casino club namur:casino,club,namur,this,time,th:At this time, the influence of the sweat Fan Wei is even more comfortable Optimize the classroom teaching structure of “teacher-student interaction” and promote the practice and research of students' self-exploratory learning. I think a

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Optimize the classroom teaching structure of “teacher-student interaction” and promote the practice and research of students' self-exploratory learning. I think about the phenomenon. Suhomlinski said: “Silent in the classroom Students concentrate on thinking and cherish such moments.' In the actual classroom teaching, I found that many teachers immediately asked students to answer after asking questions, and did not give students time to think.

If the answer is not answered, the teacher either repeats the question repeatedly, or is busy inspiring (in many cases, hinting). Imagine that in this very short period of time, can students' thinking have a certain depth? How many “enlightenments” and thoughts can students get? In order to cater to the teacher's psychology, the students rushed to find words and answers, and the seemingly active atmosphere actually went into the tedious and superficial question-and-answer circle.

The whole teaching process is mostly the passive participation of students, the process of passive acceptance, and the subjective status of students cannot be implemented.

Looking for reasons, many Chinese teachers always teach each link in the 'teaching' direction when they are teaching in class, trying to replace the students' 'learning' with their own 'teaching' and coping with the students' 'testing' '.

Without replacing the role, think of yourself as a student: What do I have to learn in this lesson? How can I learn? How to learn faster? ... If I design the teaching from the perspective of the students, I think the classroom is definitely another scene. Second, the solution to the problem Modern society requires citizens to have a good humanistic quality and scientific literacy, with innovative spirit, cooperation awareness and open vision, with a variety of basic skills including reading comprehension and expression communication ... how to train students What about these capabilities? How to make students become masters of language learning? The ancients said: 'Learning from thinking, thinking from doubt.

' Modern psychologists also believe that doubt is the spark of thinking, the driving force of inquiry.

Thinking always starts with finding problems and ends with solving problems.

Our research team starts with optimizing the structure of classroom teaching, learns to question as a breakthrough, promotes students' self-exploratory learning, enables students to develop vividly in 'interaction', actively participate in development, and finally develop intelligence, Improve personality.

Three, three degrees in the process of project implementation (1) Grasping the enthusiasm of teachers and the degree of comprehension of students in the classroom teaching process In the classroom teaching, students' learning activities are thinking activities, cognitive activities and The unity of emotional activities.

The explicit behavior of the organic combination of teacher emotion and knowledge transfer (that is, the teacher's affinitive teaching language and natural and appropriate body language) is the key to promote the change of students' emotion and cognitive synergy. The core is to adjust the emotions that stimulate students. So that they form a structure of needs that is dominated by curiosity.

Primary school Chinese text contains rich emotional education content. When teaching, the teacher uses the true feelings from the heart to shake and shock the students' emotional strings, so that students can imitate and comprehend. Enter the textual situation and share the same sorrow with the master.

This requires teachers to have a correct view of education and students. A full understanding of primary school language is a subject that is ideological, scientific, practical, and comprehensive. In the process of teaching, it is necessary to strengthen emotional awareness. Emotional identification is created during the life to develop students' self-evaluation, self-control, and self-management skills.

(2) Grasping the monitoring degree of teachers and the self-discipline of students in the classroom teaching process Regardless of traditional education or modern education, the influence of organizational management on educational effectiveness is emphasized.

Herbat has long solemnly pointed out: 'If you do not firmly and gently grasp the reins of management, teaching of any homework is impossible.

'Because primary school children are young, psychologically vulnerable, and have outstanding dependence and teacher-oriented characteristics, teachers must educate students with purpose, planning, and organization, and implement effective supervision and control.

In educational activities, rules are the basis of monitoring and self-discipline, and a relaxed and free educational atmosphere is built on certain rules.

The teacher can only establish rules with the students and guide them to abide by the rules, in order to establish mutual respect and trust between teachers and students, and teaching activities can truly achieve loose freedom and democratic equality.

With such a premise, teachers can have more energy and time to organize activities, participate in activities, and guide students to solve problems encountered in learning.

(3) Grasping the teacher's good education and students' learning in the classroom teaching process The teacher is the student's mental cultivator, and is responsible for screening, processing, and sorting out the knowledge and experience from social practice. The ability to understand, accept, and master the methods imparted to students.

Because educational design, teaching decision-making and skills themselves have a great intellectual creation component, teachers are in great need of active enthusiasm and enthusiasm for teaching, with full enthusiasm, vigorous energy and active exploration. Attitude, good at using simple, clear and inspiring language, and strive to become the pursuer of educational reform and efficient teaching.

