Effectively improve classroom efficiency

Wang Jiaozuo xiuwu county zhouzhuang high school

Some people say that when yellow sand enters the sea, two identical grains of sand cannot be found; Green leaves are like clouds, you can't find a pair of identical leaves. These natural phenomena profoundly reveal that everything in the world has both diversity and differences. Because of innate qualities, different cultural environments and different family backgrounds, there are also differences and richness among students. It can be said that there is a vast sea of people and there is no end to teaching. It is difficult to find two completely similar students, and it is also difficult to find a teaching method suitable for either student. In this case, we naturally think that paying attention to students' individual differences can promote their all-round development.

Since Confucius, there has been a method to advocate teaching students in accordance with their aptitude. In the Song Dynasty, Zhu pointed out in the Annotation to the Analects that Confucius taught students in accordance with their aptitude. The new curriculum standard points out that physics should be oriented to all students, so that everyone can learn valuable physics, everyone can get the necessary physics, and different people can get different development in physics. However, the current teaching method is the traditional parallel placement. Because of the differences in students' basic knowledge, hobbies, intelligence level, potential ability, learning motivation and learning methods, the situation of receiving teaching information is also different. Moreover, there are many people in one class. If you teach at the level of middle school students, some students will not have enough to eat for a long time, and some students will not be able to eat. Gifted students have no motivation to learn, and will not take the lead. Underachievers are the most. In the process of classroom teaching, it is of great significance to pay attention to individual differences, teach students in accordance with their aptitude, and help the excellent and help the poor to improve the effectiveness of classroom teaching.

First, pay attention to students' differences in teaching design.

One of the ideas of the new curriculum standard is to pay attention to the individual differences and different needs of students and ensure that every student benefits. Preparing lessons should not only prepare teaching materials and teaching methods, but also prepare students. Because although the students in a class have the same age level and intellectual development level, in addition to these characteristics, we should also see that each individual is unique. As a teacher, we should not only pay attention to the commonness of students, but also pay close attention to and study the particularity of students, and determine learning goals and choose teaching methods according to these, so that every student can experience the fun of learning and success, thus promoting their physical and mental development. In teaching design, teachers should stand on the students' point of view, explore the nearest development area suitable for different students' learning and development according to their existing experience and knowledge level, and organize teaching materials reasonably, so that every student can smoothly realize the transfer of knowledge, ability and emotion on the basis of the original knowledge and experience. Therefore, teachers should teach students in accordance with their aptitude, and at the same time, design the whole process of hierarchical teaching according to the actual situation of students at different levels. Determine specific and feasible teaching objectives, and distinguish which belong to the same goal and which belong to hierarchical goals. There are also specific requirements for students at different levels, such as designing some flexible and difficult questions for top students, requiring students to deeply understand basic knowledge, flexibly use knowledge, cultivate students' creativity and innovative spirit, and develop students' personality; It should be a little difficult to design questions for students with medium grades, which requires students to master basic knowledge skillfully, use basic methods flexibly and develop their understanding and thinking ability; Students with learning difficulties should be given more guidance. The design problem can be simpler and the gradient can be slower. They can master the main knowledge, learn basic methods and cultivate basic abilities.

Second, consider the differences between students in the teaching process.

Freudenthal, a Dutch physics educator, said: The role of teachers is how to make each student reach the highest level possible. Therefore, flexible teaching with low starting point, gentle slope, multi-level and three-dimensional should be adopted in classroom teaching. In order to encourage all students to participate in classroom activities and make the classroom full of vitality, teachers should let top students answer difficult questions, give preferential treatment to students with learning difficulties for simple questions, and let students at all levels participate in classroom activities on an equal footing and make the classroom active. When students have difficulty in answering questions, the teacher will give appropriate guidance. For students with medium grades and learning difficulties, we should deeply understand their problems and difficulties, help them solve difficult problems, stimulate their initiative in learning, and keep their enthusiasm for knowledge. For top students, pay attention to inspire students to think and explore, understand basic knowledge and methods, summarize general laws and conclusions, and then guide students to change questions and help them explore variants. Give priority to top students and help them. Highlighting the guiding role of teachers lies in guiding, transforming and enlightening. Cultivate students' independent thinking and self-study ability, and then develop into innovative spirit and creativity.

