The teachers’ unique teaching styles are as follows:

1. Main types of teaching styles

1. Intellectual type

This style is mainly manifested in: the teacher's lectures are simple and easy to understand, clear in structure, analyzed layer by layer, interlocking, rigorous in argumentation, rigorous in structure, using the logical power of thinking to attract students' attention, and using the power of logic to attract students' attention. Intelligently control the classroom teaching process. By listening to teachers' incisive lectures, students not only learn knowledge and receive thinking training, but also are influenced and influenced by teachers' rigorous academic attitude, and learn to think about problems calmly and independently.

2. Natural type

The characteristic of this style is that the teacher's lectures are friendly and natural, unpretentious, not pretentious or deliberately exaggerated, but eloquently and carefully guided, so that teachers and students can work together in an equal and collaborative manner. In a , harmonious atmosphere, silent two-way communication is carried out, and the desire and exploration of knowledge are integrated into simple and real situations. Students gain knowledge through quiet thinking and silent approval.

Although the teacher's lecture voice is not loud, his expression is calm and sincere, just like spring rain seeping into the students' hearts, moistening things silently, giving people a feeling of relaxation, tranquility and tranquility.

3． Emotional type

This teaching style is manifested in the teacher's full emotion in teaching, integrating his love and pursuit of science and culture into his care and expectations for students, and full of high respect and dependence on people. When it comes to emotional points, the emotions are often high, impassioned, exciting, and soul-stirring, causing students to have strong emotional resonance. On the premise of understanding and communication, teachers and students jointly create a desire for knowledge, A lively atmosphere to explore the truth.

4. Humorous type

The most prominent feature of this style is that the teacher's lectures are vivid, witty, witty and touching. A vivid metaphor is like the finishing touch, opening the door to wisdom for students; a well-placed humor causes students to smile knowingly, like drinking a cup of fresh sweet spring, giving people nostalgic nostalgia; aphorisms from philosophers and cultural mottos are often used from time to time. Interspersed with narration, it inspires and alerts students.

5. Technical type

This style is that the teacher is proficient in teaching techniques and full of wit. Various teaching methods and skills can be picked up at hand and used freely and just right. There is no trace of carving at all. For example, if multimedia is introduced into the classroom, the entire classroom structure is like a thinking program, with natural transitions, tight organization, reasonable collocation, and orderly manner. Explain, analyze and demonstrate clearly; ask questions, discuss and practice.

According to the actual situation of students, it fully reflects the teacher's thorough understanding of students, reasonable use of teaching methods and accurate grasp of the important and difficult aspects of teaching materials. This is a teaching style that pursues high efficiency for students to master knowledge.

2. Development of teaching style

1. Constantly reading

Su Shi, a writer from the Song Dynasty of my country, once said: Be knowledgeable and appreciative, accumulate thickly and gain knowledge only sparingly. This statement has become the key word for teacher growth. Zhuangzi once said, "If the accumulation of water is not thick, it will be unable to carry a large boat; if the accumulation of wind is not thick, it will be unable to carry a large wing." It can be seen that teachers’ professional growth requires persistent reading. Teachers' "reading" needs to carry out comprehensive and systematic design, draw up specific reading plans, and master scientific and effective methods.

2. Be willing to listen

“Teachers should respect students’ individuality, develop students’ strengths, be good at teaching according to students’ cognitive and learning styles, and fully activate students’ interest and enthusiasm for learning, so that they are “enjoyed to learn” and "Learning" until "learning". In short, teachers can understand different students and their differences through "listening", seize good educational opportunities, and promote students' all-round development; they can examine themselves and reflect on themselves through "listening". , thereby improving teaching ability and performance, and achieving one's own professional development.

3. Be keen on seeing

The ancients once said: "Everything that is attentive is learned, and diligent observation leads to true knowledge." "Teachers should do this even more. Growing into a teacher with a personal teaching style cannot be achieved by "working behind closed doors" or "working alone".

It needs to integrate the advantageous resources of the education group, learn from the strengths of others, and absorb the essence of "we teach all the talents", so as to broaden teachers' professional development horizons and improve teachers' professional development level.

The "seeing" here means to have keen and profound insight, to "observe its shape", "explore its meaning" and "know its people", to "find the wonderful in the ordinary, Finding the essence within the phenomenon.”

4． Good at doing

Education and teaching are ultimately practical activities. Teachers must implement what they read, listen, see and think into educational and teaching activities. They also need to have the courage to practice and explore in order to truly realize their own development and the development of their students. In other words, teachers must practice what they do, be willing to do it, be good at it, and be good at it.