Of course, the transfer of knowledge is not a single item, it also requires the active participation of students.

Because participation activities and hands-on activities are easy to cause students to have fun and explore passion, it is necessary to seek knowledge of activities and gamification, and to create a free, relaxed, warm and harmonious learning atmosphere for students.

When students have a passion for learning, it shows that their energy has really been invested in the education process.

Fourth, one of the strategic strategies to promote students' self-exploratory learning: teachers set up the stage, students sing the play; (1) the teacher introduces excitement, and the students evoke participation.

Operational requirements for this session: Teachers should be good at using life presentations, physical presentations, picture reproduction, music rendering, performance experience, language portraying, etc., to create a learning atmosphere of “incoming from the pro” and arouse the desire of students to participate. To arouse the interest of students to participate, to produce a good teaching mentality and learning mentality, and to be mentally prepared, so that 'the beginning of the class, the interest is also born.'

This session takes place when introducing new lessons, which is an important step in learning a new lesson.

When I was teaching the book 'Huangshan Kistler', I used multimedia to introduce the scenery of Huangshan to the students, so that the students could not only obtain visual satisfaction, but also sensibly understand the beautiful scenery of Huangshan, and Known as 'Qi Song, Rock, Cloud, Hot Spring', it is famous in the world.

This is a variable psychological characteristic that students have both the initiative of learning and the possibility of disappearing. They bring students into the situation and stimulate the motivation of learning in the fun of inquiry.

(2) The teacher guides the reading and dials, and questions and comments.

Operational requirements for this session: On the whole, let students initially perceive the full text, understand the content of the text, guide and encourage students to have difficult questions, and improve students' ability to find problems, ask questions, and solve problems.

At the same time, teachers should be good at seizing opportunities, use the doubts raised by students when they first introduce texts, and promote students to “hit the wall” and “distress”, and then guide students to repeatedly read, understand, and understand.

There is a group study and cooperation, reviewing in class, and timely dialing, evaluating the language beauty, structure beauty, and beauty of the text, so that students can understand the text deeply, actively accumulate, and use language.

If I am teaching the book 'Moonlight', let the students first read the text and ask questions that they don't understand.

Ask the students to master the texts by questioning, and then guide the students to understand the key points and difficulties of the text, and prepare for the in-depth study of the text.

For example, after reading the text, the students have already understood that Beethoven played two songs for the blind girl. At this time, the teacher asked the students to “bump the wall” and “distress” and explore the text. Why did Beethoven play the first? Two songs, did not bid farewell to the brothers and sisters, flew back to the customer shop? Let students read the texts with questions and discuss them, so that students can understand the text deeply, actively accumulate, and use language.

(3) The teacher's guideline set the situation, and the students are esoteric.

The operation requirements of this link: teachers should enter the text role, create situations, optimize the situation, guide students to perceive the teaching materials from the pleasure of feeling the beauty, experience the feelings expressed in the article, let the students unconsciously The internalization of feelings is the emotional factor of oneself.

In this session, teachers should use rich image infections, real emotional experiences, potential wisdom enlightenment, and a single “listening analysis” as a multi-lateral feeling.

For example, in the text 'Little Sandy', after Xiao Sidi was seriously injured, he also asked his brother to return the change. First, read a paragraph that Xiao Sidi’s younger brother said.

A re-enactment of the story of 'Small Sandy took a shilling and turned and ran...' The story that happened later inspired the students to imagine the performance of 'Little Sandy's younger brother to send the change'.

A further understanding of the honest quality of Sandy.

(4) The teacher leads the training and expands, and the students are inferior.

Operational requirements for this session: Teachers should design hierarchical and multi-form exercises based on goals to help students consolidate and apply what they have learned, and to move in the opposite direction.

In this aspect, teachers should try their best to provide opportunities for students to participate in the whole process; create conditions for students to participate in all aspects; and guide methods to enable students to participate in all aspects.

For example, the second natural section of 'Huangshan Kistler' is written by the parallel construction method. After learning what is a parallel paragraph, the teacher should guide and expand in time. 'Which two texts are specifically written in this text? Block Kistler, can you add a sentence in the middle to connect the two contents into a paragraph of parallel structure?' Students will imitate the second paragraph of the text to think, which can cultivate students' ability to learn new knowledge.

Strategy 2: Four-step classroom teaching structure - questioning, discussing, guiding, and dialing the first question: After the students basically remove the dyslexia of the text, they immediately question the content of the text and organize the discussion for the next step. Prepare for in-depth understanding.

Question is the basis of this classroom structure.

Mr. Ye Shengtao said that a good work “has to be understood, must be questioned, read it again and read it again for the third time, and ask some questions to answer it yourself. It is one of the effective methods.

