Question 1: How to make interactive classrooms more efficient. Although every school advocates building efficient classrooms, everyone knows that a truly efficient classroom is always just a piece of cake that cannot be eaten; the real cake that is gained is, It is how to make your classroom teaching more efficient. When we focus on how to draw an ideal pie that can never be eaten

Question 2: Why should we advocate efficient and interactive classrooms? The effect of the classroom is to see whether the teaching goals are achieved. .

Within the predetermined time, the higher the teaching goal is achieved, the higher the classroom efficiency.

To put it simply, after a class is over, all students can complete the exercises correctly or Operation

Question 3: How to make primary school mathematics classroom teaching more efficient. Create a classroom atmosphere and mobilize students’ active thinking. A good classroom atmosphere can promote effective interactive activities between teachers and students, so that teachers’ teaching and students’ learning can be combined. Get maximum results. As primary school students are lively and active by nature and have short attention spans, it is particularly important to create a good classroom atmosphere. If the classroom atmosphere is inappropriate and presents a negative and dull situation, students' thinking will feel depressed, the sparks of wisdom will be stifled, and there will be no enthusiasm for learning. On the contrary, students' learning mood is high and their intellectual activities are at their best, which can fully mobilize students' enthusiasm for learning. There are many ways to create a good classroom atmosphere, and we need to continue to discover and summarize during teaching. I believe that such teaching can introduce children to the free world of learning and allow them to swim happily in the ocean of knowledge.

Question 4: How to make your classroom more effective. There is now a term called "life classroom", which essentially requires teachers to pay attention to students' classroom activities, promote a vibrant classroom, and promote teacher-student interaction. Let the vitality of life appear in the classroom.

I think that in order to practice effective teaching in our English classroom teaching, we should do the following:

1. Use a combination of verbal cues and non-verbal cues to intervene and stop Individual actions bring smiles into the classroom. Many practices have shown that in the classroom, teachers’ expectations for students are conveyed through smiles, and students will be inspired by this kind of love to follow their teachers and believe in their teachings.

2. Stimulate and maintain students’ learning motivation and create life situations through novel teaching designs. Appropriate life situations have comprehensive educational functions. They not only provide students with concrete, vivid, and perceptual materials to build a relaxed and harmonious classroom, but also cultivate students' language communication skills and reflect the interactive nature of communication.

3. Infect students with enthusiasm, motivate students with expectations, and bring encouragement into the classroom. A relaxed and enjoyable classroom is inseparable from the active participation of students, and the active participation of students is inseparable from the encouragement of teachers. Therefore, teachers should actively encourage students to think and ask questions, encourage students to express different opinions, allow students to be "original" and "unconventional", and encourage students to discover and think about problems from different perspectives.

Question 5: How to improve the efficient interaction of classroom teaching. Teacher-student interaction is the mutual discussion, ***thinking and *** between teachers and students in an equal, harmonious and democratic teaching environment. A new classroom teaching method based on simultaneous inquiry. It is of great significance for giving full play to students' subjective initiative, raising students' subjective status, stimulating students' interest in learning, and cultivating students' creative thinking. How to better implement this teaching method, let’s talk about some experiences:

1. Create an equal and harmonious teaching environment

The authoritative teacher-student relationship is regarded as a representative of social or educational influence The teacher (teacher) is the absolute ruler of the teaching process. Students are like lambs under guard. They have no independent personality and cannot see the students’ inner needs. The emphasis is on the dignity of teachers and requires students to obey and obey. Students often express their disapproval of teachers. There is a defensive mentality, and even a sense of fear. Classroom teaching becomes a one-way process of information output by teachers. Students passively participate. The relationship between teachers and students is alienated or even antagonistic. The classroom atmosphere is dull and the teaching effect is poor. This kind of activity is often passive and Stereotypically, students' reactions are negative or even resistant.