“Doing” is the core competitiveness of famous teachers. The teaching level of teachers with a teaching style is first characterized by the efficiency and effect of “doing”. Therefore, "doing" is a key condition for teachers' growth and is also a practical proof of good and bad teaching styles.

5. Get used to thinking

Teachers must have the habit of reflection and be good at reflection. Reflect on teaching behavior, reflection on education-related perspectives, reflection on a certain educational phenomenon, reflection on one's own professional growth, and reflection on students' learning process. In the habit of reflection, we can realize the sublimation from practice to theory, and realize the leap from ordinary teachers to famous teachers.

6. Be diligent in writing

To a certain extent, "writing" is an improvement of "doing". "Writing" can build bridges between souls, focus on the crux of the problem, cleanse the dust of reality, and draw a blueprint for tomorrow. It is a way for teachers to dialogue with students' minds, educational issues, educational reality, and educational tomorrow. It can improve teachers' ability to reflect, cultivate their keen insight and profound analytical power, and can upgrade teachers' perceptual and scattered teaching experience into rational and systematic teaching theories.

Teachers' "writing" does not specifically refer to the writing of academic papers. It can be a teaching essay that is "popular on the water and written naturally", a teaching reflection that is "objective and rational and profound", or a " The educational case of "spring breeze turns into rain, moistening things silently" can be an educational story of "vivid plot, flowing clouds and flowing water". Teachers improve their experience and construct theories through "writing", thereby forming unique and profound teaching ideas.

7． Qiao Yushuo

In teaching, teachers use limited language to build an infinite world, and use clever language to guide student-centered dialogue, student-self dialogue, student-teacher dialogue, and student-student dialogue, thereby promoting the development of students. . The realization of any role of a teacher depends on "speaking". Teachers must be brave in "speaking" and skillful in "speaking", and strengthen the cultivation of language skills.

The growth of teachers with distinctive teaching styles is a systematic and comprehensive project that requires reading, listening, watching, doing, writing, and speaking to go hand in hand, so as to achieve the goal of "having a treasure chest with thousands of resources, and a pen with a thousand pens to hold." Zhang" realm, and eventually grew into a coaching and refereeing teacher who leads the development of the teacher group.

8. Good at dealing with each other

In the process of education and teaching, teachers must mobilize all available forces to promote students' development, achieve communication, convergence, and integration of multiple perspectives through sincere dialogue with each other, and promote the occurrence of learning. Improve students' lives and personalities and build a "community to promote student development."

3. Misunderstandings about style

1. Avoid bad styles

In teaching practice, it is often found that some teachers have their own characteristics and styles in teaching, but they are not good or healthy. For example, some teachers always like to "broaden the sea and the sky" when giving lectures, forming a flashy style; some often like to "talk about everyday things", forming a casual style; some often intersperse some "gimmicks" that are not elegant enough, forming a casual style. A vulgar style, etc.

2. Avoid blind pursuit

Teaching style is not the fundamental criterion for measuring teaching achievements. To evaluate a teacher's teaching achievements, we must also see whether his teaching implements and follows the country's educational policies and teaching principles, achieves the established teaching purposes, successfully mobilizes students' enthusiasm and initiative for learning, and promotes healthy development of students.

If a teacher leaves all these and just pursues his personal style blindly, then his teaching will definitely not be successful.

3. Avoid blunt imitation

We are not opposed to imitating others' teaching experience, including teaching style, to a certain extent at the beginning. However, this kind of imitation must not be rigid and copy the gourd. Different learning conditions, different teaching characteristics between oneself and famous teachers, the classroom teaching of rational famous teachers will inevitably have different effects when moved to the classroom of emotional teachers.

Qi Baishi, the master of traditional Chinese painting, has a famous saying: "Those who learn from me will live, and those who resemble me will perish." To imitate, you can't just learn superficial things, but to stick to your own unique personality, draw useful elements from it, and transform it into Digest, use it for my own use, make breakthroughs, make progress, and finally form my own characteristics. It is not advisable to imitate regardless of your own teaching characteristics.

4． Avoid style rigidity

The formation of teaching style is long and difficult, but this does not mean that once the teaching style is fixed, it can remain unchanged forever. The continuous growth of teachers is accompanied by the continuous improvement and perfection of teaching styles, and even qualitative changes. Therefore, an unchanging teaching style has no vitality.

Therefore, an excellent teacher should not be satisfied with the teaching style he has formed. He must be perseverant and never satisfied. He must also pay attention to new trends in teaching reform at all times, constantly learn and summarize, and constantly Improve your teaching art level, improve your aesthetic taste and personality quality, so that your teaching style can be optimized and developed. This is the key to the formation of outstanding teachers’ unique teaching styles and educational ideas.