There is efficiency here to enhance understanding.

' Therefore, I focus on cultivating students' self-study questions and their ability to ask questions and answer questions as a starting point for reading teaching.

At the same time, teachers should teach students how to question.

If you find and ask difficult questions from the words, then read and think, try to solve the problem yourself, and you can't solve the problem of finding a classmate to discuss and solve.

Secondly, read the full text to determine the main line or center of the article, follow the main line or the center to question and appreciate the article.

For example, 'My uncle, Mr. Lu Xun' revolves around the summary sentence 'It is true that the uncle is such a person, he thinks less for himself, thinks more for others' and questions the whole article.

Second Step Discussion: The discussion was based on the students' respective doubts, which deepened the questioning.

The level of students' doubts is high or low, understanding is not understood, and the understanding is not correct. Students ask difficult questions or different opinions to discuss and solve among students or teachers and students.

The form of discussion can be discussed under the guidance of the teacher, with two or four people as the group or the whole class of teachers and students. It can also be discussed in groups and then reported to the whole class.

Formation of the main structure of classroom teaching, multi-dimensional information exchange.

'Discussion' can be the full text, as well as focus on key issues and key paragraphs.

For example, in the article 'Huang Jiguang', students discuss the word 'hard' in the key sections, and contact 'continuation', 'moving', '... looking at... looking at... looking at... looking at' Wait for the words to understand Huang Jiguang's tenacious fighting spirit.

It is worth noting that discussion and exchange is a space for students to explore. It is necessary to emphasize practical results, not to ask for formal excitement. It is necessary to discuss and exchange without dismissal. The time for discussion and exchange should be appropriately restricted.

In order to prevent the air consumption of discussion time, teachers should strengthen inspection and guidance.

The third step guide: (1) Let the students decide the method of preparation.

Teachers should guide them to choose their own preparation methods according to different levels of needs.

If you teach the article 'The ever-changing TV set', I will provide students with several ways: 1 'Basic type': that is, according to the requirements of the guide, use the dictionary to correctly read the word sound, read the text correctly, and understand the text.

2 'Working type': According to the requirements of the reading, pre-study, and after-school thinking exercises, read and think with questions, self-reading, self-seeking, and self-training.

3 'Self-energy type': According to your own learning situation, you can ask questions that you don't understand in self-reading.

The three pre-study methods can adapt to the needs of students at different levels, and build a free, relaxed and in-depth learning situation for students to enable them to actively develop their potential.

(2) Let students solve difficult problems themselves.

The teacher first teaches the student method, and then instructs the student how to ask questions based on the text topic, the words and deeds, and the key words and key words.

If you read 'Nan Niwan Bay Land Reclamation' and read the topic, what do you want to know? ——What does “land reclamation” mean? Where is Nanniwan? Who is going to land in Nanniwan? Why do they want to go to Nanniwan to open up wasteland? Let the students solve the problems one by one, which lays the foundation for solving the difficulties and difficulties in the text.

(3) Ask students to find information themselves.

Before the lecture, the teacher can arrange the relevant information as a homework assignment.

When teaching 'Great Wall', I asked students to read the information about the Great Wall, such as finding a map of China, looking for the Yalu River and Jiayuguan on the map, collecting some photos and folklore about the Great Wall, students looking through Information, mastered a lot of relevant knowledge. Thus a better understanding of the text content.

(4) Let students self-test.

Let students test whether they have completed the learning tasks, such as whether the words are understood or not, whether they can memorize the wonderful parts, whether they can make after-school exercises, what learning methods are learned, and so on.

Find out the shortcomings and make up for it in time, and the learning effect will be better.

The fourth step: 'Dial' runs through the whole process of discussion.

When I prepare for class, I grasp the most basic and important knowledge of each class and the difficulties of the students.

The principle of dialing is: the students understand the key points, I give affirmation and strengthen, so that the understanding is deepened; when the students' understanding stays on the surface, I inspire and guide the students to understand the deepening; the students understand the wrong, I give inspiration and help to correct; it is both a key point and a difficult part. If the students don't understand it, I will guide the students back to the language to try and understand.

The teacher stood in the whole process of the discussion of the highest point of the textbook, and at any time organically infiltrated the ideological and political education, combined with the guidance of the study method, and taught the law of learning.

For example, in the text 'Tianji Horse Racing', in the teaching of 'the reason for turning defeat into victory', the teacher should make appropriate points: one to express the words and expressions of the characters' psychology, and the second to study the expressions of these words. The specific meaning of the character's psychology, Sanlang read the different emotional psychology of these characters.