Effective teacher-student interaction requires teachers to change roles. In the teaching process, students' dominant position should always be reflected and students' enthusiasm and initiative in the learning process should be given full play. Teachers must become the creator of a good interactive environment for teachers and students, the provider of communication opportunities, the organizer of positive teacher-student interaction, and the supporter, helper, guide and promoter of student development. Because the role and influence of teachers on students can only have a positive effect through the active participation and response of the student body. Teachers should establish the concept of "everything for students", respect students, serve students' development in an all-round way, arouse students' "learning" through teachers' "teaching", and highlight students' dominant position in learning.

"Mathematics Curriculum Standards" emphasizes: "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." This requires teachers to change the traditional mathematics teaching model and Broaden the space for students in mathematics teaching activities; change from a imparter of knowledge to a promoter of student development; change the role from a dominator of classroom space to an organizer, guide and collaborator of classroom learning activities.

Establish a teacher-student relationship in which there is only equality of value, but no distinction between high and low, strong and weak, and equality, understanding and two-way between people. It emphasizes the interactive and reciprocal communication between teachers and students. Communication means dialogue, participation and mutual construction. It is not only a way of teaching activities, but also an educational situation and spirit that pervades the relationship between teachers and students. Atmosphere. For students, communication means the opening of mind, the emergence of subjectivity, the expression of personality, and the liberation of creativity. For teachers, communication means that class is not about imparting knowledge, but about sharing understanding together. Class is not a needless sacrifice and waste of time, but a process of life activities, professional growth and self-realization. When teachers inject interpersonal factors such as equality, freedom, democracy, respect, trust, understanding, tolerance, and care into the classroom, they will continue to experience brand-new experiences: students "move", life vitality shines out, and a good classroom The atmosphere has brought about new changes in classroom teaching. Teachers transform from managers to guides, from teachers to facilitators; students transform from recipients to subjects. The transformation of roles makes bilateral activities in the classroom active, and teaching achieves good results.

2. Develop teaching strategies for teacher-student interaction and promote the formation of teaching interaction

1. Create problem situations

In traditional classroom teaching, students are regarded as containers. The phenomena of general lectures, excessive lectures, and one-stop lectures exist objectively without careful analysis of teaching materials and failure to make predictions before teaching. Some students with poor foundation cannot keep up, and the development of some advanced students is inhibited, resulting in students being unwilling to move in class. On the other hand, the closed nature of the teaching environment. Students are confined to the classroom, with only reference books. The space for activities and thinking is closed, and the field of vision is narrow, resulting in teachers and students being unable to interact.

Creating specific problem situations can stimulate students' interest in learning and make them actively participate in the teaching process. To achieve teaching interaction, the following points should be paid attention to when designing questions: the questions should be "precise" and typical; the questions should be "smart" and be able to deepen the theme; the questions should be "new" and inspire students to observe and analyze from a new perspective ; The questions should be "live", and the moderate openness of the answers can guide students' divergent thinking. For example: When teaching the understanding of triangle classification, I designed it like this: "We already know triangles, and triangles can be divided into acute triangles, right triangles and obtuse triangles according to different angles.

Now can you guess what triangle the teacher is holding? "At this time, the teacher presented a question that was mostly... >>

