As a teacher, we all know that our classroom teaching activities are two-way activities jointly constructed by teachers and students. Teaching process is an interactive process between teaching and learning, that is, teachers use "teaching" to promote students' "learning" and students use "learning" to promote teachers' "teaching". Teacher-student interaction is the interactive teaching between teachers and students on the basis of conscious activities. Its ultimate goal is to make the classroom active.
Traditional classroom teaching is dominated by the idea of infusion, and the teaching process is regarded as a "infusion" process. Teachers talk with their mouths full, students listen, and teachers and students lack active communication, so the teaching effect is not ideal. Modern educational theory holds that the real meaning of education lies in discovering human value, exerting human potential and developing human personality. The interactive teaching method can realize these ideas more effectively. An important feature of interactive teaching is "participation". By emphasizing the two-way communication between teachers and students, it fully mobilizes the enthusiasm and initiative of both sides, thus activating the classroom atmosphere, releasing the energy suppressed in the subconscious, flashing the spark of wisdom, realizing the vibration of teaching and achieving the best benefits for both sides. In the "interactive" teaching method, it is very important to teach according to the active investigation process and pay attention to serious thinking and learning from "real life".
Interactive teaching method is a kind of democratic, free, equal and open teaching. This is an opportunity to examine and think about the relationship between teaching and learning. It is a new teaching system based on constructivism and cognitive learning theory. It advocates communication and dialogue as the core and teaching implementation. In communication, a new and personalized world of meaning is generated through the integration of people and texts, and the expansion of spiritual world and the growth of life experience are realized. Through different viewpoints,
The specific scene of interactive teaching may occur in organized teaching activities or informal games, life and communication. The forms of interaction can be varied, such as the interaction between teachers and individual students, some students, all students, students and teaching media. , can be oral or written.
The result of interactive teaching is reciprocal, and both sides always hope to meet their own needs through communication, so as to improve and develop themselves. This kind of complementarity and reciprocity between the two sides is based on the differences of communication subjects. The interaction between teachers and students is the best proof of the complementarity and reciprocity of teaching communication. Teachers and students have different qualities and needs, so there must be differences between them. The existence of this difference provides the premise for the interaction between the two sides, thus forming complementarity and cohesion, which will become a great force to improve the effectiveness of interactive teaching.
In my class, I reflect the interaction between teachers and students in this way:
(A) change the teaching philosophy of teachers
The new curriculum reform needs interactive classroom, and the society needs to cultivate students' ability through interaction. Therefore, our teachers must change their teaching concepts to meet the needs of this development.
(B) the use of "live" teaching materials
Perhaps some teachers find that many students like various phenomena in nature, but they don't like classes. The reason is very simple, because our classroom teaching has not gone out of the "curriculum-oriented" and limited classroom time and space. Although the teacher spoke in general, the students felt irrelevant. Therefore, classroom teaching should be strengthened from life to science and from science to life. Teachers should change from "teaching textbooks" to "teaching with textbooks". It is necessary to carry out targeted design according to the actual situation, select and expand courses according to students' interests, hobbies and personalities, strive to break through closed classroom teaching, change the concept of subject-based and pay attention to the reorganization of teaching materials.
(C) to understand the cognitive level of students
This is the key to implement classroom teaching tasks and choose appropriate teaching methods. Teachers' determination of the depth and breadth of teaching content depends largely on students' current intelligence level and recent "development fields", and actively mobilize students' non-intelligence factors. Therefore, teachers should know exactly what knowledge, acceptance, hobbies, personality characteristics and so on students have mastered. Only in this way can they choose teaching methods accurately.
(d) Clear objectives, tips and requirements (play a guiding role)
Before class, clearly mark the teaching objectives of the teaching content to be taught the next day through the tutorial, and arrange specific tasks, requirements and clear hints for the teaching content of this class, so that students can clearly understand the direction and tasks of interaction in class.
(5) Carefully design tasks
The design of the task largely determines whether students can effectively carry out cooperative activities. The task design should be clear, step by step, diverse and true.
