? Presentation behavior is the behavior that teachers pay attention to presenting knowledge and skills. According to different means of use, it mainly includes four ways: language presentation, text presentation, audio-visual presentation and action demonstration.
First of all, tell
? N.A Flanders once put forward the "two-thirds law" on the basis of a lot of classroom observation and research, that is, two-thirds of classroom time is spent talking, two-thirds of speaking time is spent on teachers, and two-thirds of teachers' speaking time is spent talking to students instead of talking to students.
? Narrative has at least two functions: one is to explain what it is or how to do it, which means people's understanding and understanding of a certain concept, concept, procedure or rule; The second is to explain the reasons.
? The main factors affecting the narrative:
1. External forms of language expression: language, language flow and speed.
? According to the research of J. Hiller and others, there is a significant positive correlation between teachers' language fluency and students' grades.
? Speech speed refers to the number of syllables issued per unit time.
2. Is this word appropriate?
? The appropriateness of words refers to the accuracy and fuzziness of words; The second refers to the timing of using technical terms.
3. Organization and logic of content.
? The application strategy of narrative
1. The language is accurate, the words are appropriate, the language flow is coherent and the speech speed is moderate.
2. Choose the appropriate organizational form according to the content.
(1) whole partial relation.
(2) Sequence relationship.
(3) correlation. This relationship has a core idea, and the teacher's narration revolves around the core argument.
(4) Comparative relationship.
? 3. Use the program "Rules-Examples-Rules"
? Is to give a rule first, then an example of the rule, and then repeat the rule.
? Provide students with enough positive and negative examples. A positive example refers to an example containing key features; A negative example refers to an example that does not contain key features, and it implies the information that is most beneficial to discrimination.
? 4. Use conjunctions consciously
? 5. Use body language in time
Second, write on the blackboard.
? Since Comenius advocated the class teaching system in17th century, chalk and blackboard have been regarded as important tools for teachers' teaching.
? Compared with narration, classroom blackboard writing has the following functions:
First, providing students with perceptual materials and stimulating visual channels will help attract their attention.
Second, presenting the main points or structure of learning content is conducive to developing students' thinking ability. It is the scaffolding, core and essence of classroom discourse.
Thirdly, it provides clues for memorizing, maintaining and reproducing learning content, which helps to consolidate memory. Helping students to encode information is an important clue and cognitive map for students to review their knowledge.
? Main factors affecting blackboard writing:
1. The layout of the blackboard. According to the research, people's observation frequency is different in different positions, and the observation frequency for the upper left content is the highest, followed by the lower left and the lower right.
2. The matching degree of blackboard writing form with teaching objectives and teaching contents. Whether a teacher can properly choose the form of blackboard writing depends on his understanding of teaching objectives, his grasp of teaching content and various forms of blackboard writing.
3. The timeliness of blackboard writing. Some studies believe that teachers adjust the span and teaching rhythm of teaching thinking activities according to the reactions of middle and lower level students.
Third, audio-visual presentation
? Audio-visual presentation is the behavior that teachers use various audio-visual media to present teaching content, help students acquire perceptual knowledge, and then learn and construct knowledge.
? Compared with narration and blackboard writing, audio-visual presentation has its unique teaching function, which is mainly manifested in:
First of all, expand students' understanding of the world in time and space and stimulate students' imagination.
Secondly, stimulate students' learning motivation and interest.
? Main factors affecting audio-visual presentation
1. Utilization of sensory channels. According to the research, through auditory learning materials, the retention rate is 60% after 3 hours and15% after 3 days; Only through visual learning, the retention rate is 70% after 3 hours and 40% after 3 days; When vision and hearing are used together, the retention rate rises to 90% after 3 hours. After 3 days, the retention rate rose to 75%.
2. Age characteristics of students. Ability to select relevant information, overall perception of visual materials, and understanding of view rules used in painting.
3. The characteristics of teaching media. According to research, the fidelity of visual materials is the best.
4. Teaching content. Choose the appropriate audio-visual media according to the nature of the theme.
Fourth, action demonstration
? Action demonstration is the behavior that teachers provide students with imitation by demonstrating specific actions or operations, and students learn corresponding action skills.
? The role of action demonstration:
Main function: to help students learn and master specific sports skills and operation steps or procedures.
Another function: strengthening students' physical movements and operational behaviors is helpful to cultivate students' creative ability. Even higher-order thinking is needed.