Question 6: How to make history classroom teaching more efficient. If the teacher follows the text, the classroom will be like "forgetting to add salt to the stir-fry, and there will be no "It's tasteless." In fact, in classroom teaching, the teacher's narrative is the most vivid part. One of the most obvious reasons why students like history classes is that the teacher teaches well. 1. Construct a reasonable historical narrative framework 2. Historical knowledge must be scientific , Accurate 3. The theme of the history class must be clear 4. The language of the history teacher must be vivid and vivid 5. The teacher must be thoughtful first and foremost. He is a "teacher" and a "transferr" of cultural knowledge. A teacher who explains knowledge clearly may not necessarily be a good teacher, but a teacher who cannot explain knowledge clearly is definitely an unqualified teacher. In short, the teacher’s teaching should serve students’ learning, and teachers should be determined based on students’ learning needs. What to talk about, how much to talk about, when to talk about it and how to talk about it. Create wonderful history teaching in the classroom and make the history classroom smart. The classroom is a place where the vitality of teachers and students radiates, a stage for teachers and students to have free dialogue, and a life full of vitality and atmosphere for teachers and students. The vast world where activities can be carried out is a fertile ground for teachers and students to imagine, refresh, and generate creativity. If teachers follow the script, the classroom will be "like cooking without adding salt, which is tasteless." In fact, in classroom teaching, teachers' Narration is the most vivid part. One of the most obvious reasons why students like history classes is that the teacher teaches well. Teaching is a teaching method in which teachers use explanation, analysis, induction (generalization), argumentation, interpretation and other means to teach learning content. It is In classroom teaching, teachers are one of the most important manifestations of promoting students' knowledge construction. In the teaching of any course, teacher's explanation is essential. No wonder people often say: Teacher XX's class is well taught. Okay, Teacher XX’s class was a complete mess. This shows the important position of lectures in classroom teaching. Teachers’ lectures provide students with opportunities to obtain information and learn through listening. It can help students clarify their doubts and help students Deepening memory can help students form action schemas to promote the formation of students' skills, and can promote students to discover the internal logical connections of learning materials to deepen their understanding. The new curriculum advocates that students should be the main focus and should be based on students' independent learning, inquiry learning and Cooperative learning is the main focus. Under the influence of this concept, many teachers have a misunderstanding that teachers cannot talk more in class. If they talk too much, students will be passive. The author thinks this idea is quite terrible. If things go on like this, not only will the teacher not be able to Making the history classroom lively may also destroy the history teaching. In the history class, the teacher not only has to teach it, but also cannot teach it less. The key is how to teach it? In order to make the history classroom lively. From the nature of the history class, history The study of history class is different from other courses in middle schools. It is neither application-oriented like Chinese and mathematics classes, nor performance-oriented like music and physical education classes. History class is a typical knowledge-based course. Therefore, classroom teaching is the conventional form of history teaching in middle schools, and teaching historical knowledge is the main way to complete history class tasks. Since the content reflected by historical knowledge is human activities in the past, it is impossible to repeat them through experiments, and many cannot be directly studied. Observation is mostly transmitted in an indirect way. The main ways for people to obtain historical knowledge are listening (listening to others telling history), reading (reading books and periodicals about history), watching (inspecting historical relics), etc., and students obtain The ways of historical knowledge are no more than this. Among them, attending lectures is one of the most important channels for acquiring historical knowledge. If history teachers give up teaching history, it may block students' systematic learning of historical knowledge. 1. Constructing a reasonable historical narrative framework The most direct factor that affects the teaching effect is the teacher's narrative framework. If the framework is reasonable, the listener's thinking will be clear, the acceptance of knowledge will be high, and the interactive emotions will be strong. The knowledge framework of the book is easy to influence In terms of teachers’ thinking, teachers often fall into the routine of “expounding what is taught by the book”, and this method usually fails to arouse students’ interest. If teachers want to obtain good teaching results, it is best to reconstruct the classroom narrative structure according to the actual situation of students. For example, in Compulsory Course 3, Lesson 6, "Renaissance and Reformation", regarding the Renaissance, the textbook describes the Renaissance from several perspectives such as background, core, expression, expansion, and significance. If the teacher completely follows the textbook If the structure is used to tell the story, the classroom will definitely be boring. The design of Hainan Middle School teacher Jie Aiqun is very distinctive. Renaissance: (1) Looking for the glory of the past (2) Thousands of years of sinking and awakening (3) Who is calling? - Interpretation of literature and art The history behind the Renaissance (4) Renaissance and the process of civilization (5) Renaissance and us. Just the name of the topic can arouse students'... >>

Question 7: Efficiency What are the key elements of interactive classroom design? 1: From the nature of the course, teaching design should focus on what students learn.

The teaching design must highlight the nature of the course, such as Chinese and English. It must strengthen language and thinking training, develop relevant course resources, and encourage students to develop the habit of independent thinking, questioning and inquiry, and learn to correctly understand and Express appropriately and develop rigor, profundity and critical thinking.

