How to effectively control classroom measures

How to effectively complete the teaching task; How to effectively regulate students' behavior in classroom teaching remains to be discussed. This paper will discuss the effective control of students' freedom through communicative teaching, so as to provide some reference for the practical application of communicative teaching in the classroom. The freedom of 1 and the freedom of classroom control are the essence of human beings and one of the rights of modern people. Of course, students should also enjoy freedom. However, in order to embody students' freedom in teaching, we must realize that: firstly, freedom is the basic condition for students' all-round development. Secondly, freedom is an important guarantee for students to actively participate in teaching. In teaching, students' learning can not be separated from teachers' guidance, but students' learning is an individual matter after all, and teachers' guidance can never replace students' own cognitive activities. All teaching activities at all times and all over the world show that to achieve good results, we must rely on students' intellectual operation activities such as perception, analysis, comparison, abstraction, generalization and concretization of objective things introduced in books and words. From this perspective, real learning should be free. Then, the smooth and effective teaching is of course inseparable from the enthusiasm and initiative of students to participate in teaching. Here, the value of freedom appears again. Classroom control The control of classroom teaching is a process of regulating and controlling the main variables (teachers, students, textbooks, examination methods, etc.) in classroom teaching. ) appropriate and reasonable, so as to stimulate students' attraction to knowledge and make them learn smoothly along the teacher's ideas. Its basic structure is as follows: information received by teachers-information processed by teachers-information inspired by teachers-information received by students-information processed by students-information output by students. In fact, it involves four points: (1) Classroom control includes not only punishing behaviors that violate educational norms, but also guiding students to identify with and consciously abide by classroom discipline, so as to coordinate the relationship between individuals and groups; (2) Classroom control should not only make the behavior of classroom members obey the needs of classroom order, but also make students' free activities, self-expression and classroom teaching order achieve harmony and unity; (3) Classroom control must rely on the authority of teachers, and students should consciously internalize classroom norms. The realization of classroom control is the unity of teachers' authority and students' self-control; (4) Classroom control is a dynamic process, which includes both maintaining the existing classroom order and establishing a new one. Therefore, there are many factors that affect classroom teaching control, but teachers always play a leading role. According to the different control levels, the types of classroom control can be divided into individual control and class control. According to control means, it can be divided into hard control and soft control, and hard control refers to the use of mandatory control means; Soft control is the use of non-mandatory control means. According to the realization of control, it can be divided into positive control and negative control. Active control refers to actively guiding students' classroom behavior, while passive control refers to limiting and punishing students' deviant behavior. According to the control mode, it can be divided into explicit control and implicit control. Explicit control refers to the control mode of teachers based on clear requirements and regulations; Implicit control refers to the control mode in which teachers give priority to indirect guidance and hidden obstacles. 2 The relationship between freedom and control Freedom refers to the time and activities that students can control in classroom activities; Control refers to the adjustment, mastery and monitoring of students' activities by teachers [2]. We should understand "control" in a broader sense, and control does not contain derogatory meanings. Control is not repression, but teachers' overall grasp of classroom teaching and timely control of a series of problems involved (including the control of specific links and levels of teaching and the correction of mistakes, etc.). ), mainly refers to the control of students' freedom in order to achieve the best teaching effect. In the traditional teaching mode, as the transmitters of knowledge, most teachers naturally regard themselves as the controllers of the classroom and dominate the allocation of classroom time. Most students have become accustomed to this. Many people remember that teachers have strong planning guidance ability in this respect, and they always use their knowledge to motivate students to make progress. Class managers decide what students should do, when to speak, and what language form to use in class. Because all teaching activities are planned in advance, teachers can usually predict all students' classroom reactions. In current foreign language teaching, teachers also play such a role. Only in this way can we grasp the relationship between freedom and control. 