1. Clarity and ladder of tasks
In the cooperative learning class, we often see this situation, that is, the teacher gives an order to ask students to cooperate in learning, or discuss, or investigate, or interview, but the students look at each other and don't know what to do. One of the reasons may be that the teacher's instructions are unknown and the students don't know how to move. Another reason is that the teacher didn't pay attention to the step principle of the task, and let the students engage in some more complicated communication activities immediately after the new teaching. Such as role-playing, debate, narration, investigation, interview, etc. As a result, students have little knowledge of what they have learned, so that in practical application, they don't even know how to apply it. Students' activities become blind and disorderly, and interaction becomes a good opportunity to chat and play games, which simply fails to meet the teacher's expected purpose and affects the learning effect. In teaching activities, the tasks assigned by teachers must be clear and have a certain gradient.
2. Diversity and authenticity of tasks
The diversity of activities refers to the change of space, time, content and mode of activities. Make full use of the mentoring program. Students' cooperative learning can be arranged in the classroom or outdoors. You can use your spare time in or after class; The activity content is closely related to the teaching content, and strives for certain authenticity.
(6) Appropriate teaching methods, promoting democracy and tapping human resources.
Whether students are interested in what the teacher says depends on the way the teacher lets them know. The "equal and democratic" teacher-student relationship is the premise of teacher-student interaction and student-student interaction. Teachers and students are partners. The teaching process is a process of cooperation between teachers and students, who should be partners and independent and equal in personality. Teachers can't treat students condescendingly, and students don't have to be obedient. Teachers and students should respect each other, trust each other, recognize each other, encourage each other and learn from each other. Teachers and students are friends. Teachers should step down from the sacred platform, come out from the adult culture, sincerely walk into the students' culture, approach the students, listen to their voices, feel the dialogue between children's hearts and become friends with them. For teachers, we should not only deal with the relationship between teachers and students and individuals, but also deal with the relationship between teachers and groups. Teachers can participate in group learning activities as members of the group, and can also serve as consultants of the study group, providing students with information, consultation and guidance to help them solve difficult problems.
In order to create an easy-to-learn interactive atmosphere between teachers and students, teachers must change their roles, change their positions appropriately, and encourage students to express different opinions. Some scholars believe that it is indeed reasonable for teachers to "nod and smile and listen to him attentively". "Smile" is a nutrient to enhance the relationship between teachers and students, and "nodding" is an acceptance and encouragement. When students see the teacher nodding to themselves, they feel more intimate with the teacher. The teacher's concentration is manifested in the fact that the teacher does not draw a conclusion immediately, and the students evaluate together, thus forming a good relationship with their classmates. Interaction in classroom teaching can really make students learn to cooperate and communicate, learn to judge, learn to look at problems from multiple angles and think and analyze rationally, and learn to criticize and speak with their own positions.
The horizontal interaction between students is a problem that we often ignore. Guide students to analyze, discuss and debate freely according to the content in class.
(7) Create cooperative learning atmosphere, create interactive conditions and lay a good foundation.
1. Create a cooperative learning environment.
"Knowledge-based" classroom teaching focuses on "knowledge indoctrination", which objectively creates a depressing environment rather than a cooperative environment, while "student-centered" classroom teaching focuses on students' experience of success and happiness in feelings and participation. Students are individualistic learners, and the learning environment is smooth, harmonious, tacit, respectful and trusting, which is the classroom teaching under the new curriculum concept.
(1), a sound psychological environment
In the process of cooperative learning, teachers should create a good cooperative learning atmosphere, give students psychological security or spiritual encouragement in various appropriate ways, treat students as friends and confidants, and be more understanding, encouraging and tolerant, so that students' thinking will be more active, their enthusiasm for exploration will be higher, their desire for cooperation will be stronger, and their classes will be more energetic.