1. Emphasize language comprehension.

The core of English teaching is language education. The fundamental task is to organize and guide students to learn language, and to cultivate and improve students' ability to understand and use English language and characters. The design of English classroom teaching is to try to guide students to feel the language, understand the language, accumulate language, and use language based on the teaching materials (teaching content), so that students can gradually develop a kind of leadership in standardized language perception and language use. Have strong experience and the ability and habit to quickly comprehend language and characters.

2. Pay attention to thinking training. Language is a tool for expressing thoughts and communicating, the material shell of thinking, the materialization of thoughts and thinking, and the carrier of information. All language training is carried out under the guidance of thinking. The cultivation and development of thinking ability is the core factor among various factors in English courses.

3. Develop learning resources. Flexible use of teaching materials and active development of learning resources (including media resources) are basic requirements for efficient teaching. When designing teaching, teachers must first transform teaching material information, resource information, and "curriculum standard" information into their own information, and clarify the intention of writing teaching materials; secondly, they must review previous practical experience and reflection on this content and make selective reference; Once again, students’ learning tasks must be put forward according to the curriculum standards; finally, the “focus” in the text must be thoroughly understood, that is, the important and difficult points of the content, the point of generating knowledge, the point of developing skills, the point of stimulating interest, the point of divergence of thinking, and the point of cooperation. Discussion points, permeable educational points, extension points of knowledge, etc.

Two: From the perspective of student learning, teaching design should pay attention to how students learn.

1. Stimulate subject consciousness. Students are the masters of learning. British educator Spencer believes: "Children should be guided to explore and make inferences by themselves. Tell them as little as possible, and guide them to discover as much as possible." Classroom teaching should give full play to students' initiative, Teachers should guide students to learn to ask questions, encourage positive thinking, and ask questions by designing reasonable teaching strategies such as inspiration, evaluation, and correction; guide students to eliminate the psychological factors of timidity and dare to express their own opinions on the content of the teaching materials, and be reasonable and able to justify themselves. ; Guide students to learn to discuss: discuss the topic, understand the topic, filter the key points, find the target, express appropriately, understand the text in depth, and complete the teaching tasks. In teaching design, only by truly implementing the "student-centered" design concept, truly putting students in the dominant position, and truly allowing students to actively construct knowledge can it be possible to achieve effective teaching.

2. Change learning methods. Changing students' learning methods is one of the important tasks of the new curriculum reform and one of the important means to achieve effective teaching. To change the way students learn, we must first change the way teachers teach. In designing lesson plans, we must first change from "learning by listening" to "learning by doing" and "learning by playing", and secondly, "passive learning" should be replaced by "active learning" and "autonomous learning".

Ideal classroom teaching is a dynamic process in which teachers and students participate together to achieve mutual learning and mutual benefit. Every student is the subject who actively seeks knowledge and explores in the classroom, and teachers are the creators, organizers, guides and collaborators of this dynamic process. Language classroom teaching is rich and vivid. In addition to constantly updating their teaching concepts, teachers must also pay attention to guiding students to learn independently in the design, pay attention to the interaction in the classroom, create the best teaching situation, and teach concisely. Implement the "three-dimensional" goal to achieve vivid teaching, lively learning, light burden, and high quality.

Question 8: How to make the classroom efficient Abstract The classroom model under the new situation has solved the problem of too much content and too little time for us. For teachers, the classroom is the teaching method. In the classroom reform, teachers should change their roles and concepts, and also make changes in their work before class and in class, so as to truly complete teaching tasks with high efficiency and high quality, and promote students' efficient development. This is an efficient classroom.

Keywords: efficient classroom, key role

For teachers, classroom is the teaching method. The new curriculum advocates a student-centered classroom teaching process and an inquiry-based learning model of student autonomy. Efficient classroom is not only a highly efficient classroom, but also a huge change in the teaching form of education

The efficiency of classroom teaching refers to the efficient and high-quality completion of teaching tasks in a class through teachers' guidance and students' active learning in normal classroom teaching, so as to promote students' efficient development

. The efficiency of classroom teaching means that through classroom teaching activities, students can gain, improve, and progress efficiently in their studies. As a teacher, you are the most direct part of classroom reform. Therefore, I think the following aspects

can be used to create an efficient classroom:

1. Teachers must handle the changes in roles and concepts

The changes in teachers’ roles and concepts Transformation is key. The role of teachers should be changed from instillers and guardians of knowledge to

organizers and participants of students' learning activities. In this learning process, teachers should be student-oriented and teach according to learning. You can use your own mind to understand, use your own opinions to judge, and use your own language to express.

