How to make students speak actively

How to Make Students Speak Actively

Part I: How to Make Students Speak Actively

How to Make Students Speak Actively

I teach Grade Two this semester. In the first two weeks of school, I found a very serious problem in class: after the teacher asked a question, only a few students raised their hands to answer it, and they seemed to be "answering professional households." The vast majority of students seem to have nothing to do with him, "nothing to do with yourself, hang up high." In the past few years, I have also found such a rule: the students in the lower grades of primary school answer questions actively, and with the increase of grade, the enthusiasm of students to answer questions is declining, and every question raised by teachers in class has almost become the patent of top students and outstanding students in the class, and these students have answered it as if it were a package. These students have high learning enthusiasm, strong learning ability, quick thinking and are very active in class. However, some students with learning difficulties in the class have little chance to speak in class. I think there are two main reasons for this: first, excellent students occupy most of the opportunities to speak; second, students with learning difficulties have psychological pressure, inferiority complex, fear of making wrong answers and losing face in front of others, so they just wait for others to answer and put on a "waiting to serve" posture. These students with learning difficulties have lost confidence in speaking in class because they have not been exercised for a long time, which has seriously affected the normal development of their learning ability. This is really a headache. The whole classroom is deserted, and there is no active atmosphere in the classroom, so the teaching effect is not as good as before. This phenomenon not only makes it difficult for students with learning difficulties to make progress in their studies, but also seriously affects their all-round development and hinders their overall improvement in learning quality and mental health.

what should I do? How to reverse this situation? I often ask the old teachers for advice, and according to the characteristics of the students in my class, I made an in-depth analysis, and quickly worked out the countermeasures:

First, let the students come to answer the questions without raising their hands. If they stand up, they will say that it must be chaotic. I said, "We must be orderly. If we see that we have said that we are faster than ourselves, don't say it." We know that teachers play a leading role in teaching and should consciously dominate students' speeches. In order to encourage students to raise their hands and speak boldly, after a period of adjustment, I also adopted the following three methods: first, let students feel that a problem can be solved by layers, and they can't start if they don't feel difficult; The second is to choose students who have the ability to answer, and incomplete ones can be supplemented many times and by many people; Third, after the questions are raised, group discussions, cooperation and exchanges can be held first, and different types of students can be designated to speak. In this way, the difficulty of the question is reduced, and students dare to answer and are willing to answer.

two: after some students raised their hands many times, the teacher couldn't see them, and didn't ask them to come up and answer, losing confidence. This is a psychological problem of students and has a lot to do with teachers. Once, after I finished my class, a student in my class ran up to me and said, "Miss Wang, why didn't you ask me to answer questions in class?" At this time, I realized that I ignored his feelings and didn't pay careful attention to the students in class. Since then, I always remind myself to treat every student carefully in class, pay attention to students' expressions and eyes in class, and give them opportunities in time if there are signs of raising their hands to speak, so as to enhance their confidence in class and improve their interest in class participation.

Later, in the classroom teaching, I adopted the method of designing questions in different levels, and divided the classroom questions into three categories: one is the simplest question that can find the answer directly from the text; The second kind is the question that can be answered with a little thinking and sorting; The three types are questions that need to be linked before and after, analyzed and summarized before the answer can be realized. In class, I consciously leave

the first and second kinds of questions to students with poor learning. Generally, after reading the text for the first time, leave them the opportunity to answer questions and sort out the main idea of the text. When reading typical paragraphs, we should inspire students with learning difficulties to find out the total sentence, transitional sentences or central sentences in the paragraphs, so as to solve the problems in the text step by step, give them a chance to speak in class, reduce their psychological burden of being afraid of speaking, and at the same time fully affirm their correct answers and participation spirit to help them build up confidence.

after a period of hard adjustment, students' enthusiasm for participating in class speeches has been greatly improved. More students dare to raise their hands and stand up to speak, and the classroom atmosphere is obviously active. All kinds of students speak enthusiastically, breaking the phenomenon of "one head sinking" and showing a positive trend of being happy to learn and eager to learn. It feels good to have classes in such an atmosphere!

