Teaching style refers to the characteristics of teaching activities. It is the unique, harmonious combination and regular expression of the teacher’s educational thoughts, personality characteristics, and educational skills in the educational process. It is the stabilization and regular expression of the teaching art. A sign of mature state.
In practice, some teachers’ classroom teaching is rigorous, clear, and interlocking, which is conducive to improving students’ logical thinking; some teachers’ lectures are full of emotion, impassioned, and exciting, which often easily arouse students’ emotions. The *** ringing on the Internet; some teachers' lectures are vivid, witty and witty, which can allow students to gain new knowledge in a relaxed and pleasant atmosphere.
Teachers’ diverse and flexible teaching styles will also help accommodate students’ different learning styles, so that each type of student has the opportunity to learn according to their own learning style, give full play to their strengths, and allow different students to Students with different learning styles are in their own right and each has his or her own strengths.
Therefore, teachers must have a personalized teaching style, either passion, humor, affinity, or rationality. In this issue, let’s talk about the topic of teachers’ teaching styles, in the hope that teachers can learn to use their own educational ideals to reflect their own teaching behaviors, constantly improve teaching, and gradually form their own teaching characteristics and teaching styles.
1. Main types of teaching styles
Whether a teacher has a teaching style is a sign of a teacher’s maturity and an important parameter that reflects a teacher’s teaching ability, teaching level and teaching art. . There are different levels of teaching styles. The teaching style we refer to here refers to the gradual formation of educational artists in the long-term practical exploration of teaching art, and through highly perfect teaching activities, it is stably and comprehensively reflected in teaching ideas, teaching methods, teaching techniques, teaching style, etc. The distinctive and unique teaching personality characteristics and aesthetic style emerged. Style is not mysterious, there are mainly the following types:
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. Although some teachers are unsmiling in class, their hearts are filled with a thorough understanding of knowledge and a persistent pursuit of the development of people's intellectual abilities.
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 reflected in the teacher's full emotion in the lectures, integrating the love and pursuit of science and culture into the care and expectations of students, and being 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, In the warm atmosphere of exploring the truth, under the guidance of such teachers, students gain not only the value of knowledge training, but also the value of cultivating personality and emotions.
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.
In this classroom atmosphere, students feel comfortable and willing to learn. They gain enlightenment in life and mental training in the relaxed and joyful laughter, and turn mechanical imitation into understanding and active thinking. Students' learning enthusiasm and subjective awareness will be fully exerted.
5． Technical type
This style is that the teacher is proficient in teaching techniques and full of wit. Various teaching methods and techniques 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. Explanation, analysis, and argumentation have clear ideas; questions, discussions, and exercises are based on the students' actual conditions, fully reflecting the teacher's thorough understanding of the students, the reasonable use of teaching methods, and the accurate grasp of the important and difficult points of the teaching materials. This is a teaching style that pursues high efficiency for students to master knowledge.
Of course, teaching styles may be more than just the above types, and they can also be summarized from other perspectives. Even the above categories are not completely separated from each other and have no connection with each other. In fact, the classroom teaching styles of different teachers are complementary, but some teachers embody a particular type more or more clearly. The formation of a teacher's classroom teaching style is a long-term and arduous practical process. The result of persistent exploration, tempering and pursuit.
2. Developing teaching style
Good teaching style is an important manifestation of teachers’ teaching achievements and an important aspect of measuring teachers’ teaching level. The growth process of outstanding teachers tells us that without down-to-earth efforts, without practical reflection and repeated research and practice, we will not form a unique teaching style, nor will we create impressive results, nor will we become a teacher. An excellent teacher. So, how to form your own unique and good teaching style?
1． Constantly reading
Su Shi, a writer in the Song Dynasty of my country, once said: Be broad-minded and make reservations; 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. For example, teachers should study extensively to enrich their cultural heritage and broaden their knowledge structure. In addition to reading books with words, you also need to read "books without words", that is, you need to "read" people and "read" times. "Reading" people especially requires interpreting the thoughts of world famous people, absorbing the essence, nourishing them, and using them. Reading "time" means reading through the educational thoughts of ancient, modern, modern and contemporary eras, grasping their essence and essence, so as to make one's teaching more rational and development to have a sense of direction.
2. Be willing to listen
"Listening to both will lead to enlightenment, and listening to one side will lead to darkness." Teachers should listen to the different voices of students, parents, colleagues, experts, and society with a mind that is open to all rivers and is tolerant. Be brave, willing, and good at listening, so as to understand the needs and voices of students, grasp the passion and personality, and capture the sparks of their thinking. Only in this way can students be "awakened" and "activated" to realize their own active construction. Tao Xingzhi said: "If you are unwilling to ask your students for advice humbly, you do not know his environment, his abilities, and his needs; then you will not be able to teach him even though you are extremely capable. "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 can "learn", "learn", and "learn". ". In short, teachers can understand different students and their differences through "listening", seize good educational opportunities, and promote students' all-round development; teachers can examine themselves and reflect on themselves through "listening", thereby improving their teaching abilities and performance, and realizing their own goals. professional development.
3. Be quick to see
The ancients once said: "Everywhere you pay attention to, you will learn, and diligent observation and deep thinking will lead to true knowledge." This is especially true for teachers. 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. "Looking" here means to have keen and profound insight, to "observe its shape", "explore its meaning" and "know its people", and to "find the wonderful in the ordinary, and explore the essence in the phenomenon". For example, we need to get close to well-known teachers across the country, observe and study their education, teaching, and scientific research techniques, and understand their methods of becoming talents. In short, through various channels, learn about all the people and things that can be learned, absorb reasonable nutrients from them, internalize them into your own thoughts, and implement them in teaching to form a unique style.