A stage for students to develop independently. To achieve this, teachers must first change their concepts in a timely manner and truly realize the transformation of consciousness from traditional to efficient classrooms.

The transformation of the teacher-student relationship is also a very important aspect. A good teacher-student relationship

is the key to determining the success or failure of education. To truly love students and win their trust is the prerequisite for establishing a friendly teacher-student relationship. Only by making students feel that you love them can students trust you, what you say can be inspiring, and your wishes can be realized. Use your spare time to get to know the students as much as possible. Full contact is the basis for establishing a friendly teacher-student relationship. Use breaks between classes as the best time to get to know your students so that you can

point out their mistakes or make suggestions of your own. Because students have strong self-esteem, they should point out mistakes or make good suggestions in different ways for different students, which are easily accepted by students.

2. Efficient classrooms require adequate preparation

Paying close attention to the teaching content is one aspect of teacher preparation. "Don't fight an unprepared battle." To be efficient in the classroom, teachers must carefully prepare lessons, carefully design teaching links, and design lessons that can maximize students' interest in learning according to the teaching content and students' actual conditions.

, Assignments that mobilize students' enthusiasm for learning. Prepare teaching materials. Preparation before class must be sufficient, especially "preparing students" must be implemented in place. Although you have designed this lesson wonderfully, it must

conform to the cognitive level of the students in your class. If it does not meet the requirements, it must be modified, because this is related to whether the lesson we are teaching is It is a key to arouse the interest of most students, and students' interest in learning is an important factor for us to improve classroom efficiency.

3. Efficient classrooms require an active classroom state. Teachers must be good at using various teaching methods flexibly according to specific teaching situations to discover and cultivate innovative talents.

Become the development of students’ creative potential. First, carefully design methods to mobilize students' initiative in classroom learning. As organizers, participants, and collaborators in the classroom, teachers should pay attention to the creation of a democratic and equal atmosphere in the classroom, guide students to learn independently, cooperatively, and explore, and guide students to actively participate, think independently, and express freely , cooperate happily, put students in the best state of psychological excitement and inhibition, fill students with the joy of seeking knowledge, mobilize students' good emotions, and maximize students' theme awareness and theme spirit . The classroom should make every student active. The rhythm of the class should change with the changes in students' learning rhythm. Classes should be open to all students. To this end,

We should also correct our understanding that cultivating talents and making up for deficiencies is not an after-school job, but an important part of classroom teaching. It is not difficult to find that students who make up extra classes after school do not perform better than students who do not take extra classes. Therefore,

Strengthening the work of cultivating talents and filling gaps in classroom teaching, especially the work of making up for gaps, deserves our attention.

4. Reconstruction of teachers’ classroom structure and knowledge structure

Efficient classrooms require scientific learning methods

guidance. The famous educator Mr. Tao Xingzhi pointed out, "I think a good teacher is not teaching, not teaching students, but teaching students to learn." Create an efficient classroom... >>

Question 9: How Master the teaching time of each link to create an efficient classroom. An efficient classroom is a classroom where students actively learn and think actively, a classroom where students learn fully autonomously, a classroom where teachers and students interact, students and students interact, and a classroom where students actively construct meaning for what they have learned. classroom. The new curriculum standards clearly state: "Promote changes in students' learning methods and cultivate students' learning attitudes of active participation, willingness to explore, exchange and cooperation." Students are the protagonists of the classroom stage. Only when students are active can the classroom be full of vitality.

