1. The art of introduction-introduction is fascinating.
Introduction is the prologue of a class. Its function is to lead students' interest and learning desire into the predetermined teaching track and make students curious about new learning content. The basic requirements of teaching introduction are fascinating and taboo.
Taboos are the same, bland and tasteless. Teachers should be good at designing teaching leads according to the teaching content and the students' reality, and find the coincidence point between them. There are many ways to design the lead, but the most important thing is to enter the country with "fun", "affection" and "strangeness" to make the lead attractive. First of all, interest is the best teacher and an extremely important driving force for students to acquire knowledge, broaden their horizons and enrich their psychological life. As long as we can cultivate and stimulate students' interest in learning, we can encourage them to concentrate on acquiring knowledge and creatively complete their learning tasks. Stimulating interest requires teachers to design or ask some interesting questions. At the beginning of the class, the teacher set suspense according to the content of the text, just like the wonderful part of the novel came to an abrupt end, which made readers want to know more about the following. This can stimulate students' thirst for knowledge.
"People are not vegetation, how can they be ruthless?" There is a saying in The Analects: "Knowing is not as good as being kind, and being kind is not as good as being happy". The so-called "music" essentially emphasizes the role of emotion in learning. Therefore, only by stimulating interest and making students enter the classroom situation can they get a cordial experience and enjoy their body and mind, thus accepting the edification of truth, goodness and beauty. This is particularly important in the teaching of literary and artistic works. The key to stimulate emotion is to introduce students into certain situations, so that students and teachers can produce emotional voices together with the text. Every teacher should take the touch of self-passion as the starting point to infect students' emotions. Teachers use their own language full of true feelings to achieve the effect of emotional connection, psychological integration and exploration between teachers and students.
The physiological basis determines that the human cerebral cortex can not only respond to external stimuli, but also comprehensively analyze external stimuli, that is, the process of thinking activities. The response efficiency of the brain is related to the intensity of the stimulus, and the multilateralism and novelty of the stimulus are the strong stimulus characteristics that cause the rapid response of the cerebral cortex. Therefore, teachers should guide flexibly according to the specific teaching content, specific environmental conditions and specific students' quality.
Common teaching leads are dialogue, heuristic and story-hanging, and guessing can also be used for lower grade pupils. These types are helpful to arouse students' interest in new teaching content and unconsciously enter the teaching track. As the saying goes, a good beginning is half the battle. Some people argue that students' attention should be caught after five seconds of speech. Therefore, it is an important link to improve the art of teaching language to carefully design teaching leads that can catch students' attention.
A teacher is teaching a lesson about beneficial insects and pests. The teacher first gave a riddle: "It is a hemisphere with several stars on its back. When aphids see it, they can't live. " Let the children guess an animal. The children are very happy to guess that this is a ladybug. At this time, the teacher seized the opportunity and asked, "Why did aphids die when they saw ladybugs?" Children become more active, which naturally leads to the topic of "beneficial insects and pests"
Teachers can start with short riddles, which can not only arouse children's enthusiasm for learning, but also enable children to cultivate their thinking ability through the analysis and synthesis of riddles.
2. The art of questioning language-the difficulty of questioning language is moderate.
Question language is a teaching language used to inspire students to think and answer questions in the form of questions. Questioning is the fuse to arouse students' thinking, the opportunity to stimulate students' consciousness and the means of teaching inspection. Clever or clumsy questioning reflects the artistic level of teaching language, resists the progress of teaching process and determines the quality of teaching effect. Therefore, how to ask questions is very learned. If you want to use the questions well, you should pay attention to these points.
2. 1 topic to plan; A class should ask several questions, and the angles of the questions should be carefully conceived, and it is forbidden to "ask all the questions". Attention should be paid to the concentration and rhythm of questions and the cooperation of other teaching methods. Teachers should closely follow the teaching objectives, the key points and difficulties of teaching materials, and strive to design fewer but better questions according to the specific conditions of students, so as to get to the point. In this way, we can learn from system engineering methods, merge, simplify and delete problems, and achieve the purpose of streamlining quantity, increasing capacity and improving quality.
2.2 The design of questions should be enlightening, which can guide students to explore in the "kingdom" of thinking, so that they can receive strong thinking training and avoid asking simple questions such as "yes" and "no". A study in the United States shows that 50% of successful learning tasks can provide the greatest happiness. For challenging problems, students will choose a good solution according to their personal ability and subjective efforts, so as to achieve success, which can make students feel proud, promote the improvement of their ability, enhance their determination, generate happiness and enhance their willpower.
