How to Cultivate Positive Learning Expectation in Classroom Teaching (1)

1 How to cultivate positive learning expectations in classroom teaching Chu Jianming, teaching and research section of Xishan District Education Bureau, Wuxi City, Jiangsu Province, has no classroom without teaching, and there is no perfect classroom teaching without positive learning expectations. Positive learning expectation can activate the passion of both teachers and students, so that teachers and students can enjoy the happiness of healthy classroom together. Positive learning expectation can make students with different learning foundations and different learning personalities have positive learning consciousness and behavior performance, and form a harmonious and developing learning atmosphere. In classroom teaching, in order to create an active learning classroom, we must fully understand and grasp learners' learning expectations and persistently help students realize their learning expectations. First, pay attention to students' learning expectations. Once each student enters the classroom, he will consciously produce good performance and imagine that he will achieve satisfactory learning results in the learning process. This is what we often call learning expectation. However, once the expectation of learning is too high, it will bring great anxiety and pressure, which will affect and interfere with the motivation of learning; On the other hand, if the learning expectation is too low, it will not stimulate and promote the progress of learning. Excellent teachers will try their best to create a positive learning atmosphere for students when implementing classroom teaching, so that students can understand that they have a reasonable learning goal, see their own learning hopes and stimulate their learning motivation. 1, let students feel the sunshine of learning and let students' learning spirit be "absent". The first feeling of students sitting in the classroom is to know from the teacher's mental state and behavior whether you are the spokesman of knowledge authority or the cooperator of friendly communication. Therefore, teachers' teaching, first of all, is not how to solve the difficulties of knowledge, but how to create a positive and dedicated classroom environment for students to participate in teaching activities. In class, we often find some students' learning spirit "abnormal" or "absent". They often show inattention and absent thinking, and respond or resist the teacher's teaching with an indifferent and detached attitude. What should I do? If I interrupt the teaching process to deal with this situation, it will affect the normal learning process of most students. If left unchecked, it is not the original intention of our education. Therefore, it is necessary for us to carefully design the teaching language so that these students can return to the learning group. For example, when asking a teaching question, we can ask students "What should we do about this question" and "What do we know about this question", which on the one hand attracts students' attention, on the other hand shows that they are very interested in students' ideas. Then, we can say, "We will hear (or see, notice, etc.). ) This classmate's specific thoughts after thinking "and inspired him," Your opinions will be of great help to us in solving this problem ",which can not only stimulate students' learning initiative, but also point out their learning direction. This way of asking questions and discussing tone can better reconcile students' learning emotions, change control into expectation, change criticism into friendliness, and make students feel respect for them. It doesn't mean that changing the teaching tone and teaching methods can really arouse students' enthusiasm for learning. Even excellent students' understanding attention in a class is caused by the time interval. Therefore, teacher 2 needs to adjust the intensity distribution of teaching activities and make use of the mixing principle between small activities and overall interaction in time to make classroom relaxation attractive. If students are full of fatigue, anxiety and depression in class, their study is likely to be ineffective. When dealing with these problems, teachers should let students know that encountering difficulties in the learning process is actually a positive performance, because "I won't" doesn't mean that you are bound by it, but that you have discovered your own learning problems and new learning goals that need to be solved, and you can become its master. This requires teachers to actively use the teaching method of emotional transfer, put themselves in the students' actual situation, adjust the teaching countermeasures, communicate the subjective feelings of teaching with the students' actual problems, and find the appropriate teaching method through empathy. If teachers' teaching is dull and lacking in vitality, how to stimulate students' initiative and enthusiasm and stimulate their learning excitement? Promoting students' learning is a process of gradual development. Without clever and flexible teaching methods, it is impossible for students to bid farewell to the depressed and boring study area, to truly realize the interaction of teaching and to create a positive and friendly teaching environment. In a word, creating a classroom full of passion and happiness is a good medicine to prevent students' psychological obstacles. 