② Rich space-time environment
In the usual teaching, we often see that because students don't follow the teacher's preset trajectory, or because students are "hesitant" and afraid of unnecessary details and wasting time, the teacher unscrupulously interrupts students' speeches or activities. These "skimming" and "overnight" cooperative learning can only be formal cooperative learning. Therefore, when students participate in cooperative learning, they should be able to
(3), enthusiastic help environment
In all the groups in the class, it is inevitable that some groups can't cooperate smoothly because the group leader's organizational ability is low and immature, or the overall strength of the group deviates. Teachers should vary from group to group and provide students with necessary heuristic help. Teachers can naturally participate in difficult groups as an ordinary collaborator, so that students don't realize that they need teachers' help because of the low level of the group. Secondly, teachers should consciously create more opportunities for them to express themselves in order to stimulate them.
④ Sincere incentive environment.
Advocating the academic idea that "success is the mother of success" can get twice the result with half the effort. In teaching, teachers should master and make good use of this classroom lever to create a cooperative learning atmosphere that can give full play to their learning personality, express their opinions, communicate with each other and even hold their own opinions. Sincere praise and approving eyes ... can make every student truly experience the success and happiness of cooperative learning, thus generating the desire for further cooperation.
2. Handle the relationship between group orientation and teaching students in accordance with their aptitude.
Facing all students and paying attention to the development of every student in the class is the basic requirement of quality education. In this group, there are learning individuals with different personalities and specialties. Therefore, whether teachers can correctly handle the relationship between groups and individuals in the process of organizing cooperative learning directly affects the benefits of cooperative learning.
(1), reasonable team building
Reasonable construction of cooperative learning groups is not only the basis of students' cooperation, but also the basic means to realize effective interaction among students' groups. A study group should be the epitome of a class group. We can group students according to their intelligence, ability, preferences, personality, psychological quality, family background and gender. And adopt the mode of heterogeneity within groups and homogeneity between groups. Pay attention to reasonable collocation and combine introverted students with extroverted students. Combine students with poor grades with students with good grades, taking into account the ratio of male to female, ensuring that students complement each other and help each other to the maximum extent, develop their intelligence and cultivate their ability, so that group cooperation can achieve results in a short time. Because the classes we are teaching now are generally large classes with a large number of students, we can adopt the grouping method of large groups. For example, divide the class into four groups, and then divide each group into three groups with four to six people in each group.
② Activate the strength resources of the cooperative group and optimize the structure of the cooperative group.
Teachers should be good at tapping the potential of each student, assigning tasks to each member according to their personal strengths, so that everyone in the study group has something to do and everyone has something to do, stimulating the learning initiative of students at all levels, broadening the depth and breadth of communication among students, and enabling learning individuals to obtain more information resources from the group. The purpose of activating group strength resources is to stimulate the source of individual strength and condense the overall resultant force. Cooperative learning can easily lead to individual students' dependence and laziness. It is also easy to lead to the top students being the only one. Only when every student feels that "I am a member of the group, I am also very important", "I can also contribute to the group" and "the partners of the group need me" can the students' learning automaticity, spontaneity and sense of responsibility naturally glow and condense into an indomitable joint force, so as to cooperate more effectively. Improve learning efficiency. We can use "honor and disgrace and * * *" to summarize the interdependence and mutual help among team members. Only when students realize their "life and death and * * *" relationship, that is, only when all members are successful, can they work together independently to complete various tasks. Therefore, we should establish a multi-angle interdependence and establish "everyone for me"
(1), roles are interdependent.
In the process of cooperative learning, we usually see this situation, that is, individual members in the group undertake most or even all tasks, while other members in the group do nothing. This "hitchhiking" phenomenon usually occurs because the group has no positive goal interdependence, and also because of the lack of positive role interdependence in group activities. The division of labor among team members is not clear and the responsibilities are not in place. Therefore, in order to accomplish a certain task, each group member plays a complementary and internally related role, thus concretizing the group responsibility. In group activities, different members can assume the following roles: ① recorder: responsible for recording the resolutions of group lectures and writing group reports; Inspector: responsible for ensuring that all members of the group can clearly state the answers or conclusions reached in the group; Accuracy referee: responsible for correcting any mistakes made by others in explanation or summary; (4) Contact: responsible for the contact and coordination between the group and teachers and other groups; ⑤ Reporter: Responsible for retelling the main conclusions and answers of the group. In specific activities, teachers can exchange roles for group members according to different teaching methods. This can not only increase the freshness of group learning, but also improve students' abilities in many aspects. More importantly, let them actively assume their own responsibilities, while enjoying the services and help of others, make contributions to their own groups and play an active role in group learning activities.
