The basic content of teachers’ teaching includes three parts: preparation before teaching, classroom teaching process and extracurricular teaching. Classroom teaching is the basic form of school education, and classroom teaching skills are the basic skills necessary for teachers. Therefore, exploring teachers' classroom teaching skills is the premise, foundation and guarantee for good teaching. Classroom teaching is a process of information dissemination. Therefore, the teacher's behavior in the process of teaching information exchange is the component of teaching skills. The elements of teaching skills include the following aspects.
1. Introduction of new lessons
It is to introduce the topics to be discussed through various methods. Successful introduction of new courses can attract students' attention, stimulate students' interest in learning, connect the past and the next, enable students to enter the new course in a prepared and purposeful manner, and create a learning situation for the new course. There are many methods introduced in new courses, including: poetry type, interesting type, practice type, outline type, elicitation type, experimental type, transition type, contradiction type, question type, self-reading type, exposition type, warning type, intuitive type, Questioning, comparison, association, game and other methods.
How to do a good job in introducing new courses? First of all, we should attach great importance to the important role of introducing new courses ideologically; secondly, we must pay full attention to it when preparing lessons. That is to say, when preparing lessons, you must dig deep into the content of the teaching materials, master the key points and difficulties of this lesson, and then determine the corresponding introduction materials based on the knowledge content of this lesson, and determine the introduction form according to the psychological characteristics of the students; third, you must usually Collect information and improve your own quality. Rich materials rely on daily accumulation. Teachers should pay more attention to reading popular science magazines and books, extensively explore knowledge, and make good records and excerpts. You also need to constantly improve your expression skills, including lectures, blackboard drawings, experimental skills, etc. Only in this way can the introduced materials be presented more fully and vividly, making classroom teaching lively and engaging.
2. Teaching language
Language is the main information medium for teachers to complete teaching tasks, and it is the main means and way of information exchange between teachers and students. Therefore, no matter what kind of teaching method, teachers The teaching languages ????are the most basic and essential teaching methods. The quality of teachers' teaching language is not only related to the transfer of knowledge, the enlightenment of students' wisdom and the cultivation of abilities, but also affects the cultivation and development of their non-intellectual factors. Therefore, no matter how modern education is reformed and modern teaching methods are improved, it is still very important to use the teaching language well.
The teaching language must not only have the authenticity of scientific language, but also have the personality and characteristics of the teaching language, be scientific, accurate, concise, vivid, and easy to understand. If teachers can carefully design and use it skillfully, they can make students think positively and achieve the desired results through active thinking, trying, and struggling. On the contrary, if the teacher's teaching language is vague, messy, and rigid, students will feel boring and bored, and their interest will be lost.
3. Writing and drawing on blackboard
Writing and drawing on blackboard is a silent teaching language. Teaching pictures are intuitive and vivid. If they can be fully utilized, complicated language descriptions can be saved. Therefore, designing good blackboard writing and drawings is an important part of teachers' teaching, and helps teachers to elaborate and explain teaching content. It can divide the learning content, especially the more complex teaching material content, into levels and paragraphs, with clear priorities, making it easier for students to understand and master. It can expand and consolidate students' perception, is the logical main line of classroom teaching content, and is the main basis for students to take study notes.
Different teaching contents have different contents and composition forms of blackboard writing and blackboard drawings. Generally speaking, blackboard drawings should include: the title and content requirements of the topic and each paragraph of teaching content; sketches with text and explanations, simplified diagrams or schematic diagrams of relevant physical objects, schematic diagrams, charts, and images of processes and phenomena, etc. ; The derivation process of formulas and formulas, the expression of concepts, laws and principles; the process of solving or proving examples and exercises, and the relevant content of assigned homework, etc.
We must do a good job in writing on the blackboard and improve the quality of classroom teaching. Teachers must first pay attention to the fact that writing on the blackboard must be organically and closely coordinated with the language and body language of the explanation. They must write while speaking, and it should be done naturally and naturally. Secondly, the writing on the blackboard should be planned, with clear outlines and strong organization. The labels of each outline should be unified, and the key contents can be appropriately marked as appropriate. The content written on the blackboard must be correct, the words must be fluent, the punctuation must be appropriate, and the written content must be concise and concise. The handwriting should be neat and generous, and the font size should be moderate. The writing content in the main blackboard area should be as close as possible to one lesson per blackboard, in order to maintain the systematic nature of knowledge.
4. Changes in teaching styles
Body language is a series of symbols or codes that express meaning through human body movements and expressions. The application of body language in teaching is the so-called teaching attitude, that is, the teacher's form in education and teaching. Good teaching methods can not only enhance the effect of imparting knowledge, but also stimulate students' non-intellectual factors through emotional influence. In educational practice, some teachers give students wrong understandings because of unclear gestures; some teachers cause students' resentment because of poor teaching styles; some teachers cause misunderstandings among students due to improper expressions. Therefore, the importance of teachers’ teaching style is self-evident.