So in the context of the new curriculum, how to get students active and create an efficient classroom is a classroom where students actively learn and think actively, a classroom where students learn fully autonomously, a classroom where teachers and students interact, and students and students interact. It is a classroom where students actively construct meaning for what they have learned. I think we should do a good job in the following aspects:

1. Change the teaching concept

Changing the teaching concept is to create an efficient The premise of the classroom.

Thoughts are the forerunner of actions. To create an efficient classroom, ideas must come first. The change of teaching concepts cannot be achieved overnight. It must be continuously promoted in the practical process of promoting classroom teaching reform to gradually eliminate the reliance on a large number of after-class homework due to teachers talking too much and students participating too little. Problems with teaching tasks. Teachers must realize the role they play in the entire learning activities of students. As a participant in teaching, teachers can only play 30% of the role. From teachers' explanation to imitation to the formation of subject ability, the key is to rely on the students themselves. , rather than teachers. If the activity time of teachers and students is divided equally, then your class is a passing class. If two-thirds of the time is given to students' activities, and the teacher's explanations and other activities account for one-third, such a teacher is a good teacher. If If you give students three-quarters of your time, you are an excellent teacher. If you only spend one-tenth of your time, you are a special teacher.

2. Establishing self-managed study groups

Establishing self-managed study groups is the guarantee of an efficient classroom.

First of all, through the construction of class culture, create an atmosphere of cooperative learning, change students' learning attitudes, advocate students' active participation, cultivate a sense of responsibility for learning, and develop a desire for cooperative learning.

Secondly, according to the management methods, the students are divided into reasonable groups and a series of themed class meetings are held to strengthen learning guidance for students.

(1) Group division of labor: follow the principle of “homogeneity between groups, heterogeneity within groups, and complementary advantages”. First, the class teacher selects the group leader based on various abilities. Then the group leader and class teacher collaborate to group the students according to their academic foundation, learning ability, personality characteristics, gender, family situation, etc., so that students with different characteristics and levels can Optimize the combination so that each group has students at three levels: high, medium and low. Heterogeneity within a group can provide greater possibilities for group members to help each other; while homogeneity between groups lays the foundation for fair competition among groups. The team consists of a team leader, a recorder, an inspector, and a reporter. At the beginning, students with strong organizational skills and strong sense of responsibility will be selected as group leaders. After a period of time, students should take turns to serve. The main responsibility of the group leader is to divide the work among the members of the group and organize the entire group to carry out independent learning, discussion and communication, hands-on operations, cooperative exploration and other learning activities in an orderly manner.

(2) Management: Teachers should carefully observe and actively guide the cooperative learning of each group, and provide help and guidance for each learning group and members to learn effectively.

aEach lesson should provide students with clear and specific learning goals and tasks.

b It is necessary to ensure that students have the necessary independent learning time, so as to: do not communicate if independent learning is insufficient, and do not demonstrate if group communication is insufficient.

c When the group discussion deviates from the topic or the discussion is blocked, the teacher should promptly stop or give instructions so that the group discussion can proceed smoothly and healthily without wasting time on meaningless sessions; when the group discussion is too loud, the teacher should Remind students to pay attention in time; when confusion occurs, teachers should intervene and correct in time.

When group d completes homework tasks ahead of schedule, teachers should carefully check whether they have completed the tasks as required, achieved their goals, and assigned extended and improved learning tasks.

e Teachers should provide active guidance and encouragement for group cooperative learning, communication and presentation. Practice has proved that in the initial stage, it is very necessary to mobilize students' enthusiasm for learning participation through evaluation.