Part II: How to Make Students Speak Actively

How to Make Students Speak Actively

I teach the sixth-grade graduating class in Wang Hongyan, Liaohe this semester. In the first two weeks of school, I found a very serious problem in class: after the teacher asked a question, only a few students raised their hands to answer the question, and they seemed to be "answering professional households"; The vast majority of students seem to have nothing to do with him. Things, "things have nothing to do with themselves, hang up high." In the past few years, I have also found such a rule: the students in the lower grades of primary school answer questions actively, and with the increase of grade, the enthusiasm of students to answer questions is declining, and every question raised by teachers in class has almost become the patent of top students and outstanding students in the class, and these students have answered it as if it were a package. These students have high learning enthusiasm, strong learning ability, quick thinking and are very active in class. However, some students with learning difficulties in the class have little chance to speak in class. I think there are two main reasons for this: first, excellent students occupy most of the opportunities to speak; second, students with learning difficulties have psychological pressure, inferiority complex, fear of making wrong answers and losing face in front of others, so they just wait for others to answer and put on a "waiting to serve" posture. These students with learning difficulties have lost confidence in speaking in class because they have not been exercised for a long time, which has seriously affected the normal development of their learning ability. This is really a headache. The whole classroom is deserted, and there is no active atmosphere in the classroom, so the teaching effect is not as good as before. This phenomenon not only makes it difficult for students with learning difficulties to make progress in their studies, but also seriously affects their all-round development and hinders their overall improvement in learning quality and mental health.

what should I do? How to reverse this situation? I often ask the old teachers for advice, and according to

the characteristics of the students in my class, I made an in-depth analysis, and quickly worked out the countermeasures:

First, let the students come to answer the questions without raising their hands, and if they stand up, they will say, it must be chaotic. I said, "We should be orderly, and don't say anything when we see that we are faster than ourselves." We know that teachers play a leading role in teaching and should consciously dominate students' speeches. In order to encourage students to raise their hands and speak boldly, after a period of adjustment, I also adopted the following three methods: first, let students feel that a problem can be solved by layers, and they can't start if they don't feel difficult; The second is to choose students who have the ability to answer, and incomplete ones can be supplemented many times and by many people; Third, after the questions are raised, group discussions, cooperation and exchanges can be held first, and different types of students can be designated to speak. In this way, the difficulty of the question is reduced, and students dare to answer and are willing to answer.

the first and second kinds of questions to the poor students. Generally, after reading the text for the first time, leave them the opportunity to answer questions and sort out the main idea of the text; When reading typical paragraphs, we should inspire students with learning difficulties to find out the total sentence, transitional sentences or central sentences in the paragraphs, so as to solve the problems in the text step by step, give them a chance to speak in class, reduce their psychological burden of being afraid of speaking, and at the same time fully affirm their correct answers and participation spirit to help them build up confidence.

chapter 3: how to guide students to speak actively in class

how to guide students to speak actively in class

in class, every teacher wants students to raise their little hands like dense forests. Instead, with the growth of age, more children choose silence in class. So, impatient, we racked our brains, gave a little hint, and nominated casually. Of course, we also encouraged it, but it always had little effect.

In class, we always ask students to raise their hands. Let's choose by name. In this way, the class really looks neat and orderly. This is more obvious among primary school students. If they are not allowed to raise their hands, they will sometimes stand up in a big crowd, and no one will sit down, and they will all start talking, making the classroom look messy. But when they had finished talking, they didn't hear anyone clearly, so they had to name them again. At that time, because the students were particularly active, they didn't feel anything, but some middle school students were so steady and silent in class. This makes me particularly unaccustomed. Especially in Chinese class, how to do it without students' active participation? Reluctantly, how can we cultivate students' ability?

In fact, I have tried many ways, such as encouraging them to believe in themselves, telling them earnestly that you are very important in class, calling them to show their important personal qualities, and even expressing my dissatisfaction with anger, but it seems to be of no help, and the class is still so boring.

