Definition
Thereisalotofresearchanddiscussionontheissueofclassroomefficiency.Butthereisabasicdescription,namely:toachievethebestpossibleteachingeffectwithaslittletime,energyandmaterialinputaspossible.Thebestpossibleteachingeffectcanbereflectedinthefollowingtwoaspects:
Thefirstisthemaximizationofefficiency.Thatis,theamountofbenefitforstudentsperunittime.Mainlyinclassroomcapacity,academicburdeninsideandoutsideclass,etc.
Thesecondistheoptimizationofbenefits.Thatistosay,howactivestudentsareaffectedbyeducationandteaching.Mainlyinmanyaspectssuchasinterestcultivation,habitformation,learningability,thinkingabilityandquality.
Aclassroomthatonlymaximizesefficiencyoroptimizesbenefitsonlyisnotan"efficientclassroom"inthetruesense.Onlytheharmonyandunityofthetwocanforman"efficientclassroom".Inshort,"EfficientClassroom"hasbreakthroughsinatleastthreeelementsofteachingtime,teachingtasks,andteachingeffects,whichcanbesummarizedas:lightburden,lowconsumption,fulldimensions,andhighquality.
Efficientclassroomisaclassroomthatmaximizeslearningbenefitswithminimalteachingandlearninginput.Itsbasiccharacteristicsare"self-construction,interactivestimulation,efficientgeneration,andjoyfulsharing."Tomeasureclassroomefficiency,firstlylookatthedegreeofstudents’knowledgemastery,abilitygrowth,andchangesinemotions,attitudes,andvalues;secondly,howtheteachingeffectisobtainedthroughinput,whetherlessteachingandmorelearninghasbeenachieved;thirdly,whetherteachersandstudentshaveexperiencedaperiodoftimeAjoyfulcommunicationprocessinspiredbybothdirections.
Elements
Classroomteachingefficiencyincludesatleastthefollowingthreeelements,namely:teachingtime,teachingtasks,andteachingeffect.Itcanbedefinedandanalyzedfromthreedirectionsandthreelevels:Attheteacherlevel,teachingefficiencyreferstotheamountofteachingtaskscompletedinaunitofteachingtimeunderthepremiseofachievingtheexpectedteachingeffect.
Atthestudentlevel,teachingefficiency=thesumofalltheeffectsofteachingonallstudents/thesumofthetimespentbystudents.
Here,"allstudents"areemphasized,andtheaimistoadvocateattentiontothenumberofstudentsparticipatinginlearningactivities,thatis,totality.
Theso-called"allinfluences"refersto"theusefulknowledgelearnedbythestudents+theusefulabilitiesformedbythestudents+thegoodnon-intellectualfactorsdevelopedbythestudents+negativeinfluences".
Intermsoftime,classroomteachingefficiency=effectiveteachingtime/actualteachingtime×100%.
Therefore,efficientclassroomsarederivedfromeffectiveclassrooms.Basedoneffectiveclassrooms,theteachingefficiencyofeffectiveclassroomscanbehighorlow,positiveandnegative.Theresultofteachingis"humandevelopment"ratherthanindustrialproducts.Thequantificationofteachingefficiencymayalwaysbealuxury.Puttingforwardtheconceptof"teachingefficiency"isnotfor"calculation",butforteachingpracticeandteachingevaluationtoprovideamorecorrectorientationandidealdirection.Whentimeisusedtoitslimit,teachingwillinevitablymovefromeffectivetoefficient.
Caseexample
Thecontent,linksandtimeallocationmodeofanefficientclassroom.
Generalmode
Thegeneralmodeisalsocalledthebasicmode,whichis10+30+5;itisdividedintothreelinks:previewguidance+cooperationandcommunication+standardassessment.
Ina45-minuteclass,theteachertakesnomorethan10minutes,includingtheintroductionofnewlessons,assignmentoftasks,assignmentofdifficultpoints,summarization,andorganizationofassessments.
Studentsspendnolessthan30minutesinself-directedlearninginclass.Theformofcooperationadvocatedbyhigh-efficiencyclassroomsisgroup-based,independentlearning(self-study),pairlearning(homogeneouspaircooperation),and"grouplearning"(grouplearning)toachieveautonomy,cooperation,andexplorationinthenewcurriculumreform.
5minutesisthetimefortheon-the-spotevaluation.Thein-classcomplianceassessmentisdifferentfromthetraditionaltestpapertestorhomework,butthroughthestudygroup,the"two-two"testisorganizedbetweenpairsofstudents.Theformisflexibleanddiverse,andthein-class"smallpaper"assessmentcanbeused.Itcanalsobeassimpleas"oral"assessment.
Dulangkouexperience
Normalmode:10+35
Thetimeavailabletoteachersis10minutes,andthetimeforstudentstostudyindependentlyFor35minutes.
Threesections:preview-display-feedback
preview-clarifythelearningobjectives,generatetheimportantanddifficultpointsofthistopic,andinitiallyachievethegoals.
Display-displayandexchangethelearningresultsofthepreviewsection,transferanduseknowledge,andrefineandimproveperception.
Sixlinks:previewandcommunication,cleargoals,groupcooperation,displayenhancement,extracurricularexpansion,andcomplianceassessment.
