The first content of the fourth chapter of this book is the goal of classroom teaching reform. The common problems in classroom teaching are listed, but I have every "bad phenomenon".
My class should be able to take the class of "drama performance of teaching plans" Teachers only have knowledge, lesson plans, judges and supporting roles, but they lack every student.
Many times, I am the "protagonist", mainly to "show myself". I really like the way I am lively in class. In the words of some teachers, I am "alive and kicking like a rabbit". But in fact, this is not a deliberate performance. I am such a class country. As long as I attend class, my mental state is more like chicken blood, and both the volume and body language are exaggerated than usual. This kind of classroom state may be more suitable for stories and classrooms that need to be performed, and it can inspire some students who love performance to perform. So the problem comes again. What about those students who are introverted or don't like to express themselves? Are you willing to show yourself under my influence? Do you know the role and make appropriate substitutions? None of this has caught my attention before. My purpose is more like "let the judges see a smooth and complete class". If the judges can see the flashing link of this class, then I think I have succeeded.
This reminds me of the story performance class held in Shaoxing some time ago. This lesson has been told three times in formal occasions, and the design is different each time. The first time I started class, I realized that the classroom model was too simple, and it was basically a model of imitation-teacher demonstration-student performance. Although the students can perform smoothly, now that I think about it, not all students understand the role and are willing to perform, only a few students who love to perform themselves are awakened. The second class, "add some rap, retell stories and learn something", seems lively and varied, but it still focuses on its own performance and leads the students away. Is the snake hungry without guiding the students to understand the role well? When it saw the mouse and caught it, its psychology and tone? ... and I didn't pay attention to students with weak English foundation, which became my classroom with "star students" In the third class, combined with the experience of the first two classes, I paid more attention to guiding students to understand the role and let go more than the first two classes, but similarly, I still didn't pay attention to the development of that other part of the students. (Try: After several groups perform on stage, after I give suggestions, let the groups that have never performed or dare not perform perform each other and let the other side talk about the good places and areas that need improvement, or let the groups that have performed on stage act as evaluators to give suggestions. )
Recently, I have paid more and more attention to those students who have been neglected by me, and I have realized more and more that there is too little dynamic generation in my classroom ... The classroom teaching reform of "new basic education" aims at cultivating new people with "positive and healthy development", which is exactly what I want to change. I want to teach for all students. I will try to solve these problems for myself:
First, the pursuit of "openness" and "interactive growth" teaching, I am not led by the teaching plan, nor are the students led by me. Not afraid of new problems in class, not to escape or transfer, but to dare to solve them. This requires you not to rely on teaching plans in class, but to design teaching from the perspective of students and think more about "is this easier for them to understand?" Think more about students' "learning" rather than their own "teaching", let students actively participate in classroom teaching, produce chemical reactions in teacher-student interaction and student-student interaction, and form thinking ability.
Second, pay attention to, capture, judge and reorganize students' rich resources such as basic resources, original resources, interactive resources, generated resources and programmatic resources in teaching. This reminds me of the last pronunciation class, the two pronunciations of th. After teaching/θ/,students are required to spell words, but the words spelled by students match its other pronunciations. I dare not deal with the students' generated resources, just a simple brush. More accurately, I don't know how to deal with it properly, that is, the lack of teaching wit. This is mainly because I usually don't pay enough attention to students, have insufficient experience in capturing, judging and using student resources, and have insufficient ability to deal with emergencies.
To change, we must put our ideas into action, get out of the comfort zone, persist in long-term practice and exploration, strive to break through ourselves and change teaching behavior.