2.3 Ask questions in an orderly manner; What to ask first, and then what to ask, teachers should have a well-thought-out plan. Ask questions from the outside to the inside, from the superficial to the deep, step by step, in an orderly way.
2.4 Questions should be difficult and moderate; That's the point. Asking questions should be based on the actual level of students, and the situation in the questioning process should be adjusted. Teachers can decompose big and difficult questions into specific small questions to reduce the difficulty of each question and reduce the slope between questions. Students answer specific small questions one by one, and then gradually solve big problems that are difficult to solve. "If you don't accumulate steps, you can't go to Wan Li Road." With the deepening of teachers' questions, students gradually think, answer and accept knowledge, and teaching activities are gradually promoted.
2.5 The method of asking questions should be flexible; Some questions may be difficult to ask directly from the front; If the teacher can ask indirectly from the side, maybe the students will answer. This is a problem in teaching.
A teacher taught students to form the concept of "animal" in a first-grade science class with a question and answer:
Teacher: Why are chickens, ducks and pigs all animals?
Health: Because they are all called.
Teacher: Is that right? Earthworms can't bark, but they are also animals!
Health: Earthworms can crawl. Those who can crawl and walk are called animals.
Teacher: Fish can't crawl or walk. They can only swim in the water. Birds can fly, aren't they animals?
Health: They are animals because they can move. Animals that move are called animals.
Teacher: Animals that can move are called animals, but are airplanes animals?
Health: Planes can't fly by themselves. It is driven by people. It is inanimate, not an animal.
Teacher: By the way, creatures that can move by themselves are called animals.
The teacher uses several questions to make students think, and then explains the concept by comparative method, so that students can "think before they get it", inspire students to think and explain the essence of the problem accurately.
3. The art of explanatory language-explanatory language is easy to understand.
Explanatory language is the language that teachers describe and explain when spreading knowledge and skills to students. It is the most frequently used and widely used teaching language. It is important to teach students a brand-new knowledge and questions that students don't understand. Teachers should not only explain the concepts, principles and other intellectual things clearly, but also teach how to do well. Therefore, the explanation language should be standardized, clear, accurate, fluent, popular, easy to understand, vivid, interesting and inspiring, so that students can accept it happily. The most important thing is to be easy to understand. The so-called popularity means that the teaching language can approach or communicate with the common language of the people and can be translated or digested by the common vocabulary of the people. Only in this way can the teaching language be generally understood and accepted by the vast number of teaching objects. Popularization is the premise and means of being easy to understand, which requires that the expression form of teaching language should not only be easy to understand, but also the expression content of teaching language should be understood and accepted by the majority of teaching objects, which requires teachers to be good at standardizing the expression content and expression form of teaching language.
How to turn the language of the textbook into an explanatory language that students can easily accept, so that students can listen with relish? This not only requires teachers to have a deep understanding of the knowledge system of textbooks, but also requires teachers to have high expressive ability and teaching language skills. In fact, this process of turning abstruse into popular is just like turning abstruse scientific principles into popular scientific books, which requires profound scientific foundation and superb language expression ability and skills.
When explaining the meaning of "beauty", a teacher started with a fable and made the following explanation: "Rainbow saw the curved stone bridge and said to it: My sister on earth, your life expectancy is longer than mine. Shiqiao replied: You are so beautiful that you will be remembered for a long time. " After leading the students to discuss, the teacher concluded: "I think rainbows and bridges are beautiful." Hongmei is magnificent, beautiful and short-lived; The beauty of the bridge is silently dedicated, and the beauty is eternal. The connotation of beauty is rich, and her extension is very extensive. She is colorful and everywhere. We can't despise the stone bridge under our feet just because there is a rainbow; You can't be unwilling to look up at the rainbow in the sky just because you set foot on the stone bridge. Beauty is by no means a simple sentence. We should actively discover the beauty around us, including beautiful things, beautiful personality, beautiful life and beautiful ideals. You can't exclude the vitality of green just because you like the vastness of blue; You can't envy grandeur and ignore obscurity. We should consciously pursue beautiful language, beautiful behavior and beautiful mind at every moment of life, and demand ourselves with beautiful standards.