2. Sincere listening can move learners' hearts and form a tacit understanding between teaching and teaching. Real instructional design should be able to convey the voice of learners. In the classroom, only by listening carefully to students' views on their own learning, their views on their own learning process, and their views on teachers who help them learn, can we develop students' cognitive potential and psychological emotions more effectively and lay the foundation for their learning quality. Sincere listening is a respectful attitude and an equal gesture that gives students positive feelings. If a teacher can imagine himself as a learner rather than a teacher according to the specific situation, then you will understand that your students are exposed to the course content with completely different knowledge background, learning angle and experience from you. Therefore, in the process of teaching, it is particularly necessary to put forward reasonable questions based on students' cognitive laws, such as "what we already know", "what knowledge we need to know", "how can we discover this knowledge", "what problems need to be solved in the process of learning this knowledge" and "how can we solve these problems more effectively", so as to help students think and try their best to satisfy them in discussions with students. It is every teacher's positive expectation to help every student create a classroom where students can participate and cooperate enthusiastically. Therefore, we need to actively seek the positive points of teaching and express the positive teaching objectives with positive emotions. Spring breeze can melt rain, moisten things silently, and respect and listening are the core manifestations of active communication. Respect can satisfy students' emotional needs, make them feel a strong sense of collective belonging, and then feel how important and valuable they are. Respect means opening the door to students' hearts, being a family, a partner and a collaborator. Listening represents kindness, calmness, modesty and prudence to others. No matter how naive or difficult a student's learning voice is, no matter how active or passive it is, it is always a reaction of emotion and thinking. Behind it may be unlimited learning expectations and brand-new learning buds. We need timely guidance and evaluation to help them get out of the blind area of learning, overcome the stumbling block of thinking and get the release of the spiritual world. Second, stimulate students' learning expectations. Any classroom can not be separated from developmental teaching, and can not be separated from the guidance and guidance of teachers. "Don't be angry, don't be angry, don't be angry, don't be angry", and inspiring teaching means starting from students' learning expectations, "opening their minds" and "reaching their words" when they are "eager to get through" and "unspeakable", enlightening their understanding with spirituality, actively inducing students to explore problems from known fields to unknown fields, resolving learning confusion and teaching contradictions, and making the classroom have a bright future. 1. Tailor different study clothes according to different study personalities. If teachers' teaching methods can adapt to students' learning methods, students' learning progress will be greater and the learning effect will be better. We can imagine why two different students in the same class have different learning views and learning efficiency on the same teacher's teaching method. It is probably because one student's learning method can produce * * * sounds with the teacher's teaching method, while the other student is indifferent. Students also have their own hobbies and learning personality. Research shows that most students can get the best learning effect through specific feeling and perception channels. If teachers can know which learning senses students prefer, such as motion perception, touch, hearing or vision, they can organize teaching activities in time and effectively, start teaching procedures, mobilize students' learning consciousness, and use various guidance strategies alternately, so that students are more willing to realize their learning aspirations. Generally speaking, this is a complementary teaching method. We should pay special attention to let students learn with their hands and brains according to different teaching materials, which can be used and adjusted repeatedly in each class to meet the individual needs of students to the greatest extent. For example, information can be transformed into memory, and learning tools can be used reasonably for some students' hands-on tactile learning methods; If some students like visual learning methods, they can emphasize and consolidate them through written materials and gesture language; For auditory learners, it is more effective to express learning information clearly and coherently. No matter how students engage in learning activities, we need to understand their learning personality and pay enough attention to learning methods in order to establish an interactive and efficient teaching relationship. In the dialogue with students in the classroom, we should actively and creatively use students' learning information, maintain expectations for students from the aspects of students' preview, participation consciousness, expression ability and thinking method, and help students constantly surpass themselves. If the students' brains are not in the state of learning, they can't learn and understand. Therefore, for teachers, the challenging tasks are whether to stimulate students' enthusiasm for learning, whether to capture teaching opportunities with sensitive eyes, whether to resolve teaching details with witty methods, and whether to lead teaching to an exciting and fascinating atmosphere. Every student's learning personality exists in the student's learning password, which is more of a "learning language". All learners have their own "learning language", which is not only reflected in the real language, but also in students' various behaviors. Once this "learning language" is internalized into thinking views and habits, we not only need to listen, capture and understand the "voice of language", but also need to establish close peer relationship with it. Carry out effective stimulation and communication, "What is helpful for everyone's study today" and "What kind of learning method can give you the greatest support when studying", design corresponding questions for various visual, auditory and kinesthetic factors, organize teacher-student interaction, attract students' learning attention and enrich classroom learning content. 