In a short time, it is better to position the cultivation of study habits in classroom behavior norms, and of course, it can also be positioned in homework habits, reading habits and so on as needed.
A word every day means telling a famous saying to students every day. "Excellence means doing the simplest things best, doing the simplest things best, and Excellence will become a habit." This is my favorite daily message for children. Tell the story first: Socrates asked students to swing their arms 100 times a day. 10 days later, Socrates asked, "Who is still doing that cutting action?" About 80% of the students raised their hands. Twenty days later, Socrates asked, "Who is still doing that cutting?" About 50% students raised their hands. Three months later, Socrates asked, "Who is insisting on the simplest cutting action?" This time, only one student raised his hand. He was Plato and later became another great philosopher and thinker in ancient Greece.
What is the simplest thing? Swinging your arms is simple. Writing is also very simple. Keep your head straight, your shoulders flat, your eyes one foot away from the book, your chest one punch away from the table, and your hands one inch away from the pen tip. At the beginning, students can do it, one day, one year, and not many people really do it. Students know every study habit, seemingly simple things. It is not simple because it is not easy to persist for a long time. Let students realize that learning is not unattainable, and it is important to establish learning confidence and know habits. Understand that the process of learning is to do many simple things over and over again, for a long time, seriously and attentively, and the better you do, the better.
Third, the infiltration learning method in daily teaching.
The famous scientist Darwin and the German philosopher Karl both pointed out: "The most valuable knowledge is the knowledge about methods." Herbert Gejoy, an American psychologist, said: "The illiterate people in the future are not those who can't read, but those who have not learned to learn." In ancient China, there was also a saying that "teaching people to fish is just a meal, and teaching people to fish for life is endless". Teachers must let students learn to learn.
Learning method refers to a series of measures, ways and methods that learners form in the process of learning and are suitable for their own characteristics. Different learning stages have different learning objectives, learning contents, learning objects, learning environments and learning methods. The characteristics of the course are different, and the learning methods are different. Therefore, teachers should adopt different methods to guide students' learning methods according to their age characteristics, class types, different contents and requirements, and combined with their actual situation. In addition, everyone's personal qualities such as foundation, intelligence, ability, temperament and personality are different, and the conditions and environment are different, and the suitable methods are not exactly the same. Therefore, to guide students' learning methods, we should not only choose to face the whole, but also pay attention to individual differences.
The classification of students' learning methods depends on the classification of learning, and there are as many learning methods as there are. Psychologists have different views on the classification of learning. Learning activities belong to activities, and the classification of learning methods can refer to activities.
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Classification. From the learning process, it can be divided into preview, listening, review, homework and examination methods. From the content of learning, it can be divided into learning methods such as literacy, reading and composition. The learning methods of literacy, reading and composition are infiltrated in time with the arrangement of teaching content.
Guidance on the methods of preview, lecture, review, homework and examination, and then joining a new class or semester are all conducted in the form of special lectures, and guidance is given in the classroom in combination with the content. In order to highlight the guidance of methods and improve students' understanding of the importance of improving learning methods, the daily guidance link of pre-class conversation is adopted to guide students in a planned and step-by-step manner. For example, when we talk about review before class, we first talk about the forgetting curve of German psychologist Ebbinghaus, so that students can understand that they should review in time. To what extent have you reviewed? For the second time, I told my classmates about the influence of learning level on memory. Reviewing in time must be overdone. If you can remember it ten times, you'd better recite it 15 times, that is, 50% overdose is the best. The third time I will talk about the effective review method in time-watching movies. Let's talk about how Li Zhengdao "watched movies" when he was studying, and then talk about how to watch movies. "Think after each class: What text did you learn in this class? How many parts is this text divided into? What is the main content? What did the author express? What are the writing methods? Then inspire students to "watch movies", walk, rest, go to the toilet and sleep after class. Tell students to watch movies in their spare time, six classes a day, two minutes each class, five minutes at noon and 10 minutes before going to bed at night, which can produce permanent memories and achieve twice the result with half the effort. As I said before class, after the new class, I watched movies with the students, and the students gradually mastered the methods.