This kind of explanatory language guides students to look at problems dialectically from concrete examples, which not only dialyzes higher-level speculative problems, but also broadens students' thinking, achieves the function of developing intelligence, and enables students to learn to try to analyze problems dialectically. At the same time, under the vivid and beautiful language interpretation of the teacher, form, emotion and reason are intertwined. Students deeply understand the reasons because of the sublimation of emotions. Language art plays a guiding and reinforcing role in students' cognitive activities.
4. The art of adaptive language-adaptive language is situation-oriented.
Adaptability is a manifestation of educational tact. Adaptability is the teaching language that teachers use to cope with the changes in teaching situations. Teaching is a bilateral activity, both sides are in a complicated relationship, and the teaching situation often changes due to unexpected circumstances. How to cope with the ever-changing teaching situation, flexibly adjust the teaching language according to the new situation and students' acceptance ability, and control classroom teaching, which requires teachers to have adaptability, teaching tact and language art, flexible and appropriate use of teaching adaptability language, and requires teachers to have keen discovery ability and agile thinking. He is good at following the students' thinking track, finding out the symptoms, awakening the "dreamer" with appropriate teaching language, and making students suddenly realize in a few words, thus making the teaching activities develop healthily. This requires teachers to fully consider students' acceptance ability, suit the remedy to the case, be calm and witty, be patient and kind, be good at regulation and control, and have amazing quips; Never be at a loss because teaching is in trouble and blame students.
A primary school Chinese teacher is in class, and the students are listening with relish. Suddenly a cicada broke in, and all the students' eyes were focused on cicada. First, there was a commotion, and then some people booed, and some voices said that they would "catch". At this time, the teacher forcibly inserted a sentence: "Students, let's talk about cicadas now." The students were surprised to hear that the teacher was going to talk about cicadas, but they wanted to know what the teacher was going to talk about. The teacher took the opportunity to say, "First of all, we should test everyone to see who can say some cicada words." A student immediately raised his hand. Some people say that "the golden cicada is out of its shell." Someone said "re-election ...", so the students' attention was unconsciously attracted again.
Pupils are active in personality, and when there are external interference events in class, it is inevitable to boo, which often makes teachers unprepared. If it is not handled properly, it will inevitably disturb the classroom order and affect the teaching progress. The teacher improvised and played with cicadas, which immediately diverted students' attention and mobilized their enthusiasm for learning, killing two birds with one stone.
5. The art of conclusion-Concise conclusion.
The conclusion is to summarize the teaching language of a class or a question. Its function is to enable students to consolidate and strengthen what they have learned, clarify their thinking and master methods, and rise from perceptual knowledge to rational knowledge. This kind of teaching conclusion should be concise, thought-provoking and meaningful, such as olives in the mouth and sounds around the beam; Don't simply repeat what you said mechanically, the language is boring and nothing new. Creating a concise and meaningful teaching conclusion requires teachers to grasp the characteristics and knowledge system of the teaching object, and have high generalization ability and superb language expression ability. In this regard, many teaching examples of special-grade teachers provide us with examples. Successful "Ending Language Art" can give students a complete knowledge by combing, summarizing, revealing the rules, making the finishing point, refining and sublimating, and guiding exploration of the teaching content of a class, thus leaving a deep impression on students' minds. Among them, the most widely used is the abstract that closely follows the full text and highlights the center.
For example, the lesson "Green Office" taught by a teacher ended like this: Now let's go back and look at the topic. Why is the title of this class called "Green Office"? Why do you put double quotation marks on the topic? The students are right. Actually, there is no office. "Green office" means "forest by the lake". This refers to Lenin's difficult revolutionary struggle environment at that time with the name of a proprietary thing. So, use double quotation marks on the topic. Class is over.
This way of ending the lecture is closely related to the full text, making the finishing point, concise, fresh and specific, highlighting the key points, leaving a deep impression on people, which is of great benefit to cultivating students' memory, association and thinking ability.
At the end of induction, teachers can not only induce according to the teaching focus, but also guide students to induce, and teachers and students can also induce together. The teacher summarizes the outline and the students repeat the content. This conclusion art is mainly manifested in the ability to use concise language in a short time, so that students can make clear the key points in a relaxed atmosphere, master the main line and key contents, and produce an outline effect.
In short, only by constantly improving the art of using teaching language in practice can teachers enrich classroom teaching and enable students to master knowledge and skills in a beautiful experience.