Modern education view holds that the teaching process should be a process of interaction between teachers and students, equal dialogue and emotional exchange. In teaching, teachers should not stick to the dignity of teachers, but should establish a harmonious and equal teacher-student relationship with students, especially those with personality differences. Although teachers have fully foreseen students' personality differences in teaching design, some unexpected situations will inevitably occur due to the dynamic characteristics of students' learning situation and learning process. This requires teachers to constantly cultivate their own classroom teaching wit and make good use of students' personality differences, so that students' differences become valuable resources for classroom teaching. Teachers are good at using these fresh resources to generate teaching activities, truly giving students the initiative to learn, building a platform to learn from each other and carrying out generative teaching. Only in this way can we truly respect the individual differences of students, and only in this way can we be conducive to the transformation of teaching methods and the improvement of teaching level.

Third, respect the differences of students' learning methods.

Different individuals have different ways of thinking. In learning, every student will use his own learning methods to acquire knowledge. Teachers should respect students' individual differences, consciously guide students to choose their learning methods, and pay special attention to guiding students to choose their own learning methods, so that students can enjoy the pleasure of acquiring knowledge through their own choices, learn to choose from them, learn to sum up and accumulate experience, and thus improve their discrimination and learning ability. At the same time, guiding deep personalized learning can also provide rich generative curriculum resources for physics teaching activities. Through the exchange and interaction in the learning process, we can learn from each other's strong points, collide with each other's thinking and develop together.

Fourth, design exercises according to students' differences.

The new curriculum standard advocates: everyone learns valuable physics, everyone can get the necessary physics, and different people get different developments in physics. When designing exercises, teachers should give full consideration to students' differences, design exercises at different levels, and strive to make all students finish exercises through hard work, so that students can feel the happiness brought by their own exercises and let students at different levels get the development they deserve. The significance of layered exercises and homework lies in strengthening students' academic achievements at different levels, timely feedback and correction, detecting the achievement of learning goals, transforming the knowledge understood into skills through layered exercises, feeding back teaching information, compensating, evaluating and developing students at all levels, and thus achieving the goals step by step. Therefore, when preparing lessons, teachers should carefully design and arrange classroom exercises and homework according to the actual situation of students and the content of textbooks, or reorganize the exercises and homework in textbooks, or re-select exercises and homework at different levels, and design exercises and homework with different questions and difficulties for students at different levels to choose from. These problems should be from easy to difficult. When writing exercises and homework at three different levels, we must follow the principle of consistent basic requirements and encouraging personality development. The popular point is that the bottom is not capped. On the premise of ensuring the consistency of basic requirements, practice synthesis and skills are divided into three levels. Students with learning difficulties do basic exercises and homework; Students with medium grades are mainly based on basics, with a small number of slightly improved topics; Top students do basic exercises, homework and flexible and comprehensive topics.

Feedback to students at different levels should be guided in time. Evaluate students with learning difficulties face to face as much as possible, correct problems in time when they find them, and guide them to train repeatedly and truly master them; Students with good grades can make spot checks and give timely guidance.

Fifth, admit the differences between students from the teaching evaluation.

Successful teaching evaluation and feedback are powerful means to motivate students to learn. Different from the traditional horizontal comparison, the difference evaluation uses different standards to measure students at all levels, and pays more attention to whether students at all levels have achieved the goals at this level. Therefore, teachers should praise and evaluate students with learning difficulties, look for bright spots and affirm their little progress in time; The use of incentive evaluation to evaluate middle school students not only points out the shortcomings but also points out the direction of efforts to promote them to be positive; Take a competitive evaluation of gifted students, adhere to high standards and strict requirements, and urge them to be more rigorous and modest and constantly surpass themselves. In this way, different levels of requirements are put forward for different students, which provides each student with opportunities to create their own success, experience gains and experience self-confidence. It stimulates every student's enthusiasm for learning physics and enhances their internal motivation for self-study and self-development.

In short, in order to improve the efficiency of classroom teaching, we teachers must fully understand students, pay full attention to their differences, take care of every group as much as possible, and let students actively participate in learning activities to achieve an exciting state. In other words, our classroom must be artistic, lively, interesting, infectious and attractive, otherwise it will lose sight of one thing and let some students be abandoned to the unattended area, which will affect the overall effect of the classroom. I hope every teacher can admit the objective existence of differences, accept children's learning differences, respect children's learning differences, understand children's learning differences, be good at finding differences, and take corresponding countermeasures according to children's characteristics, strive to narrow differences (expand differences when necessary), transcend differences, teach students in accordance with their aptitude, implement personalized teaching and prescription teaching, and effectively improve classroom teaching efficiency.