Classroom is the main position of education and teaching. With the deepening of education and teaching reform, classroom reform has become the core of innovation, an important guarantee to improve teaching quality and a powerful way to promote quality education. However, due to the influence of traditional educational ideas, although many of our teachers and students have changed, they are still "wearing new shoes and taking the old road", and it is difficult to improve the quality of education and teaching. According to my continuous study and years of educational practice, I reflect and summarize. To improve classroom efficiency, we should mainly start from the following aspects:
First, establish a sense of service and change the role of teachers.
It is an indisputable fact that the teaching profession is a service undertaking, but what is it in specific education and teaching? On the three-foot platform, the teacher stood high on it, holding a textbook in his hand, muttering from time to time: some students are listening carefully and taking notes carefully, for fear of missing a word, while others are listless and sleepy. As soon as the bell rings, it's called "Bad next time". Is this a service? Maybe it's just 45 minutes. Take this as an analogy to the well-known catering service industry: I have all the meals ready on the table, and customers are shouting to pay the bill whether they like it or not. It seems that we seldom encounter such a situation, otherwise the dormitory will be uneasy! In rural schools, maybe our students have adapted! From their first teacher-parents-obedient is a good boy, rarely can speak equally. So when we go to school, no matter how well the teacher teaches us, our students are still used to listening and forbearing! This kind of teaching classroom is like a stagnant pool, lifeless. Especially the junior high school students who are in the second growth and development stage need to understand more and yearn for freedom and independence because of the physiological development and changes. In this psychological background, if our teacher just forcibly controls: "Listen to me! This will not only make students passively accept knowledge, but also inhibit their creativity.
To establish a brand-new sense of service is to respect the development needs of students and treat them as enthusiastic customers of teachers. The growth of students is both the starting point and the final destination. In the specific classroom teaching, we should fully realize that students are the masters of the classroom, and change the traditional discipline-based and textbook-based classroom into a student-based and center-oriented classroom. Only in this way can we change our role as teachers, that is, teachers are promoters of students' learning. "Outline" clearly requires that "teachers should actively develop together with students in the teaching process and promote students' active and personalized learning under the guidance of teachers. "Teachers are collaborators in students' inquiry. Teachers should pay attention to cultivating students' independence and autonomy, and guide students to question, investigate and explore, and learn in practice. They should emphasize that students can enhance their awareness of inquiry and innovation through practice, learn scientific research methods and develop their ability of comprehensive application of knowledge. In students' inquiry learning activities, teachers should become students' close collaborators. Teachers are the leaders of students' development. Teachers should guide students to use existing knowledge as experience and actively explore the occurrence and development of knowledge. Teachers are innovators of personalized teaching. Teachers are not passively implementing classrooms and textbooks, but active decision makers and builders, and are also developing their own professional knowledge. Therefore, the enhancement of teachers' service consciousness can promote the transformation of teachers' roles and improve teachers' service quality.
Second, adjust the teaching mentality, burning classroom passion
With the advent of the information age, it has brought great convenience to people's lives and accelerated their pace of life. Even rural teachers are no exception, and every piece of information will touch their heartstrings. Especially in recent years, the gap between urban and rural areas has become prominent. As a junior high school teacher, why do you feel rather rustic? With low income and monotonous life, middle-aged people have to build houses, support the elderly and take care of the younger ones. All this has brought us great pressure and psychological tension. In this radical social torrent, how to use the word "hate"? I walked into the classroom with a tired heart, my eyes were dull, my face was gloomy and my voice was weak. What's more, I just sit at my desk and start class, just like giving a report and drinking two cups of tea from time to time. In this kind of teaching, "obedient students" can only endure listening and take notes carefully. The whole classroom is like a stagnant pool. How can you ripple the wisdom of students? So, what kind of heart you bring into the classroom directly sets the tone and melody of the whole classroom. Facing life, each of us will have pressure and even anxiety from different aspects, but we should learn to solve it-get rid of psychological garbage, have a positive and healthy heart to face life and face teaching.
When you enter the classroom, your sonorous pace, loud voice, bright face and hopeful eyes are like the sunshine in winter, the sweet spring in the desert and the dew after a long drought. It is you, the teacher's passion, which makes students' learning enthusiasm burn. This kind of teaching makes students relaxed and teachers more relaxed.
Third, pay attention to individual differences and enhance efficient dialogue.
Class teaching system is beneficial to the enjoyment of educational resources, but it is also easy to ignore the development of individual differences. The development of education in rural areas is also unbalanced, with significant differences between dam areas and mountainous areas. Rural junior high schools bring together students from different villages and families. Their foundations, abilities and personalities are often uneven, but the goals they want to achieve are the same. Faced with this situation, it is difficult for students to join hands and improve as a whole if the teacher is just "one word at a time" or "one foot at a time". Only by facing up to this difference and strengthening efficient dialogue can it be beneficial to the synchronous development of all students. In other words, it is necessary to manage the thoughts of potential students, care about the sparks they occasionally spark in class, cultivate students' interest in learning and let them "move" in class. For excellent students, it is important to manage their thinking well, enhance their desire to explore and make them more "energetic". Thus, potential students can "eat well" and excellent students can "eat enough".
Fourth, design flexible classes to promote learning autonomy.
In western rural areas, educational resources are not rich enough and teaching equipment is not complete. Even experimental teaching can only be a demonstration. Teaching method has become a teacher's favorite, but also helpless. However, in the face of the development of the times and the deepening of education and teaching reform, teaching is no longer "teaching" students, but "learning"-cultivating students' autonomous ability. Therefore, strengthening the development of school-based teaching and research, lively and lovely students and selfless teachers are valuable educational resources. Even if the conditions are worse, it is entirely possible to design a classroom full of spiritual vitality and promote students' learning autonomy. Conscientiously understand the spirit of the outline and the specific requirements of curriculum standards, study teaching materials, aim at students' cognitive reality, closely connect with life, follow the law of students' growth, and design diverse and vivid classrooms with the cultivation of students' awareness of independent learning and the spirit of inquiry and cooperation as the fundamental starting point and ultimate destination. For example, "Let's open your window, cross the garden and fields, and talk about Sang Ma with the cups in our hands" in the teaching of "Passing through the Old Village", which can make students feel the interest of "talking about Sang Ma" and the comfortable life in the countryside by bragging about their deskmates.
In a word, teaching is an art, "there is no fixed method for teaching, but there are methods", and different people have different views. As a teacher, he cares about students' development, education and classroom practice. As long as we practice, reflect and explore boldly in specific education and teaching, even in rural areas, we will certainly be able to continuously improve classroom efficiency and let rural education develop with the melody of the times.
References:
1, "Entering the New Curriculum"
2. What does teacher development depend on?
3. School psychological counseling