(2) Interdependence of goals
Usually, before cooperative learning, I will set a clear group goal, which is often an integral part of a class, such as "what to learn and make sure that every group member learns." In this way, students can understand the relationship between them as "honor and disgrace and * * *" and "honor and disgrace are shared", and realize that they are not only responsible for their own study, but also for other peers in their group.
(3) Reward interdependence
When team members make progress or achieve the same goal through Qi Xin, each member of the winning team can get the same reward. Rewards can be material or spiritual, such as reducing their homework, publishing a blackboard newspaper introducing the team members' study or life, or rewarding extracurricular books. For example, after testing students, I calculate the improvement scores of each group. The winning team will give some rewards. The specific way is to give each student a basic score according to his usual grades. For example, a student with average grades can set his foundation at 80 points. If his test score is 85, then his promotion is divided into 5 points, and then the promotion of team members in the group is divided into stages. The group that always improves the score will win. Members of the winning group can reduce the amount of homework this week. This can not only enhance students' sense of competition, but also promote students' sense of cooperation in the group, and urge students with good grades to help students with poor grades, thus increasing the competitive strength of the group and greatly improving students' interest in learning. For example, in Chinese reading class, in order to enhance students' reading interest, improve reading speed and the ability to search for information in a short time, I ask each group to read an article quickly within the specified time. After that, they close the article and ask questions about the content of the article to see which group answers correctly, so that the members of the winning group can get the same reward. This positive reward interdependence can arouse students' learning enthusiasm to the maximum extent and enhance their sense of cooperation and competition.
3. Guide cooperation and competition
Guide students to actively cooperate and compete reasonably. Cooperation and competition is an objective social phenomenon. Cooperative learning advocates "intra-group cooperation and inter-group competition". Cooperation is based on good character, and mutual trust, mutual respect, mutual humility and mutual appreciation are its main spiritual qualities. The competition in cooperative learning is extroverted, and there are generally two situations: one is the learning competition among students, which is mostly carried out at different levels. Due to the differences in individual qualities, there can be competition between top students and poor students, and their character can be tempered, their will honed and their character cultivated in the competition. Second, the learning competition between groups can strengthen the group structure, promote the cooperation among group members, promote the interaction among students, and make students participate in learning activities more seriously and enthusiastically. When organizing learning, teachers should pay attention to preventing students from destroying each other, guide them from the front, organize students to compete fairly, establish a good cooperative learning relationship in the competition, form a virtuous circle of "cooperation-competition-cooperation" in cooperative learning, help students improve their comprehensive quality, and make competition a means to promote learning success.
As a teacher, we all know that our classroom teaching activities are two-way activities jointly constructed by teachers and students. Teaching process is an interactive process between teaching and learning, that is, teachers use "teaching" to promote students' "learning" and students use "learning" to promote teachers' "teaching". Teacher-student interaction is the interactive teaching between teachers and students on the basis of conscious activities. Its ultimate goal is to make the classroom active.
In short, in the new curriculum Chinese teaching, through extensive communication, teacher-student interaction, student-student interaction, mutual communication, mutual influence and mutual supplement can be realized, so that the learning process can become more of a process for students to discover, ask and solve problems, build a harmonious, democratic and equal teacher-student relationship, let teachers and students teach and learn from each other, form a real "learning * * *", and create teacher-student communication. It has become a new classroom teaching mode. The slogan is "Let the city interact". Then, in teaching, we should also shout loudly: "Let our classroom move-let teachers and students interact!" "