Third, formulate a group cooperative learning evaluation system to promote implementation through evaluation. Adopt diversified evaluation and reward methods: First, pay attention to the combination of individual evaluation and group collective evaluation. Through evaluation, we promote mutual learning, mutual help, complementation, and mutual promotion among group members; second, we attach importance to the combination of learning process evaluation and learning outcome evaluation. We should pay attention to the evaluation of students' cooperative attitudes, cooperation methods, and participation levels in the learning process. We should pay more attention to students' listening, communication, and collaboration, and evaluate students with outstanding performance... >>

< p> Question 10: How to implement teaching to make English classes more efficient. How to make primary school English classes happy and efficient. As a language, its learning method is the same as other language learning. It is a long-term and continuous accumulation process and cannot be achieved overnight. As for the classroom, which is the main place for learning, how can the teaching process be made more efficient, easier and more enjoyable? This is something that English teachers have always paid close attention to and have been exploring. After reading our school's "Implementation Plan for the Eight-Link Happy Classroom Teaching Model", I felt enlightened because many of the ideas mentioned in the article were very new and worth a try. For example, it is mentioned in the article that "the soul of an efficient classroom is to "believe in students, liberate students, utilize students, and develop students." Focusing on these two relationships, the traditional teaching relationship is changed from "teaching only" to "learning only." In the traditional teacher-student relationship, "only the teacher" means "only the student." Our traditional English is teaching-centered and students are the containers of knowledge, which seriously suppresses students' desire for innovation. It is an important and urgent reform for teachers. The first concept that English teachers must change is: English teaching is not the teaching of language knowledge but the teaching of language skills. The second aspect of the change of teachers' concept is: based on the principle. Shift to application-oriented. English is an ever-evolving language, and the development of modern technology has injected new blood into it. English textbooks are only the basis and medium for students to learn English. To learn English well, students must integrate into the ocean of English. Keep up with the pace of English development. Therefore, teachers should always introduce fresh English into teaching based on teaching materials, so that students can feel English and express their thoughts in English. At the same time, they should also trust students and liberate students. , let our students really express their thoughts and truly participate in English learning, so that we can truly change "teaching only" to "learning only."

For example: There are many interesting English articles in the sixth-grade English textbook, which are very helpful for expanding students' knowledge. However, these contents are very difficult for most students. Instead of the teacher spending a long time talking about them, the students can't If you don’t seem to understand, it’s better to let the students learn by themselves. Before studying such articles, the teacher first asks the students to check relevant information online (such as: the legend of Nian, the origin of Christmas, the characteristics of the seven continents of the world, what do you know What do the national flags of the country look like...), and asked the students to briefly describe the relevant information during class. After a few classes, I found that the effect was great! As the saying goes, "What touches people's hearts starts with emotion." The correct handling of teachers and students' emotions is also closely related to English teaching. Teaching is not only the process of teaching and learning, but also the process of exchange of ideas and emotions between teachers and students. The teacher-student relationship directly affects and restricts students' will and cognitive activities. Generally speaking, if students like a certain teacher, the classroom atmosphere will be active and students' interest in learning will arise spontaneously. Therefore, teachers should put down their airs, pay attention to their emotional investment in students, and convey emotional messages of kindness, encouragement, trust, and respect to students through their words, deeds, and expressions, so that students can build good self-confidence and dare to speak English. Create a democratic, harmonious and relaxed English learning environment for students. We must be good at discovering students' shining points and say Good. That'sright. Wonderful. Great. I'msoglad to see your great progress in your spoke. Speak enthusiastically, talk about your feelings and achievements. Let students "learn from listening", "learn from watching", "learn from thinking", "learn from discussing" and "learn from acting". This highlights the "student-centered" approach. Students truly become the masters of the classroom. In the communication, "student-student interaction, teacher-student interaction" is realized, so that students are in an active state. Teachers pay attention to every student in the classroom. , focusing on everything about students, teachers are only classroom organizers and guides, and collaborators in students' learning. In this way, students' knowledge level can be effectively improved and students' abilities can be cultivated. In addition, some of the ideas in the eight links are very new and thought-provoking. For example: "The topic written on the blackboard. The topic is the theme of this lesson, and also clarifies the learning tasks and goals of this lesson. Its purpose is to successfully complete the teaching objectives on the premise of implementing the concept of the new curriculum reform, and let students know what they have learned. content.

"I have been a teacher for more than ten years, but the concept of "topics written on the blackboard" has become more and more blurred, and I don't pay much attention to the writing of topics. I have not thought of anything wrong with this, but when I saw the topics written on the blackboard After realizing the importance of this aspect, I still feel that I have... >>