Anyway, there are fewer and fewer people raising their hands, so I just won't ask them to raise their hands. I didn't expect more people to speak in class, and some even don't talk much at ordinary times. This makes me think a lot?

does "raise your hand and I'll pick" give students the feeling that I am the authority in the classroom, and only with my permission can you have the right to speak. Will some students raise their hands several times? If we don't call him or call him less for various reasons, he will feel frustrated, or even feel that the teacher doesn't like himself and is dissatisfied with himself, and then he will gradually stop raising his hand.

and will those students with poor grades have less courage to raise their hands? When I feel that I have raised my hand, the teacher will not call me. Slowly, in class, they will not only stop raising their hands, they will no longer actively think, and they will no longer participate in the class. Gradually, they will get worse and worse, because they lack confidence more than anyone else, and they are more eager for affirmation and praise than anyone else.

In this way, students, like us, want to be their own masters. Then delegate the power to the students. If you want to say something, stand up and say it. If you think of it, say it. In a word, it's all your own decision. As a teacher, all I do is listen quietly and intently, and sincerely praise without stint. Don't they all say that "the power of an example is infinite"? Let your praise put a wreath on his companion and become his role model. Then why worry that he won't stand up?

So, give students room not to raise their hands, so that they can feel a sense of accomplishment in their participation and understand that those who dare to be masters of their own affairs have more opportunities and more success. Of course, some situations should be named, for example, a classmate is too timid to stand up, so we should help him seize the opportunity. There are relatively simple questions, most students can, so there is no need for you to fight for me.

Chapter 4: Talking about how to cultivate students' habit of speaking actively in class

Talking about how to cultivate students' habit of speaking actively in class

Chen Hongwei, Lu Xiaoniu, Xinditou Primary School, Xijiao Township, Jinming District, Kaifeng City

The new curriculum regards the teaching process as a process of teacher-student interaction, positive interaction and * * * common development. Communication means everyone's participation and equal dialogue and communication. Speaking actively in class is of great help to children's learning. It can make students concentrate, improve the effect of listening to lectures, deepen the understanding of content and improve students' thinking and language expression ability. Speaking in class is a talk on the surface, but it is actually a reflection of listening, thinking and expression. However, in teaching, I feel that students are shy and timid when they speak, but they chirp after class. But I kept silent in class. Facing the teacher's questions, I dare not speak. Why? I discussed it with my colleagues and they felt the same way. I look up information and read books on the Internet to find methods suitable for students. Through my own practice, I have some experience. Let me talk about my own methods as follows:

First, let students eliminate their fear in class

There are many students who are afraid to speak for fear of making mistakes, especially for underachievers, who are willing to be an audience. They regard the teacher's questions as "sad things"; There are also some students who want to talk, but they are afraid that others will make fun of them, so they are afraid to speak. This affects the ability to speak. In this way, the level of students' speech can not be developed. It is normal for students to make mistakes in their answers in class. Teachers should not treat them rudely, but should take appropriate evaluation. My specific approach is:

1. Create a harmonious atmosphere

In speaking, students should not feel uneasy, but feel happy. We should start with the following:

(1) Allow students to make mistakes and regard their mistakes as a resource.

(2) Less criticism and more encouragement.

(3) Pay attention to the differences of each student, tolerate different opinions, and let other students learn to listen.

(4) Talk, open your heart, make friends with students, and make students feel that teachers are learning like them.

2. Pay attention to students' inner feelings

When students make mistakes in their speeches, teachers capture students' information and inner changes from listening. If it is the lack of learning methods and abilities, so as to evaluate it properly. However, in teaching, some teachers interrupt students as soon as they hear something wrong, which is impolite, will hurt students and can't correct mistakes. I remember once, when I was talking about the text "It's raining", I asked the students to try to say what this article was about first. I looked around and focused my eyes on a student who is not good at words at ordinary times. I asked him to answer. The student's face was reluctant and extremely ungrateful.