I. Questions and answers
? There are two main forms of question and answer: questioning and interaction.
Question: The teacher almost completely controls the process and direction of question and answer. Teachers can ask questions, but students can't.
Interaction: Teachers should learn to express their views when asking questions, and put forward new questions according to students' views; Students can also ask the teacher questions and discuss a problem together. Students have more opportunities to lead the process and direction of question and answer.
? The difference between open questions and closed questions
Open-ended questions: Questions with multiple appropriate answers will stimulate general and open-ended answers. Generally speaking, open-ended questions are used for design analysis, synthesis and evaluation. In class, only 20% of the questions are open.
Closed question: a question whose answer is limited to one or several answers. For this kind of problem, students only need to recall some knowledge points. General closed questions involve memorization, understanding and application. In class, 80% of the questions asked by teachers fall into this category.
When the complexity level of behavior emphasized in the classroom content is low, the best ratio of closed questions to open questions is 7:3, and when the complexity level emphasized in the classroom content is high, it should be 6:4.
? The basic process of question and answer
? Cuddesdon put forward three "link points" on the basis of summarizing many questions and answers: one is to ask questions, the other is to answer, and the third is to evaluate.
? In this book, the general process of question-answering behavior is summarized, including five links: asking questions, waiting for answers, calling for answers, students' responses and reasoning answers.
? Waiting for the answer means that the teacher waits for the students to think and answer. M.B. Rowe distinguishes between different waiting times.
Waiting time I is more important for open questions or advanced cognitive questions, and waiting time II is more important for hesitant answers or answers to certain questions. A research report suggests that the waiting time should be increased to at least 3-4 seconds for less difficult questions; For problems with high cognitive level, it should be increased to 15 seconds.
? Question and answer is the teacher's question, in which the way and scope of question and answer directly affect the students' answers. The research shows that the regular question-and-answer method is better than the random question-and-answer method, because the regular question-and-answer method can reduce students' anxiety level and help them concentrate, and students can also prepare answers in advance. The wider the range of calling and answering, the better the teaching effect.
? Rational answer is the teacher's response and treatment to students' answers to questions.
? Asking and recommending.
The ways of inquiry questioning mainly include: ① changing the angle of asking the same question, decomposing the original question into several small questions and asking them one by one; (2) provide clues to answers; ③ Ask a new question related to the original question.
Transfer problems, when the inquiry is invalid, or in order to get more students' responses to the questions, transfer problems will occur. Is to agree to ask another student a question in order to solve the problem better.
Second, discuss
? The difference between discussion and question-and-answer is mainly reflected in two aspects: ① the process of discussion is the verbal interaction between teachers and multiple students, and between students; The ultimate goal of discussion is to solve or try to solve complex, pluralistic and open high-level problems.
? Compared with question and answer, the teaching function of discussion is mainly manifested in:
First, test or expand what students have learned and help them solve problems.
Second, cultivate interpersonal skills.
Third, change your attitude.
Fourth, cultivate critical thinking ability.
? The main factors affecting the discussion
1. Preparation of teachers and students. Discussion requires not only the careful design of teachers, but also the cooperation of students, who should have corresponding psychological preparation and discussion skills.
2. Discuss the appropriateness of the topic. The topic of discussion is a clue to guide the interaction between teachers and students. The topic of discussion must be an open question that teachers and students can't answer, aiming to help students understand the difficulties and key points of teaching content in students' recent development areas.
3. the way of communication. The key factor affecting the quality of discussion is whether the communication is open or not. The study found that non-center
Cultural exchange network means that the channels between members are open and not controlled by individual central figures. Let members satisfy self-expression, which will accomplish complex tasks more effectively.
4. Discuss the rules. An excellent discussion usually includes six aspects: accepting the influence of other people's views; Agree that "only one person can speak at a time"; Be outspoken; Believe that others have the potential knowledge to discuss; Give everyone the freedom of expression; Respect every member.
? Guidance contains two meanings, one is to motivate and induce students to learn, and the other is to provide consultation, guidance and help in the learning process.
First, autonomous learning guidance
? Autonomous learning guidance refers to the behavior of teachers to help students improve their motivation and strategies for autonomous learning, so as to achieve the purpose of self-learning, self-management and self-regulation and ensure the smooth progress of teaching.
? Autonomous learning guidance has two main functions:
First, provide opportunities to learn how to learn.