In classroom teaching, the emotional factors of teachers and students play a big role in the learning effect. Therefore, the teacher’s expression during teaching should be smiling, giving students a warm, amiable and trustworthy attitude. The feeling that students will be interested in the teacher's teaching will bring encouragement and confidence to the students; in teaching, the teacher's gestures are also very important. Gestures can be used as metaphors. For example, when explaining force, you can use your hands to express, Pulling, pushing, pressing and other actions; gestures can also increase the expressiveness of language. For example, appropriate and rich gestures can attract students' attention and enhance the teaching effect. Therefore, teachers must consciously use information tools such as expressions, gestures, and movements in teaching. In addition, you can use the pointer to guide writing on the blackboard, charts or other teaching aids, and patrol among students in a timely manner in the classroom to guide students' learning in a timely manner and improve the teaching effect.
5. Teaching demonstration
Teaching demonstration is a demonstration experiment. It refers to an experiment performed by the teacher in conjunction with the teaching content in the classroom. It is one of the important means of teaching and the main method that embodies the teaching principles of unifying concrete and abstract, combining practice and theory. Teaching demonstration experiments can provide students with perceptual knowledge intuitively and vividly. They are the basis for students to form concepts and understand laws. They are demonstrations for students to learn to use instruments and perform experimental operations. They are also scientific thinking methods for cultivating students' observation and thinking abilities. It is an effective way to improve their ability to discover, analyze and solve problems.
Successful demonstration experiments ensure the smooth progress of teaching with a convincing and profound impression. To ensure the success of the demonstration experiment, it is necessary to truly grasp the experimental principles, instrument structure, and performance, and carefully make all preparations before the demonstration. During the demonstration process, the phenomena must be clear and the explanations clear to improve the vividness and vividness of the demonstration experiment. Scientific and safe.
6. Classroom explanations
Students acquire knowledge through teachers’ classroom explanations, so teachers’ explanations are particularly important. Correct and scientific explanations can enable students to better understand and accept new knowledge. Teachers’ explanations must be scientific in nature, that is, the content of explanations must be in line with scientific principles, the words used must be correct, and the expressions must be precise; Logic, that is, the explanation must be organized, the sequence must be reasonable, the levels must be clear, and the content arrangement must be logical; third, the explanation must be inspiring, that is, the teacher's language must be vivid, and the students' learning emotions and knowledge base must be taken into consideration; The fourth is to highlight the key points, that is, all the teaching content of each class should focus on one or two key contents, elaborate it from different aspects, and analyze and study it from different connections with it; the fifth is to be concise and vivid, that is, the teacher The language should strive to be concise, clear, vivid and easy to understand.
7. Classroom Questions
The teaching task is mainly completed through classroom teaching. In classroom teaching, teachers often ask students some questions, so classroom questions must be designed well. To design classroom questions well, it must be based on epistemology, based on the knowledge system of the syllabus and teaching materials, and raise questions on key points of thinking based on the key points, difficulties and key points in the teaching materials and the actual situation of the students. When designing classroom questions, we should pay attention to teaching students in accordance with their aptitude, and be targeted according to the actual situation and development level of students; they should be interesting and inspiring; they should be purposeful, planned, step-by-step, prepared, and targeted.
8. Feedback reinforcement
Feedback reinforcement means that in classroom teaching, teachers use feedback information in the classroom to use their own unique resilience to deal with various problems that arise in the classroom. Various teaching methods are used to enhance classroom teaching content. Feedback information in the classroom includes expressions, gestures, answering questions, classroom exercises, classroom tests, etc.
In classroom teaching, teachers must pay attention to the impact of their expressions on students on the one hand, and on the other hand they must be good at observing students' expression trends in order to carry out targeted ideological education work. In classroom teaching, teachers must roughly judge the acceptance of students at each level, make timely feedback adjustments, and adjust the classroom teaching structure. Asking students to go to the blackboard to do exercises or arranging students to do classroom exercises, observing students' operations, and taking classroom tests are also ways of teaching feedback information. Through the feedback information, you can check the implementation of teaching objectives, check the implementation effect of teaching measures, and discover the existence of teaching problems, adjust and improve future teaching work.
9. End of class
The role of a successful end of class can be to summarize and organize the knowledge taught, to deepen concepts and rules, and to feedback teaching information, which can provide guidance for the next section. The curriculum provides foreshadowing, activates students' thinking, and serves subsequent courses or teaching. It can broaden students' horizons, broaden their thinking, and better master learning methods.
To design the end of the lesson well, we must carefully design it for different classroom types, according to different teaching content and requirements, and taking into account the knowledge structure, intelligence level, age characteristics and psychological characteristics of the teaching objects. A fitting ending. The ending methods of the class include: summarizing, practicing and consolidating, comparing and memorizing, setting up doubts and foreshadowing, guiding and previewing, beginning and ending, stimulating interest, etc.