I want to talk about my own superficial views on how to improve the effectiveness of classroom teaching based on my own experience in teaching. Truth is the cornerstone of improving the effectiveness of classroom teaching, and truth and effectiveness are the most essential requirements of classroom teaching.
On the one hand, "truthfulness" is the basis of all new curriculum practices. To do a good job in the new curriculum reform, we must take "truth" as the premise; On the other hand, "effectively" promoting students' development is the only sign of the success of classroom teaching.
To realize the "effectiveness" of classroom teaching, we must take "truth" as the cornerstone. First, the real classroom should be dialogue. Classroom dialogue is the link between people and knowledge, emotion and thought. In the teaching process, by guiding students to have many dialogues and exchanges with textbooks, students can experience their own feelings, physical feelings, life feelings and creative feelings, realize emotional integration with textbooks, teachers and students, and enhance their interest, which can activate the classroom and make it full of vitality.
1. Dialogue between students and textbooks. Dialogue in a broad sense can not happen directly between people, but between people and various textbooks.
Teachers should guide students to learn to approach textbooks, walk into textbooks and have extensive dialogues and exchanges with textbooks. For example, when reading "Into the Wine" in Chinese, the teacher reminds students to grasp the artistic conception of poetry in combination with Li Bai's life experience and personality characteristics, and then the students will share their inner depression and elegance with Li Bai in their galloping poetic imagination; When enjoying Car Shop, students can already understand Du Fu's tragic and desolate worries according to the original method.
At this time, the traditional methods of explanation and memory should be abandoned. When students face textbooks, they not only need to explain and remember, but more importantly, understand. "There is only one consciousness and one subject when explaining, and two consciousness and two subjects when understanding." Only in this way can we talk on an equal footing. Only in this way can students have unique insights and feelings and really improve the quality of learning.
2. Dialogue between teachers and students. All teaching is an interactive communication between teaching and learning, and dialogue teaching is no exception. It still emphasizes the interaction and mutual promotion between teachers and students.
We have long made it clear that teachers are not the rulers of the classroom, the owners of knowledge and the only givers, but now many teachers still dominate the classroom stage and dominate the classroom, and cramming teaching is still full of classrooms. And efficient classroom teaching is not who rules who, who dominates who, but equal dialogue and communication between teachers and students.
Only in this way can we learn from each other. Therefore, in dialogue teaching, the teacher's role is not single, sometimes it is a "matchmaker", sometimes it is an audience, and sometimes it is a director.
The change of role is to create situations, create situations and encourage exchanges and collisions; Stimulate students' problem consciousness, properly guide traction, and recommend the stunning scenery of the science museum to students; Often moved by students' reminders. The role of students is the same.
3. Life-life dialogue. Classroom teaching is not only a practical activity of teacher-student interaction, but also a collective learning activity of students' dialogue and exchange.
What we tend to ignore in teaching is the dialogue between students. However, this kind of dialogue is the best embodiment of dynamic thinking and dynamic teaching. It encourages students to speak freely and express their views. Enjoy knowledge, experience, wisdom and emotion through thinking collision and blending among students and between individuals and groups.
"You have an apple, I have an apple, we exchange with each other, or an apple; You have an idea, I have an idea, and we exchange ideas, so we get two ideas at the same time. " Teachers only need to adjust the temperature at the right time.
4. Students' self-dialogue. Self-talk is an advanced form of dialogue.
It is an essential quality for an excellent student. We often talk to ourselves consciously or unconsciously in our daily work. Teachers should guide students to enter their own spiritual world consciously and rationally, and communicate with their own souls through understanding textbooks and real life, so as to have their own unique discoveries, their own unique ways of thinking and verbal expressions (oral and written), form their own unique personality, learn to create thinking, purify their souls and improve their personality.
Students get the sublimation of personality in the inner questioning again and again, and this is what they have learned. Second, the real classroom should have real independent exploration and group cooperation. Independent exploration is not free exploration, and group cooperation is not going through the motions.
However, in the process of guiding students to explore knowledge, some teachers often let students explore and discuss as long as they have questions, no matter how difficult or even some questions that are not worth exploring. In the process of exploration, there are no specific requirements, tips and guidance, and the way of exploration is chosen by students themselves, and they can do whatever they like; Once you find that there is a lot of time, let the students explore "fully" to delay the time; Once you find that there is not enough time, you will go through the motions in a hurry. Often students have not yet entered the state, and the exploration is terminated.
