First, create a relaxed and harmonious classroom atmosphere, so that students dare to speak.
What is needed in the classroom is a lively, free and optimistic atmosphere, and teachers need a kind attitude towards students. Quality education advocates a new relationship between teachers and students. Teachers should renew their ideas, give up the authoritative thought of respecting teachers and valuing morality, learn to make friends with students, treat students kindly and naturally, understand them and care about them. Teachers should pay attention to gfd in class, be natural and graceful, and smile to make students feel cordial. The number of students who are afraid to speak because of "fear of making mistakes" accounts for a large proportion of the number of students who do not speak in each class. For those students who have difficulties in learning, they are willing to be "southern teachers", and they regard the teacher's questions as "hard work"; However, some students who lack confidence in their peers' number one language expression are afraid to speak because they can't express their views correctly, clearly and freely, which makes their oral ability even less developed and forms a vicious circle. Although these students are a minority, teachers should pay special attention to them. In teaching and class, according to the characteristics of students, the opportunity to ask questions should be treated equally with other students, and they should listen to their speeches with a smile and help them constantly. At the same time, pay attention to timely praise and encouragement to relieve their timidity and doubts. Improve their confidence in learning, and don't look disappointed. After class, we should start by caring for them, and consciously chat with them after class to understand their specific difficulties and make them feel that the teacher is also their friend. In this way, students will respect and love their teachers, and there will be a harmonious relationship between teachers and students, laying the foundation for an active classroom.
It is very important for middle school students to actively participate in teacher evaluation. No matter what evaluation method teachers adopt, they should try their best to create a safe psychology for students who make mistakes, try not to make them feel uneasy, and let them learn and grow in a relaxed psychological state. Specifically, teachers should do the following: 1. Allow students to make mistakes and regard students' mistakes as an educational resource; Be good at listening to students' mistakes and paying attention to their inner world. '
When students make language mistakes in their answers, teachers can listen to the students' speeches, capture the subtle changes in their hearts, find out the deficiencies in students' knowledge and ability, and make appropriate evaluations. However, in actual teaching, some teachers interrupt students' speech as soon as they hear mistakes; Doing so is not only not conducive to correcting students' mistakes, but also hurts students' self-esteem and self-confidence. 2. When evaluating students' learning situation, teachers should not simply deny students' off-topic answers, irrelevant imagination or illogical conclusions, but take an inclusive attitude towards these answers, give appropriate positive comments and protect students' thirst for knowledge. Teachers' listening to students' speeches is actually a silent evaluation and a support and encouragement for students' classroom performance. It will make students feel the teacher's respect for their speeches, thus enhancing their self-confidence. Listening carefully to students' speeches and paying attention to their inner world can help teachers accurately find out the reasons for students' mistakes and make appropriate comments on students' speeches, thus reducing the harm caused by negative or negative comments to students' hearts. Respect each student's opinion and let other students learn to listen and tolerate. Dialogue teaching, open your heart to communicate with students, so that students feel that the teacher is not teaching them, but studying with them. 3. Prevent monopoly of discourse power. In class, some students are bold and quick-thinking. When the teacher asks questions, these students always scramble to speak. If teachers don't pay attention to norms, these students will virtually monopolize the right to speak. If it is difficult for other students to get a chance to speak, they will lose their enthusiasm for speaking over time. A teacher met this phenomenon and made an agreement with the "activists" in the class: in order to take care of every student in the class and give them a chance to answer questions, you can get the right to answer questions once as long as you raise your hand three times in the future, and you can get a reward again for creatively answering questions. The teacher's practice not only limits the frequency of these "activists" to speak, but also avoids their dissatisfaction, mobilizes their thinking to develop in depth, and more importantly, allows most students to enjoy the fair right to speak, so that every student can feel the pleasure of speaking in class.
Second, teachers should carefully design questions in class to make students want to say.