Section 3: 20-minute new lesson, carefully designed gradient training, highlighting key points.
Speaking of efficient classroom, I can't help thinking of two middle school teachers. One is an algebra teacher. In every class, there are books on the blackboard, and often the content has not been finished after class. The next day in class, I explained the wrong questions for at least 10 minutes, even half a class and new lessons could not be finished. The correct rate of homework can be imagined. One is a chemistry teacher. He never gives half a lesson in the new class and then does his homework. Before he did his homework, almost every question was explained. Students usually spend about 10 minutes to finish their homework in class, and the remaining 10 minutes. He asked to recite formulas, remember concepts and digest knowledge in class. He sat on the platform and corrected his homework. At the latest, his homework must have been finished between classes, and all the students' homework was approved face to face. At that time, I thought, the chemistry teacher is really relaxed. The algebra teacher always says that we have too many wrong questions and can't finish our homework in two classes. Occasionally, students have wrong questions, don't type X, and correct them after face-to-face teaching. In the end, the students' exercise books were all red √, with almost no X. At first, I was a little puzzled. Homework should be done independently. Why do teachers always ask for instructions before they do it, and are so tolerant of students who make mistakes? It was not until the final exam that I found that the average score of chemistry in the whole grade was the first in all subjects, with more than 95 points. However, the average algebra score in my class is less than 80, and there are very few students above 85. At that time, I didn't understand the deep-seated reasons for this difference. Being a teacher today, I am inspired to re-examine the classroom teaching of two teachers from the perspective of classroom efficiency.
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Algebra teachers are expensive and inefficient, and have tried very hard not to teach students. The chemistry teacher is exquisite and concise, which makes it easy for students to learn and finish their homework without taking up their spare time at all. The expensive and inefficient teacher tried so hard not to teach his students. It is conceivable that preparing lessons is big and not nerve-racking. He scratched his eyebrows and beard in class and couldn't see clearly. Teachers take pains to correct the problems in each class, forming a vicious circle. The reason for being tired in class is that you don't participate after class-you don't dig deep into the teaching materials for preparing lessons and you are not sure about the important and difficult points. Chemistry teachers are concise and easy to teach students. After class, they can figure out how to prepare lessons carefully, study textbooks, grasp key points, choose teaching methods and prepare lessons. After students learn in class, teachers will naturally relax and it is inevitable to get good grades.
It is also involved, but the time of fatigue is different, and the teaching effect is also very different. It seems that we are teachers, and it is more cost-effective to prepare lessons. Respectable chemistry teachers prepare lessons, grasp the key points of training and design gradient training to make students learn easily, which is a model of reducing burdens and increasing efficiency.
I believe everyone has heard that "mathematics teaching is a clear line, while Chinese teaching is a blur." The arrangement of Chinese textbooks seems to have no obvious level. In Chinese teaching, it is difficult to quantify and evaluate the effectiveness of students in listening, speaking, reading and writing through one class.
Observing the successful classroom teaching of famous teachers, we find that Chinese teaching can also be a "bright line". This line is the teaching idea. To design a clear teaching idea, we must study the course carefully, accurately grasp the training focus of the learning section, and then decompose the goal into every textbook, every unit and every text to find the breakthrough point of the article. If we fall into a vague dilemma in Chinese teaching, it can only show that the teacher has no ability to break down the goals and highlight the key points. The teaching materials are very targeted and targeted in course content, course objectives and course subject positioning. Only by accurate understanding can we move from the edge to the bull's-eye.