Therefore, we should pay attention to the following points when organizing independent inquiry and group cooperation: (1) Stimulate students' desire for independent inquiry and group cooperation. Exploration and cooperation should be a need of students, a heartfelt desire, which solves the problem of "whether to explore and cooperate".
In classroom teaching, a very important task of teachers is to cultivate and stimulate students' desire to explore and cooperate, so that they are often in an impulse to explore and cooperate. (2) There should be room for exploring cooperation.
Nothing, everything needs exploration and cooperation. How big is the problem space, how big is the space for exploring cooperation.
(3) Organizations for exploring cooperation should be in place. First of all, the team should have a reasonable division of labor. In the process of students' cooperative learning, teachers should not be bystanders, let alone outsiders.
Teachers and students should be organizers and guides of cooperative learning, listen carefully to everyone's speeches, and communicate and guide with team members in time.
This paper quoted ancient Chinese. How to label references in an article requires that numbers be enclosed in brackets. So far, I haven't found a way to make Word automatically add brackets, so I need to add brackets manually.
When you need to quote the same document many times in a document, you should make an endnote when quoting this document for the first time, and insert a | cross-reference when quoting this document again. Select endnotes as the citation type and endnote number (formatted), then select the corresponding document and insert it. This solution seems a bit clumsy.
First, delete all the numbers in the endnote text (it is unnecessary because of the wrong format), then select all the endnote text (reference text), click Insert | Bookmark, name it "reference text" and add it to the bookmark. In this way, all the references are collected.
Create a new page titled "References" after the text and format it. Move the cursor under the title, select Insert | Cross Reference, the reference type is Bookmark, and then click Insert Reference Text to copy the reference text.
Select the newly inserted text, modify the font size according to the format requirements, and automatically number it with the item number. At this point, we are almost perfect.
When printing a document, the endnote page will also be printed, which is not needed. Of course, you can't print the last few pages by setting the page number range.
Here's another way. If you want to know more, please continue reading. Select all endnotes and click Format | Font to change it to "Hidden Text". Switch to normal view and select View | Footnote. At this point, all endnotes will appear at the bottom of the window. Select "endnote separator" in the endnote drop-down list box to delete the default horizontal line.
Delete "Endnote Continuation Delimiter" and "Endnote Continuation Mark" in the same way. Delete the header and footer (including the separation line), select View | Header and Footer, delete the text first, then click the Page Setup button in the header and footer toolbar, and click the border in the pop-up dialog box. On the page border tab, the border is set to "None" and the application scope is "This Section"; The border of the border tab is set to "None" and the application scope is "Paragraph".
Switch to the footer and delete the page number. Select the Tools | option and confirm that hidden text will not be printed in the Print tab (Word default).
2. Select "endnote" in the dialog box, "automatic numbering" as the numbering method, and "section ending" as the position. 3. If AutoNumber is not Arabic numerals, select Options in the lower right corner and select Arabic numerals in the numbering format.
9. Switch to normal view, and in the menu, click View-Footnote-Edit Endnote Column: 10. Select the endnote separator from the drop-down menu on the right side of the endnote, and a dash appears. Select and delete it. 1 1. Select Endnote Continuation Delimiter from the drop-down menu. This is a long horizontal line. Select and delete it.
There is a small problem: this problem is not difficult to solve: 1, click where you want to insert the reference in comment 3. 2. On the Insert menu, click Reference-Cross Reference.
3. In the Reference Type box, click Footnotes or Endnotes. (Bold takes precedence) 4. In the Which footnote or endnote box, click the note you want to refer to.
5. In the Quoted Content box, click the Footnote Number or Endnote Number option. Click the Insert button, and then click the Close button.
However, it should be noted that the new number inserted by Word is actually a cross-reference to the original reference mark. If you add, delete, or move comments, Word will update the cross-reference number when printing the document, or press F9 after selecting the cross-reference number.