Questioning in classroom teaching is an important means to complete teaching tasks, inspire students' thinking, stimulate students' interest and arouse students' learning enthusiasm. The quality of classroom questioning design determines whether students want to talk or not, and also determines the quality of classroom teaching to a certain extent, which affects the development of students. How to design classroom questions is, of course, a reflection of teaching ideas, but generally speaking, more teachers have not mastered the design methods of classroom questions well, or have not found the correct ideas for designing questions-from what aspects and where to start asking questions. Students are most interested and willing to think about what to raise; Teachers should start from the following aspects:
First of all, teachers should carefully study the teaching materials and focus on solving practical problems according to the teaching materials. There are at least three points to pay attention to when preparing lessons and asking questions. First of all, classroom questioning should be closely related to teaching materials. Only in this way can students think and answer with reference, understand quickly and speak in time. It is necessary to seriously and deeply study the difficulties of teaching materials and find the best breakthrough of teaching problems. Some teachers set too high a goal when designing learning goals, and only consider what the teacher wants the students to achieve or what the students should achieve, while ignoring what the students can achieve. When there is a big deviation between the actual teaching situation and the teacher's preset situation, the sense of loss will be stronger, the teaching attitude will change, students will be afraid to speak, and the enthusiasm for active participation will be swept away. Second, classroom questioning should proceed from students' reality. Students' reading comprehension ability and oral expression ability should be fully considered. Asking questions should not be too small, too easy, too big or too difficult. We should follow the principle of "jumping up and picking fruits" and pay attention to the reality of students at all levels, such as excellent, average and poor. The problem of design embodies different levels. When designing learning goals, we should first consider students' "achievable goals" so as to speak confidently and boldly. Pay attention to let the poor students speak more, and let the students with poor oral expression speak more. We should carefully observe such students in class, be good at finding and grasping their bright spots in time, and give them praise, because they need more exercise opportunities. Avoid the practice of often letting individual students you like speak, so that every student has a good learning attitude. Third, classroom questioning should be suitable for oral expression. Classroom speech has the characteristics of being on the spot, transient and oral. If the teacher's questions need to be sorted out in writing for a long time to be answered well, it is obviously impossible for students to speak enthusiastically. When designing questions, decomposition method can be used to decompose a big question into several small questions, which is convenient for students to answer questions orally in class. Therefore, teachers should try to choose examples close to students' real life in teaching, so that students can have something to say and have something to say. At the same time, boldly explore and innovate, reorganize the relevant contents of the teaching materials, and try to reduce the disadvantages of the teaching materials to students' speeches.
Secondly, we should learn classroom art, pay attention to finding our own reasons and change teaching methods and means. For students who are unwilling to answer questions, teachers should focus on finding reasons from themselves and change teaching methods and means. Whether students are willing to answer teachers' questions is closely related to the relationship between teachers and students. If the relationship between teachers and students is democratic and harmonious in class, students will actively cooperate with teachers, think seriously and answer their questions enthusiastically. Tell the truth, students will understand the teacher's attitude and feelings towards him through his language. We can promote and form a democratic teacher-student relationship by learning classroom language art. Compliments and polite words are often used in class to stimulate students' desire to speak and make them unconsciously follow the teacher into the learning process. At the same time, questions should be clear and specific, so that students can build up their self-confidence and create a democratic and equal classroom teaching exchange atmosphere. Teachers should respect students' personality, take every speech in class seriously, use words of encouragement and praise more, and use words of criticism and blame less, and listen to every student's speech with a smile. And pay attention to some details, such as: when I ask students to do activities, I always bring a "please". State your opinions or requirements in a discussion tone, such as "I understand this, can the students see it correctly?" "Would you like to talk about your opinion?" Point out students' mistakes and correct inaccurate answers with sentences with mild semantics and tone. Use some gestures and body language to encourage students to talk and signal them to "sit down". In addition, we asked him to postpone his speech and taught him to think before speaking to ensure the accuracy and effectiveness of his speech. In class, students' brains should be fully mobilized. Many times when we ask a question, students can't wait to say what they need to think on their behalf. After a long time, students have become accustomed to not thinking. So don't raise your hand.
Third, pay attention to students' knowledge accumulation and let them have something to say.
Students must have more knowledge reserves in their minds if they want to speak. So we should pay attention to students' knowledge accumulation. We can start from the following aspects: 1, extra-curricular accumulation, and enrich students' language accumulation. For Chinese teaching, accumulation is a long-term and important work. From the accumulation of words in lower grades to the accumulation of sentences in middle and high grades, it is essential. Without rich accumulation, children have no rich language. Without a lot of reading and refining, there will be no good generalization and induction ability. Sometimes the teacher asks a question in class, and the students know where to answer it, but they don't know what language and words to use to express themselves more accurately. I don't raise my hand because I'm not sure. Students are rich and eloquent. Who doesn't want to show it? In teaching, we can start with cultivating students' accumulation, keep a study diary every day, prepare an extract book for everyone, extract some famous sayings and aphorisms, good words and sentences, excellent poems and so on. You can also show your accumulation three minutes before each class, which not only promotes students' accumulation, but also implements students' accumulation, exercises students' ability of expressing language and increases their self-confidence in answering questions. 2. Accumulate before class and preview the materials in advance. Preview before class is a good way. By consulting materials and reference books, students can know the content of the text in advance, and it is much easier to attend classes, and the superficial things are basically mastered. No matter how teachers change their forms to ask questions, they can respond faster and have something to say.
In a word, active speech is the performance of students' earnest and active study in class, which will make students in a positive attitude and better exercise their logical analysis ability. Moreover, speaking actively can improve students' eloquence and courage and prepare for the future society. In this way, cultivating students' positive speaking habits is not only the need of curriculum reform, but also the need of being responsible for students' lives, and teachers should not take it lightly. Let's work together!