1. Pay attention to the first class.
That is to say, we should pay attention to the "first effect", also called the "primary effect", commonly known as the "first impression". Some experts have given a definition to the "first time effect": it refers to the impact of the impression formed by the initial exposure to information on our subsequent behavioral activities and evaluations. The famous psychologist Ebbinghaus once pointed out: Maintenance and reproduction largely depend on the intensity of attention and interest when the relevant mental activity first appears. It can be seen that the first lesson plays a crucial role in the learning of the entire course. Some teachers think that the first class is either an introduction or an introduction. What is there to say? Not really. Suhomlinsky once said: Any good teacher must be a teacher who is good at arousing students' interest in his courses and establishing the attractiveness of the courses. In the first class, we can first establish the teacher's prestige and even authoritative status in the minds of the students, which is said to be close to the teacher and believe in the teaching; we can cultivate students' interest in learning the course; we can teach students the principles of learning the course. Methods so that they always have a bright light to guide them in the future learning process. We can even cultivate students' self-confidence, dispel their fear of difficulties, and make them convinced that they can learn this course well, regardless of their previous No matter how poor their foundation is, no matter how much they dislike learning, we can even let them spread this confidence to other subjects.
2. Pay attention to the opening remarks of each class.
Suhomlinsky once said: If teachers are eager to impart knowledge without trying to make students feel emotionally and intellectually excited, then this kind of knowledge can only lead to an indifferent attitude. And mental work without emotion will bring fatigue. The famous special teacher Yu Yongzheng has a famous saying: "The first hammer of the lesson must hit the students' hearts, stimulate their thinking sparks, and attract the students firmly like a magnet." This first hammer is the key to the course. The first class is the opening remarks of every class. A wonderful, interesting, novel and original "opening" will definitely arouse students' desire for knowledge, achieve the effect of getting a head start and getting twice the result with half the effort. It lays a good foundation for the entire class teaching, can quickly focus students' attention, and make teaching easier. Get into the best state soon.
For example, when teaching the "Data Protection" section of "EXCEL Basic Tutorial", at the beginning of the class, I first asked a question: "Have the students ever played the hide-and-seek game?" After getting an affirmative answer, I asked a second question: "What do you mean by hide-and-seek?" Then I further asked: "Today, we will also play a game of hide-and-seek in class." The students must be very curious, huh? , can we still play games in class? From this, a new lesson is introduced: hiding rows and columns.
3. Pay attention to human physiological limits
More than half of a class, students' attention will gradually become distracted and their energy will gradually reach their limit. If left unchecked, nothing will be gained in the second half of the class. , at this time, teachers are needed to cheer up the students. For example, telling students a short story related to the class content, giving an example that makes people laugh, or even making a heartwarming joke can rejuvenate students' energy. For example, when I was talking about the issue of "individual differences" in the "Emotional Overview" of "Children's Psychology", more than thirty minutes had passed. The students' spirits were obviously weak and their attention dropped significantly. At this time, I asked A burden came out: "Students, do you still remember what happened in our classroom the night before yesterday?" Upon hearing this, some students immediately became excited and asked: "What happened? Teacher "I continued: "That night, I came to the classroom to find something to do with my classmates. As soon as I entered the door, you complimented me on my beauty. At that time, I said thank you happily. As soon as I finished speaking, another teacher came in, and you complimented me again. Teacher, do you still remember how this teacher answered you?" The students who remembered this responded in unison: "Nonsense (this was the answer of the latter teacher)", and I commented brilliantly: This is the individual. Difference. Questions were answered and energy was restored in our laughter.
4. Pay attention to situational teaching.
Situational teaching refers to the introduction, creation or creation of specific scenes or atmospheres that are suitable for the teaching content in order to achieve the established teaching purposes and based on the teaching needs during the teaching process, so as to arouse students' situational experience. , a teaching method that helps students quickly and correctly understand the teaching content and promotes the comprehensive and harmonious development of their psychological functions.
To create teaching scenarios, you must study the teaching materials with concentration, conduct teaching design based on students' majors, age characteristics, and practical problems in life, and create various problem scenarios to stimulate students' interest in learning. Let students actively explore, cooperate and communicate, and use the knowledge they have learned to solve problems involved in the textbooks or some practical problems they will encounter in their future work. For example: When teaching the section "Children's Behavior When Entering Kindergarten" in "Children's Psychology", I first asked the students to use their brains to think about what behaviors they knew about three-year-old children when they first entered kindergarten. How would you deal with these behaviors? I was noncommittal about their answers and asked them to preview the textbook with questions, and then divided them into two groups: one group of students assumed to be children who had just entered the kindergarten and performed various behaviors, and the other group Preschool teachers allow them to collaborate with each other, discover problems, and take corrective measures in a targeted manner. In this way, they better mobilize the enthusiasm of students' thinking and encourage them to think and discuss actively. The classroom utilization rate is high and the learning effect is obvious. .