3. The usage and meaning of the word "er" in classical Chinese are more complicated in ancient Chinese (classical Chinese), with two pronunciations of ér and néng; ; It can be a real word in some sentences and a function word in another sentence; Content words can be nouns, verbs or pronouns; When making function words, they can be conjunctions or auxiliary words. There are about a dozen meanings and usages. Here, according to the explanation in the preferred ancient Chinese reference book "Ci Yuan", I add some sentences in classical Chinese in middle school textbooks as examples, and give you a call at the same time. One, two cheek hairs are shaped like hair. Anything with drooping scales is also called it. For example, Zhou Li Gao. The pronoun "er" ru means the second person address, which can be translated into "you" and "you". For example, the three conjunctions of "somewhere, but my mother is here" in Lingzhi indicate a coordinate relationship, and the two conjunctions are insignificant in meaning. It can be translated into "he", "he", "you" and "he" or not. For example, in the debate between two children, "this is not a small one, but a big one" means an inheritance relationship, and the two conjunctions can be translated as "Jiu", "Then", "Lai" and "Lai". It can be translated into "besides", "besides" and so on. For example, "learning while using" in The Analects of Confucius indicates a modifying relationship, and the modifier in the previous paragraph connects the adverbial and the head without translation. For example, ⒌' s "One Mountain in Gong Yu": "He laughs repeatedly" indicates a turning point. The subject and predicate in clauses are often linked together and can be translated into "if", "if" and "if". For example, China said: "Make the whole country teenagers", so for example, Xunzi advised: "Jade is lush in the mountains, pearls are born in the depths, and cliffs do not fade." Four auxiliary words, used with locative words such as up, down, direction, etc., indicate time or range and can be translated into one. For example, China's ancient paintings, from the perspective of portraits, are mostly constructed by meaning. 1. is equivalent to a branch. For example, The Analects of Confucius. Already! Today's politicians are at stake! "Five links" are like ""similar ""similar ". For example, The Book of Songs Xiaoya Durham: "Durham is a gentleman and a woman with curly hair." Second, néng's six-way "can". 1. Yes. For example, Mozi's Reference: Middle School Classical Chinese Etymology and Index Dictionary Answer: 2007-10-16: 22 Revision: 2007-10-1821:50.
Other answers ***2 Answer comments ┆ Report the usage of the word "two" in the classical Chinese of The Wise. Grammatically, there is no difference between the two verb-object structures before and after the connection of "er", and there is no progressive and turning relationship. And (1) the second personal pronoun, (2) is generally used as the attribute of a place, where the mother is. (2) Adverbs are translated into "JIU". But when can we be happy? (3) The coordinate relation of conjunctions is generally not translated. The crab kneels six times and pinches twice. Progressive relations are translated into "harmony" or "harmony". A gentleman is knowledgeable and saves himself by participating in daily activities. Inheriting relationship is translated as "JIU", "knot" or not. We are eager to return, but we send it into the water loudly. The turning point is translated as "but" or "but". ⑥ Modifying the relationship and connecting the adverbial and the head word can be translated into "ground" or not. I have been thinking all day, but it is not as good as what I learned in an instant. Causality translates as "therefore". I'm sorry, too. It didn't have the pleasure of traveling with my husband. 8 metaphor, translated as "like". The army was shocked. This article took 20 * *. Understand their respective tones and explore the reading rules of "Er". (1), the satrap and guests are drinking here ... and the year is the highest (progressive, rereading) (2), Ruofu ... Cave (career, light reading) (3), back to back, returning at dusk (modified)
4. Write a paper on ancient poetry. References should indicate whether to quote ancient poetry or not. To write a paper on ancient poetry, you don't need to indicate it in the references.
The reference cited in a paper refers to the whole reference or reference to a book or paper in the process of academic research. Literature information resources include: books, serial publications (periodicals, newspapers, etc. ), brochures, papers, patents, standards, meeting minutes, * * publications, etc.
The National Standard Document Types and Document Carrier Codes (GB3469-83) classifies documents into 26 categories according to practical standards, namely: monographs, newspapers, periodicals, conference proceedings, compilations, dissertations, scientific reports, technical standards, patent documents, product samples, Chinese translations, manuscripts, reference tools, retrieval tools, files, charts, ancient books and so on. The letters of the reference types of the expanded materials are marked as follows: 1, and the reference types are monographs [M], collection of papers [C], newspaper articles [N], journal articles [J], dissertations [D], reports [R], standards [S], patents [P] and precipitation documents in the collection of papers [A].
2. Types of electronic documents: database [DB], computer [CP] and electronic bulletin [EB]. 3. Carrier types of electronic documents: Internet [OL], CD [CD], magnetic tape [MT] and disk [DK].