3 degrees of freedom and control Because students are the main body of learning, students must be given enough degrees of freedom in communication teaching, which is the premise of communication teaching. However, teachers must control freedom, which are two aspects of a problem, namely, two aspects of classroom teaching. If handled properly, it can promote the teaching effect. Students are completely free and open in the space allowed by freedom, so teachers should pay attention to observe whether they can use a certain language skill fluently. Control means grasping and monitoring a certain level as a whole, so as to ensure the effective acquisition of freedom at this level. To ensure the implementation of students' free communication training, there must be corresponding control, because students' activities may often be blind and irrational. Students who are active and passive in communication activities will definitely have differences in their performance and communicative competence. Therefore, teachers should carry out appropriate control or adjustment, such as grouping, suggestion and encouragement, so as to maximize the initiative and creativity of the two types of students. Of course, giving students freedom does not mean that their activities are arbitrary. Without the correct control of teachers, students can't realize the freedom of communication in the end, which reflects the important role of teachers. But just as there is no absolute freedom, there is no absolute control. How to control, and to what extent, must revolve around the effective acquisition of freedom. When students master certain communicative functions, they can practice accordingly, but they can't go beyond this level and engage in blind activities. Once the tasks and objectives are completed, teachers should promote the development of their ability level. If we can effectively monitor the progressive process of the whole knowledge and make adjustments in time, so that students can get the maximum free development space, teaching will certainly achieve the expected results. Therefore, there is freedom only if there is control, and proper control will only promote but not hinder the acquisition of freedom. We must have a pertinent understanding of the teaching concept of teacher-oriented and student-centered. Teacher-led is mainly reflected in the grasp of the whole teaching, and students' freedom must be under the control of teachers. In fact, teachers' monitoring will not only affect students' central position, but also be the guarantee and premise to realize students' status. 4 Coordination of Freedom and Control How can freedom and control be coordinated and unified in practical application? It is necessary to explain the deep meaning of freedom here, that is, free activities and control of freedom itself must be able to tap students' initiative and creativity, and all activities in teaching must closely revolve around this point. Specifically, it is a crucial step for teachers to know how to arouse students' enthusiasm and give them the motivation to communicate. By setting various interesting and targeted words, design tasks suitable for students' communication; Use group activities, double activities and team activities. It is worth noting that although many teachers have adopted these methods at present, the effect may not be great. In this regard, we can adopt a dynamic communication model, or even classify and group students according to their interests. Teachers are in the central monitoring position, and their main role is to monitor whether students' communication behaviors are effectively implemented and participate in communication activities. Teachers can communicate with groups and individuals, control their behavior and give help; At the same time, students' behavior and teaching process are analyzed at the height of the vertex, thus forming a dynamic, multi-level and three-dimensional "freedom-control" model between teachers and students, within groups and between groups. In this way, students' freedom can not only be realized, but also be controlled correctly. Freedom has a purpose, a function and a direction. It avoids rough and boring exercises and conforms to the general law of foreign language teaching. How to design specifically, the teacher can deal with it according to the actual situation. Of course, the actual operation is far more than that, but also involves the teacher's analysis of teaching materials and students and the preparation of emergency measures for possible emergencies. In the process of dealing with freedom and control, the role of teachers is actually an extremely important issue, because only by understanding the role of teachers can we ensure the effective implementation of "control and freedom". In traditional education, teachers are in the absolute guidance center, and once they turn to giving students enough freedom, they will easily lose control of freedom and go to the opposite side. The role of teachers should be changed from the position of "strict teacher", but why it should be changed is still inconclusive. But at least there should be such a role: teachers should be consultants and can provide students with the information they need in time; A teacher should be a trainer, take the examination as a whole and control the teaching rhythm; A teacher should be a helper and be able to provide necessary help in time; At the same time, teachers are still participants and really participate in communication activities [5]. Of course, the most important thing is that teachers should not forget that they are the controllers of the classroom, and their main purpose is to ensure the realization of freedom, thus realizing interactive teaching and cultivating students' communicative competence. Teaching is a complex systematic project, and teachers must be able to correctly analyze students and teaching materials; Must have the ability to control the classroom in time, keen judgment, affinity and a series of comprehensive abilities. I believe that as long as we deal with the relationship between freedom and control in practice, accumulate experience and improve the shortcomings, the effect of English teaching will continue to improve.