First of all, we should establish a vibrant classroom culture.
The construction of classroom culture should be people-oriented, respect students, highlight students' dominant position, highlight the characteristics of life education and give classroom teaching vitality. In my opinion, a vibrant classroom should embody the following points:
1. Pay attention to students' experience and establish teaching objectives closely related to life;
2. Excavate the teaching resources in life and create learning and life scenes;
3. Closely connect with the objective life faced by students, use their own experience, experience and knowledge, skillfully grasp the generative content, guide the situation, lead thinking in depth, lead classroom life, and lead emotions to a higher realm of life.
For example, when I was teaching Dayan River, my nanny, when I read what Dayan River had done for us, I asked students to recall what their parents had done for us and then imitate them. Students are interested in writing beautiful poems and are full of feelings. When I learned a passage with a "happy family" plaque, I asked students to recall similar scenes they saw in their lives. A student immediately said on TV that the plaque hanging in the hall of the county government was "mirror hanging high" and "fair", which was in sharp contrast to the corruption under the hall. In a warm atmosphere, students understood the text and achieved good teaching results.
Second, build a harmonious classroom atmosphere culture.
There are two kinds of culture, positive culture and negative culture, and so is classroom culture. The classroom under the new curriculum concept advocates enterprising, harmonious and harmonious culture, which fills every minute of our classroom, and the corner of the classroom falls, nourishing young hearts, making them happy, excited and enterprising, thus stimulating strong interest in learning, knowledge and subjects and producing positive actions.
I think we should pay attention to the following points in building a harmonious classroom atmosphere culture:
1. Create an elegant classroom atmosphere culture with beautiful classroom language.
Language is the carrier of thoughts and feelings and an important medium of classroom teaching. Teachers' beautiful language can undoubtedly add color to the subject and classroom. Inadvertently create an elegant classroom atmosphere culture. A teacher started his first teaching class in middle school like this: "Students, music can stimulate or soothe feelings, painting can make people pleasing to the eye, poetry can impress people, philosophy can make people gain wisdom, science can make people improve their material life, but mathematics can give all of the above." The Chinese world is wonderful and closely related to the real world and people's lives. Starting from today, we will swim in the ocean of Chinese together ... "Simple language like prose poetry has a strong influence on students in form and connotation through elegant and appropriate presentation by teachers ... Beautiful language makes the presentation of subject knowledge more scientific and complete, and makes students influenced by beauty in their study, especially making our classroom full of cultural atmosphere.
2. Use the charm of teachers to enhance the classroom atmosphere and culture.
Just as there can't be two identical leaves in the world, teachers have different styles in class; Some are free and easy, some are simple, some are elegant, some are straightforward, some are rigorous, some are modest, some are serious and some are humorous. . . There is no doubt that students love a certain subject because they have a favorite teacher, as the saying goes, "be close to the teacher and enjoy yourself."
Standing on the podium, all teachers should be beautiful, all teaching materials and the main elements of classroom atmosphere and culture. Students' study of the subject has already surpassed the subject itself, and it is precisely because of their love for the teacher's teaching style and even the teacher himself that they are full of expectations for his class.
At one time, this phenomenon was common in classroom teaching: teachers sneezed at will, sat and lectured with no spirit, wiped their fingers by mistake, sat on a stool with one foot propped up on the table, the bell kept ringing, and went in and out at will without discipline. If this behavior is also called culture, it is negative culture and has a negative impact on students. When the bell rings, the teacher gracefully walks onto the podium and bows to the students with a smile ... Elegant body movements, cordial smiles and modest attitude not only narrow the distance with the students, but also make the students feel a kind of respect from the teachers, which makes the students respect the teachers more. This is the emotion that teachers and students respect and be respected. This kind of atmosphere makes students recognize and accept teachers, which is conducive to the transmission of teaching information.
3. We should actively build a smart classroom culture.
Wisdom and agility are the way and direction of classroom culture construction. A classroom with cultural character must be full of wisdom and spirituality, enlighten the soul and sprout wisdom, which is the basic goal that any classroom needs to grasp. Wisdom classroom embodies three main points: first, it pays attention to cultivating students' way of thinking; Second, the learning methods are diversified, full of creative and generative teaching process; The third is full of teaching wisdom. For example, when a teacher was in class, a bird suddenly flew into the classroom. Only then did he find out how he taught, and the students were no longer interested in listening. His eyes kept moving with the bird's figure, and the teacher had a brainwave. He just asked the students to write a composition according to this situation. The students felt it, actively observed it and wrote a good composition. Imagine it wasn't like this at the time. What effect will this class achieve?
4. We should actively build a democratic and equal classroom dialogue culture.
In the "classroom dialogue" under the new curriculum concept, he first emphasized that the basis of "dialogue" is the equality of teacher-student relationship, that is, in the classroom communication between teachers and students, teachers put students in the main position, give them the rights they deserve, and give them opportunities to speak and participate actively. Note that this right of students is not given by teachers, but should be earned by students. Secondly, the relationship between students must be equal. In class, some students can neither be "aristocrats" nor "slaves" of dialogue. No matter how different their natural endowments are, no matter what their social background and economic conditions are, they all enjoy equal rights. It is recorded in The Analects of Confucius that when discussing ideal issues, Confucius inspired his disciples to speak in an equal position and friendly language: when they heard opinions that did not meet their wishes, they ignored them and silently showed their concern for students; Disciple Ceng Yong painted a picture of "bathing in interpretation, dancing in the wind, singing in the back", which is a tortuous expression of Confucius' passion for governing the country with "benevolence". This kind of teacher-student dialogue makes students feel the warmth and harmony between teachers and students, like a spring breeze; Let students fully experience, speak loudly and listen quietly, so that different opinions and viewpoints collide, stir and blend with each other, thus making the truth stand out.
5. We should actively build a classroom questioning culture.
(1) How to ask questions in class?
Classroom teaching under the new curriculum concept is a process of awakening knowledge with knowledge, arousing thinking with thinking and arousing questioning with questions. This kind of questioning can be realized in all teaching links.
First of all, "asking questions" can start with the creation of teachers' situations. For example, when I was teaching Dayan River, My Nanny, I borrowed the method of Han Jun's teacher, asked a student the name of his village, and then asked him if he could call him by the name of the village, so that students could question why Dayan River could be called like this, and it was easy to understand the humble position of Dayan River.
Secondly, "asking questions" leads to "self-study design", and teachers carefully design "self-study tasks" to let students walk into the text with questions, awaken and reconstruct the existing knowledge in the dialogue with the text, and stimulate new thinking to lead to their own questions.
Third, "asking questions" focuses on excavating the connotation of knowledge. Take the lead in "self-study", in "exchange learning", one is to grasp the students' questions and guide them, and students will explore the connotation of knowledge. This is the result of careful preparation. The second is to take questioning as the primary position of students' learning, and to explore the connotation of knowledge to guide students to obtain positive spiritual experience, thus giving birth to thinking about texts, knowledge and even life.
Fourth, the premise of "asking questions" is that all students actively explore, cooperate and compete in classroom learning. Any question must first make students read, think and analyze the text. Secondly, the cooperation and communication among teachers, students and students, otherwise, the effectiveness of classroom learning will be greatly doubted.
In short, the formation of classroom culture is not achieved overnight, but reflects the wisdom of teachers and students. Good classroom culture, even the implementation of the spirit of new curriculum reform, is also the beginning of the formation of efficient classroom. As long as we dare to innovate and make positive changes, our classroom will be full of vitality and our education quality will reach a new level.