2. Heuristic teaching is an activity to arouse students' active learning and thinking. In the process of teaching, we often have to decompose the learning objectives, design different learning questions according to different learning contents, and use "What are we learning? 6? 7? 6? 7 "and" What are we looking for? 6? 7? 6? 7 "way to let students know the learning objectives of the course. The essence of heuristic teaching is to stimulate students' ability of active learning and positive thinking, overcome learning difficulties and feel the joy of learning in the process of finding solutions to problems. When students have learning problems in the process of learning, fully affirming that they have new learning goals is a good performance of learning mentality. Then, teachers should analyze the difficulty of the problem and the closeness and rationality of the learning content in time, and are not allowed to praise irresponsibly that everything is right and everything is excellent. In fact, stimulating students to have learning problems is an open test of teachers' teaching methods and teaching experience. Can we guide them flexibly, tactfully and skillfully to prevent students from having invalid thinking and study fatigue? This is the embodiment of teaching wisdom. Students will have different learning problems because of their different learning emotions and experiences. Teachers should use the key of mind to unlock the shackles of students' learning, so that students can move on in a successful learning journey. Therefore, only by finding students' learning enemies, changing taking textbooks to taking textbooks for students, making the process of instruction a step on the gas pedal, stimulating students' learning enthusiasm and motivation, and providing students with a positive learning environment can we get rid of learning problems to the greatest extent and win a win-win situation for teaching and learning. Teachers' inspiring language should always point to success, and teachers' inspiring questions should always be inspiring. Only in this way can we be clear-headed and enrich our knowledge and ability. The real heuristic teaching is not only a coping teaching, but also a friend learning. Usually, students think and answer mainly according to the teacher's questions, or listen carefully to the communication between classmates. However, almost all learning contents are challenging to students in different degrees, which requires teachers to mobilize students' brains in different ways, so that they can enter deep thinking and put forward more valuable ideas and opinions. In order to keep the teaching progress of the course and encourage students' learning endurance, teachers should carefully study the teaching materials and deeply understand the learning situation, so as to make the teaching more dynamic and meaningful. We should always remind ourselves, "What do I expect my students to learn from it", "How can we ensure that this expectation can be realized" and "Has this expectation finally been realized?" In teaching, we should avoid closed questions, give students enough time to think, encourage students to respond to every question, and let students' thinking and understanding gradually move from simple judgmental and memory problems to profound speculative and open state, which truly reflects the effectiveness of learning activities. Third, promote students' learning expectations. Students' learning expectations are not innate, and not everyone can enjoy them. Because students' cognitive level and learning mood are different, they will show different levels of learning state in the teaching process. If teachers can't promote students' learning expectations in a positive way, they may inhibit students' learning motivation and affect their learning development. In the dynamic process of creating learning spirit, teachers and students will gradually move towards democracy and autonomy, so that students can construct their own learning organizations and methods and realize the synchronous unity of teaching and human development. 1, from books to life, generate students' learning emotions in situations. Effective teaching is the guiding ideology and ultimate goal of classroom teaching today. Among them, the teaching theory of "knowledge construction" advocates that real learning must involve the dimension of "tacit knowledge" of human knowledge, which is always linked through five specific situations and closely related to learners' social life practice. This kind of knowledge is not taught by teachers, but constructed by students themselves. Learning is a dynamic activity, a conversational practice, and by no means a teacher's one-sided indoctrination and passive activity. (China Education News, 3rd Edition, June 2007 16) Therefore, in order to really promote students' learning expectations in classroom teaching, we must change the traditional book-to-book approach, pay attention to students' life experience and learning experience, and break the boundary between the book world and the life world. In particular, it is necessary to seriously consider which books are related to students' life and whether students' learning foundation has paved the way for the development of teaching. Classroom is not only to impart knowledge, nor to explore knowledge, but also a special environment to build a bridge between knowledge and life. We must see that moving from books to life is a direction of the new curriculum reform. Only when knowledge is rooted in life can it shine brilliantly. In this case, whether it is reading guidance or conceptual analysis, whether it is unfolding historical scrolls or appreciating cultural background, it is necessary to