The gradient training of knowledge system follows the principle of from shallow to deep and from easy to difficult, which embodies the gradient. Adhere to the simple to complex, from imitation to application, in line with students' cognitive laws. Gradient training contains two meanings, one is gradient training from the perspective of knowledge system; For example, the rhetorical devices of metaphor are involved in the texts of low, middle and high schools, and the teaching objectives of each school are different, and the requirements are gradually improved. The lower grades only need to know what to compare and do. Middle school students should distinguish ontological words, figurative words and figurative words, tell their functions and write simple figurative sentences to use in their compositions. Senior students must distinguish simile, metaphor, metonymy and metaphor, and combine the context analysis to express the effect, not to write a metaphorical sentence, but to write a group of metaphorical sentences. Gradient training contains the second meaning, which means that gradient training is implemented from layered exercises designed according to the individual differences of students in each class. Take the teaching of figurative sentences in senior grades as an example. One of the following two exercises is designed by imitating figurative sentences, that is, facing the whole and promoting by classification, so that the top students can eat well and the bottom students can eat well.
1, cloud image in the sky, image, image. 2. Make the world colorful like spring;
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Spring is like filling the world with notes; Spring is like, making the world full of joy; Spring is like; Spring is like.
The fourth quarter: homework review 15 minutes, intensive speaking, more practice in class, and review homework in cycles.
Intensive lectures and more practice are the only way to improve classroom efficiency. "Intensive speaking" requires teachers to be concise in content, appropriate in methods and refined in language. Strengthening oral English is not only to make time for more practice, but also to provide guidance for more practice. In Chinese teaching, "more practice" means to make students fully use their mouth, hands and brain to engage in reading and expression activities, so that they can practice basic skills such as listening, speaking, reading and writing while acquiring basic Chinese knowledge such as words, sentences and articles. As far as the relationship between lectures and practice is concerned, intensive reading lectures is not only to make time for more practice, but also to provide guidance for more practice.
Practice is "training". What is "training"? Mr. Ye Shengtao, a famous educator, has long had a classic explanation of "training", that is, "training" is the instruction and teaching of teachers; "Practice" is the practice and practice of students. "Training" is the basic means and way to achieve the core goal of Chinese ability. Mr. Yang Zaisui, a senior Chinese teaching research expert, once pointed out: "As far as Chinese teaching in primary schools is concerned, the most important thing is to lay a solid foundation, requiring practical training, practical training and effective implementation." Indeed, Chinese class should not only strengthen the training of language and writing, but also "train in a down-to-earth manner". As far as the form of language use is concerned, training can be divided into oral language training and written language training. Therefore, it is really necessary to incorporate classroom exercises into teaching design.
When students attend classes in public or at ordinary times, there is little or no time for them to finish their homework in class. It is often a class. After class is over, the teachers think it will take a few minutes to finish, so they don't want to leave the class time for the children to do their homework. In this way, students finish their homework hastily during the break, and the accuracy is low. The chemistry teacher designed different levels of homework, and each class was reserved for students to do homework in class. Face to face, when problems were found, they were corrected in time, and the classroom knowledge was mastered, which was worth learning.
"I can't get tired of reading old books for a hundred days. I can only learn things if I read them carefully." What students have learned cannot be consolidated by reviewing it once or twice. To achieve a steady stream, tighten first and then loosen. Teachers can use the five minutes before class to guide students to sum up the knowledge points of this lesson, recall the knowledge points of this lesson, review the knowledge points of this unit, dictate the words that are easy to make mistakes, and recite the most difficult fragments of the text. Each knowledge point has at least six opportunities to strengthen its imprint, and these six times are carried out at different stages of the learning process, so as to consolidate it in time and repeat it constantly. You don't need to memorize every review. For what you have learned, you may just browse, which is easy to confuse the content that is difficult to remember. With a little reminder, it will definitely leave an unforgettable mark on the memory board. Don't underestimate the five minutes before class, its review effect is far more than half an hour after class.
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"Reducing the burden" is a means, not an end. The real purpose of "reducing the burden" is to improve the quality of education and teaching and teachers' own quality in an all-round way, so that every student can have a happy mood and let students turn hard study into happy study. Only in this way, students can become the real masters of learning, students will be happy and willing to learn, the effect of education and teaching can be guaranteed, and finally reduce the burden and increase efficiency.