Secondly, it helps to transfer learning strategies and behaviors.
? According to the stage of students' autonomous learning, there are four forms of autonomous learning guidance: guidance to stimulate learning motivation, guidance to set goals, guidance to manage learning time and guidance to evaluate learning results.
? The main factors affecting the guidance of autonomous learning:
1. Content and organization of teaching materials
2. The application of students' metacognition.
3. Students' sense of self-efficacy
4. Teachers' role consciousness
Second, cooperative learning guidance
? According to the representative figure of cooperative learning research, the Johnson brothers (R.T. Johnson &; Johnson's point of view. Cooperative learning should have five elements: positive interdependence, face-to-face interaction, personal responsibility, interpersonal skills and participation in group activities, and group self-evaluation.
? The role of cooperative learning guidance:
First, it can obviously promote students' learning and development. To a certain extent, it not only improves students' learning enthusiasm, but also enhances their self-esteem and self-confidence.
Second, it helps students learn to share, respect and cooperate. It contributes to the social growth and development of students.
Third, enhance students' interpersonal skills and sense of social responsibility.
? According to the different organizational models of cooperative learning, the guidance of cooperative learning is mainly manifested in three typical cooperative learning methods: student group-grade division, joint learning and group investigation.
? According to the different teaching time spent in cooperative learning, teachers' guidance can be divided into cooperative guidance learning for teaching links and cooperative guidance learning for the whole class.
? Factors affecting cooperative learning guidance;
1. Grouping and staffing. Recent research shows that teams composed of heterogeneous students can improve students' cooperative skills, self-esteem and grades, and heterogeneous groups are more helpful for students to improve their learning efficiency through cooperation than homogeneous groups.
2. The nature of teaching objectives and learning content.
Some scholars have conducted research, and the results show that the teaching tasks including interaction, mutual assistance, cooperation, integration, innovation, identification, evaluation and performance are suitable for cooperative learning.
Other studies show that cooperative learning should be used when learning objectives are very important, learning tasks are complex or abstract, and problems need to be solved. If students want to cultivate divergent and creative thinking, they should remember what they have learned, and the social development of students becomes the most important teaching task.
3. Be proficient in cooperation skills.
4. Arrangement of physical environment.
Third, inquiry learning guidance.
? Inquiry learning is a kind of problem-based learning, which is a process for students to solve problems through active inquiry.
? It is related to and different from autonomous learning and cooperative learning.
If autonomous learning emphasizes independence and cooperative learning emphasizes interactive communication, then inquiry learning embodies problems and exploration. Inquiry learning often requires the ability of self-study, while group inquiry requires cooperative learning among students, and cooperative learning always aims at inquiry.
? Compared with cooperative learning guidance, inquiry learning guidance embodies the following functions:
First of all, it helps students to maintain independent and continuous interest in inquiry.
Second, cultivate students' ability to ask questions, analyze and try to solve problems.
Third, help students develop a scientific attitude of seeking truth from facts.
? The manifestation of inquiry learning guidance;
(1) According to the inquiry learning in different curriculum forms, teachers' guidance mainly takes two forms: ① the guidance of inquiry learning in subject courses; (2) the guidance of inquiry learning in inquiry learning courses.
(2) According to the different contents of students' inquiry, the guidance of inquiry learning can be divided into: ① the guidance of subject research; ② Project (activity) design guidance.
The main purpose of project research is to understand and solve a problem, including investigation, experimental research, literature research and so on.
The main purpose of project (activity) design is to solve a complex operational problem, which generally includes the design of social activities and the design of scientific and technological projects.
(3) Due to the different combinations of students' inquiry activities, teachers' guidance is characterized by group cooperation and independent inquiry guidance.
? The main factors affecting the guidance of inquiry learning;
1. The form of the course and the nature of the theme. Subject courses and comprehensive practice courses, humanities and natural science courses.
2. Type of problem. Robert Jeffrey Sternberg (R.J.? Sternberg) divides the problems faced by students into two types: well-structured and poorly structured.
3. Students' knowledge reserve and thinking level.
According to the different roles teachers play in the classroom and their relationship with students, there are nine main teaching behaviors, each of which has its own scope and conditions, and each has its own advantages and disadvantages. Only when teachers have a clear understanding of this can they use these teaching behaviors reasonably. In the process of teaching, we should choose and use flexibly according to our own advantages and the nature of learning objectives, and implement real and effective teaching.