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
American psychologist Posner once proposed that the growth formula for teachers is: experience reflection = growth. In the process of regular reflection, teachers will constantly self-evaluate their own cognitive processes. Through this "critical control", teachers can transcend the world of experience that they take for granted and gain from the implicit knowledge gained from experience. Explicit knowledge and the transformation of explicit theoretical knowledge into personal practical experience to complete the process of transformation, adjustment and reorganization of one's own knowledge. Their strong tendency to reflect and the habit of consciously thinking about problems not only deepen their understanding of knowledge, but also directly promote the formation of their own good knowledge structure. Therefore, teachers must have the habit of reflection and be good at reflection. Reflect on teaching behavior, reflection on education-related views, 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. A teacher's "writing" does not specifically refer to the writing of academic papers. It can be a teaching essay that "flows on the water and becomes a natural document", it can be a teaching reflection that "objectively examines and is rational and profound", or it can be a "spring breeze turns into rain, moistening things silently" Educational cases can be educational stories with “vivid plots and smooth flow”. Teachers achieve the improvement of experience and the construction of theory through "writing", thereby forming unique and profound teaching ideas.
7. Skilled at speaking
An important feature that distinguishes teachers with distinctive teaching styles from ordinary teachers is that they can "speaking", are good at "speaking", and are good at "speaking". "Speaking" is not only a means of transmitting information and exchanging ideas, but also a way of recreating thinking. "Speaking" can make teachers' tacit knowledge explicit, abstract knowledge concrete, and scattered knowledge organized. It can transform teachers' situational, technical, and individual knowledge into generalized, symbolic, and socialized knowledge. To achieve the purpose of sharing knowledge and innovating knowledge. In teaching, teachers use limited language to build an infinite world, and use ingenious 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 a teacher with a distinctive teaching style is a systematic and comprehensive project, which requires reading, listening, watching, doing, writing, and speaking to go hand in hand to achieve the state of "having a chest full of treasures and a pen full of vital resources", and finally Grow into a coaching and refereeing teacher who leads the development of the teacher community.
8. Good at dealing with each other
The communication between teachers and students is the most basic and important relationship in the education field. Teachers and students "develop in dialogue"; the communication between teachers is manifested as "partners in cooperation" , teachers "make progress through collaboration"; the interactions between teachers and parents are manifested as "friends in communication", and the home and school are "promoted through negotiation"; the interactions between teachers and leaders are manifested as "*** things" "Sisters and feet in the middle", cadres and groups "support in understanding"; the interaction between teachers and society is manifested as "the harmonious note in the main theme", and teachers "absorb in openness". 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, promote learning, enhance students' lives and personalities, and build a "To promote the development of students as a single entity."
3. Misunderstandings in the formation of style
The formation of teaching style is a big topic. Teachers, especially young teachers, should not be eager for quick success and quick gains, but should do a solid job in the things at hand. This It is an important foundation for forming your own style. If teachers do not seek deep understanding and are eager for quick results, they will have misunderstandings about the formation of teaching style. Style for the sake of style will cause teachers to lose their true self in classroom teaching, or will cause teachers to encounter obstacles in their development. Teachers should gradually explore and find the direction they pursue based on their own characteristics. Avoid falling into misunderstandings in the formation of teaching style and move forward prudently. In the process of pursuing teaching style, four "avoidances" should be emphasized:
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. These are contrary to teaching requirements and should be avoided.
2. Avoid blind pursuit
Teaching style is not the fundamental criterion for measuring teaching achievement. To evaluate whether a teacher's teaching has been successful, it depends more on 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 blindly pursues his personal style, 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 die." Imitation cannot just learn superficially, but must stick to its own unique personality, absorb useful elements from it, digest them, use them for my own purposes, and Make breakthroughs, make progress, and eventually form your 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 persistent and never satisfied. He must also pay attention to new trends in teaching reform at any time, constantly learn and summarize, and constantly improve his teaching art level. Improve your own 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.
Whether a teacher has a teaching style is a sign of a teacher’s maturity and an important parameter that reflects a teacher’s teaching ability, teaching level and teaching art. Style is personality!
Teaching style is closely related to a person's personality. Hegel once said: Style is people. It shows the relationship between "people" and "style". Therefore, teachers must constantly improve their personality cultivation. The higher the cultivation, the greater the charm of personality and the more distinctive the teaching style. When the style is consistent with your own personality, it will complement each other, complement each other, and integrate teaching with life. Teaching is life, very natural, very comfortable, and very relaxed.
Personalized teaching style is the unswerving pursuit of teachers in their careers and the soul of subject teaching. The pursuit of teaching style is first and foremost an attitude and a professional pursuit. The process of teachers gradually forming their own teaching style through continuous pursuit is actually an effective path for teachers’ professional growth.
Teaching style is a pursuit that every ordinary teacher can pursue, and is not the exclusive property of famous teachers or special teachers; it is the pursuit of every teacher now, not in the future. Teachers' future teaching style that exudes individual charm starts from today's immature lessons one after another; it starts from today's trials and errors again and again, and it starts from today's innovation and innovation of teaching details again and again. Started with improvements.
So, from now on, starting from the first class tomorrow, every teacher must consider moving in a direction of his or her own.