On this basis, the teachers and students will come to discuss the reasons why Tian Ji’s horse is defeated. The horse is not much faster, and Qi Wei Wang is arrogant and underestimated.

Strategy 3: Teacher guidance, student selection (1) The teacher creates an optional situation, and the student determines the “selection point”.

'Selection point' is the teaching goal.

This link can be called teaching orientation. Each lesson or each lesson has many teaching objectives to choose from. In the choice of teaching, teachers and students generally follow the requirements of the unit goals and after-school exercises, as well as the student's situation and the characteristics of the text, the key points, the difficulties, a lesson. Identify one or several selection centers. In this range, design multi-level, gradient targets, to ensure that the bottom is guaranteed, and the top is not capped. Through it, students have a sense of responsibility and joy in learning, laying the foundation for future study. (2) The teacher controls the progress of teaching and deepens the “selection point”. In this teaching session, teachers and students focus on the teaching objectives, adjust to the academic situation, control at any time, and choose activities more effectively. (3) The teacher closely follows the teaching goal and returns to the “selection point”. After the students have fully independent and cooperative learning, each student has a considerable degree of mastery of this training point. At this point, the teacher can guide the students to return to learning, so that they return to the teaching goal from the learning process. (4) The teacher transcends the teaching content and transfers the “selection point”. To learn language and form language skills, students must be guided out of the text and take a “back and forth” training. In the language practice of students, encourage beyond the textbooks and adhere to their own unique opinions. In teaching, teachers should encourage creative ideas, encourage differences and seek common ground in seeking differences, and do more positive reinforcements to make students experience success. In this process, the students either read emotionally, or speak in their own personalized language, or have new imitations. Teaching Fragment: (Yuan Manli's 'Guilin Landscape' Teaching Design) 1. At the beginning of the class, the teacher asked the students to search for information related to the mountains of Guilin. 2. Choose your favorite content and learn by yourself. The small blackboard shows the study method: reading the experience, changing the word understanding, comparing the findings, questioning the inquiry, contacting the figure, and seeing the picture. 3. Choose your favorite partner to form a temporary group exchange. 4. Report your learning income. Health 1: I found that when I wrote the 'odd' and 'show' of Guilin, I used the analogy and wrote the word 'risk'. Although I used 'like', it is not an analogy. Health 2: I found out from the Internet that the mountains of Guilin are not only the ones described in the text, but also the famous Xiufeng Peak, Diecai Mountain, Libo Mountain, Nanxi Mountain, Reed Flute Cave and Qixingyan. Health 3: I have questions about the text. I think the ostium should be used behind the 'camel' because there are many mountains and various kinds. ...... V. Effect and experience after the implementation of the project: 1 Teacher-student interaction is conducive to the improvement of teachers' teaching efficiency. In the teaching activities, the teacher is the teacher and the student is the educated, so the interaction between the teacher and the student is a two-way movement of teaching and learning. In order to improve students' reading ability, teachers must improve their classroom teaching efficiency. 2 Teacher-student interaction is conducive to the cultivation of students' learning skills. In other words, my teaching model should teach students how to learn Chinese, develop their intelligence, and develop their ability to acquire new knowledge. 3 teacher-student interaction is conducive to the cultivation of students' creative thinking. In reading teaching, teachers should guide students to discover problems, ask questions, analyze problems, and personally participate in solving problems, forming a conscious and lasting internal drive. The student's own subjectivity is developed, awakened, and gained operational savvy, which will produce a critical, creative, developmental, and transcendental dynamic response to the teacher's information and instructions. Experience: 1, in the implementation process, we must make a positive evaluation of students. When it is found that the student's speech deviates from the answer prepared by the teacher, the teacher should affirm the flash point of the student's speech. Even if it is completely wrong, it must affirm the attitude of the student to speak positively, and tell the students to carefully consider and listen to other people's opinions. Students will not be frustrated by the enthusiasm of the answer, but can listen to the opinions of others and find out their own deficiencies. 2. Give students more exemplary role models. In general, allowing students to observe the successful homework process of their peers can promote the “self-efficacy” of the observers. When students with lower “self-efficacy” observe the successful homework of the same level, they will enhance his problem solving. Self-confidence. At the same time, for those successful students, the “self-efficacy” will continue to increase in the process of success. There are many forms to set up demonstration models, such as verbal praise, homework display, essay reading, diary circulation and so on. 3, to give students more opportunities for full performance. Teachers should be good at discovering their respective strengths and giving them as many opportunities as possible to perform, such as reading, performing, retelling, etc., so that they can enhance their confidence in learning Chinese when they fully demonstrate their talents.


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