor Guo)