get rid of the shackles of teachers' dignity and feed back the education with the richness of life. This is not simply to carry out some activities such as getting close to nature and understanding society, but to really mobilize students' learning emotions and learning experiences, complete the docking of books and life through association, imagination, migration and restoration, develop students' life emotions and creative thinking, and form a three-dimensional teaching space. As far as Chinese teaching is concerned, the interpretation of any text, without exception, is to analyze the rich background information hidden behind from the language, including society, history, nature, humanities, the author's personality, work style, etc., and appreciate the significance of "cultural scenes" in "three-dimensional teaching materials". If the resources of these courses can be carefully excavated and integrated, so that students can cultivate the character and temperament of life in the ocean of social life, but also appreciate the aesthetic taste of American literature, it will be poetic and charming. 2. Change the way of learning, so that students can become the real masters of learning. Without a study partner, there will be no moving learning. Benign interaction can help each other solve more learning problems, master better learning methods and cheer for each other's success. Classroom teaching must become a place for students' personalized learning, and teaching methods such as individual learning, duet learning (two students study together) and group learning (three or more students study together) should be used to shorten the learning distance between learners and carry out humanistic dialogue between teachers and students. On the one hand, it is a dynamic dialogue with new knowledge and new text, and the presentation result of static text knowledge is confirmed by dynamic reading psychological activities. On the one hand, the interpersonal dialogue with others sparks thinking, gives meaningful opinions and produces meaningful understanding; On the other hand, talk with your heart, find positive self-cognition and self-evaluation, and cultivate positive learning expectations and motivation. We often see the so-called "dialogue teaching" in class. Students just want to say what the teacher said. This phenomenon of one-on-one question-and-answer dialogue or full-time questioning is a false dialogue, which distorts the essential significance of dialogue teaching and is a replica of "full-time irrigation" that we should criticize. It is by no means possible for a teacher to make a fundamental change in the classroom learning atmosphere. Whether students' learning expectations can be further developed depends on whether they can change their learning methods and take care of individual differences. Teachers should understand that each student's talent and ability are the learning wealth of this teaching class. When every student can feel their own learning value and work hard for it, you should provide them with the necessary learning opportunities so that they can study better. Teachers can make full use of their peers' strength, strengthen and motivate their peers to help others meet their learning needs from various angles and methods, experience their peers' approval or questioning, and realize their own value. However, teachers should not only organize discussion activities, but also carefully choose the content of activities and problem situations, which can not only stimulate learning interest, but also fully express learning opinions. In class, you can meditate, talk and exchange, and argue with each other. Teachers need to pay special attention to students who lack self-confidence and have difficulties in learning, ask corresponding questions at different levels in the teaching process, reveal teaching views in a targeted manner, and let all students share the fruits of learning and dialogue. Our aim is to promote students' active participation in learning activities, establish the connection between knowledge enjoyment and practice, and between questioning and questioning, deepen learning wisdom and form a unified learning. Teachers' learning and students' learning are always an inseparable whole and an important symbol of classroom culture. Specifically, teachers and students form a tacit understanding of teaching, and everyone can freely explore, discuss and challenge human cultural knowledge, thus gaining learning enlightenment in teaching methods. This process represents the truth of "what happened to us (not me)", "what we need to do" and "what we can do". Every participant puts forward his own point of view to solve the learning problem, no matter whether it is the same or not, it will always be frank dialogue and equal communication. Only in this relaxed and democratic learning atmosphere can we dare to express ourselves, show our inner world and highlight the effect of autonomous learning. Whether students' learning expectations can be influenced by a positive attitude is an important symbol of the success of classroom teaching. How to start students' journey of learning success is the most critical issue, which is a viewpoint put forward at the beginning of this paper. Only by starting from students' learning expectations and using active learning strategies to implement effective teaching can students be guided into a more vital learning life. [Reference] 1, Fully Active Teaching —— Five Strategies for Encouraging Teachers and Students, by Joseph Siasio, translated by Zheng Li and Yan Huimin, China Light Industry Press, August 2005. 2. The Reform of Teaching and Learning, by Barbara MacGilchrist and Margaret stapledge, translated by Zheng Li and Liu Dapeng, China Light Industry Press, September 2006. 3. How to Be an Excellent Middle School Teacher [English] by Su Richie, translated by Wang Yiyue and Chen Zhencheng, China Youth Publishing House, 2007, 1.