Pre-studyexchange-studentexchangesandpre-studysituation;
Cleargoals-emphasizethelearninggoalsofthislesson;
-displayofeachgroupcontactgroupAccordingtothesituation,theanswerspresentedinthisgroupwillbeexpandedoutofclass;
Qualityassessment-teacherscheckstudents’masteryoflearningtasksintheformoftestpapers,paperstrips,etc.
DuLangkou’spreviewoutline
Thenewmathematicslessonpreviewoutline:
(1)learningobjectives;
(2)Knowledgesorting;
(3)Doonething(3-4exercises);
(4)Rememberanote(combinekeyknowledge);
(5)Practiceonepractice(2-5exercises,ortypicalexamples).
Preparationoutlinefornewphysicscourse
(1)Learningobjectives;
(2)Knowledgepassing;
(3)Learningfeedback(Exerciseswithin5).
Pre-studybook
Forexample,thepre-studybookof"Rotation"inthesecondgradeofmathematicshasthefollowingcontents:
1.Previewtarget(5pointsarewritten)
2.Basicknowledge(two-coloranswer,6points)
3.Typicalexample(answerwithredpen,3exercises)
4.WrongexampleAnalysis(6questions,eachquestionhasfourcolumns:1.Title;2.Wrongsolution;3.Correctsolution;4.Self-reflection)
Five.Practicalapplication(Therearealsocolumns:1．Title;2.Answer;3.Analysis;4.Summaryofmethod)
Principleexploration
First,Shandongsuccessfulexperience
1.Thecharacteristicsofanefficientclassroom:
(1)Threehighs:highefficiency,highbenefit,higheffect.
(2)Threemoves:bodymovement,heartmovement,supernaturalmovement
(3)Threequantities:thinking,information,andtraining
(4)Threefeatures:three-dimensional,fast-paced,largecapacity
(5)Threestudies:willingtolearn,wanttolearn,andlearn
(6)Burdenreduction:lightburden,highquality;lowtime-consuming,highefficiency
2.Acenterofanefficientclassroom:everythingisstudent-centeredandhappinessistheroot.
(1)Fromthepursuitofcompletenessandcomprehensivenessofknowledgetopayingmoreattentiontostudents’characterandpersonality;
(2)FromfocusingonthecultivationofknowledgeandabilitytopayingmoreattentiontostudentsPsychologicalneedsandspiritualgrowthofstudents;
(3)Fromtraditionalcommonalityanduniformeducationtopayingmoreattentiontothedifferentneedsofstudents;
(4)ByfocusingonclassroomlinksandproceduresCompiledtopaymoreattentiontoacademicconditions,atmosphereandteacher-student,student-studentrelationship.
3.Fivestrategiesforefficientclassrooms:
(1)Pre-learningfirst,firstlearningandthenteaching,achievingtwopre-learning:pre-learningandpre-question;
(2)teachingStartingfromthe"studysituation"investigation,makedecisionsbasedonthe"studysituation"andsetuplinks;
(3)Focusonconfrontingdoubtsandimplementgroupevaluations;
(4)FocusonbeinginclassCorrecterrorsandcorrectfeedbackintime;
(5)Trytoachieve"zerohomework"afterclass.Ifyouneedtoassign,onlyassignexpansionassignmentsthatdevelopstudents'thinking,guidestudentstoexplore,andimprovestudents'abilities.
4.Theultimategoalofanefficientclassroom:dedicatedtothecultivationoflearningability.
(1)The"origin"ofefficientclassroomsistostartfromthe"tworates",thatis,tosolvetheclassroomenergylossrateandimprovetheefficientlearningrate;
(2)ThroughefficientclassroomsTowardsefficientlearning,soastorealizelifelonglearning;
5.Thebasicelementsofanefficientclassroom:
(1)Teachinggrasper:Guidanceplan-aroadmapandsteeringwheelforstudentstolearn.
(2)Coreconcepts:independence,cooperation,andexploration.
(3)Technicalsupport:Efficientclassroommode-communicationthroughdisplay,implementationthrougherrorcorrection,improvementthroughdialing,andexpansionthroughopenness.
(4)Learningmethod:grouplearning-independentstudy,oppositestudy,groupstudy;independentthinking,cooperativeinquiry,andconfrontationofdoubt.
(5)Threesharptools:alsoknownasthe"ThreeTreasuresofLearning"-binders,two-colorpens,anderror-correctingnotebooks.
6.Thebasicmodelofanefficientclassroom:
(1)Timedivision:5+35+5.
(2)Divisionoflinks:preview,display,andevaluation.
(3)Sixmodules:previewandcommunication,assignmentoftasks,cooperativeexploration,demonstrationandimprovement,interspersedconsolidation,andcomplianceassessment.
7.SummaryofShandongexperienceofefficientclassroom:
(1)Condition:Theteacherisemotionallyexcited.
(2)Characterization:themaximizationofknowledgeandenergyperunittime.
(3)Coreconcepts:independence,cooperation,andexploration.
(4)Basicnature:Efficientclassroompaysattentionto"threesexesandtwominds"."Threenatures"arehigh-efficiency,generative,andliberating;"twomeanings"arethemeaningofknowledgeandthemeaningofgrowth.
(5)Evaluationmethod:startwith"problemsolving",andevaluatethe"teaching"ofteachersbasedonthe"learning"ofthestudents;teacher.
2.Fivestandardsforefficientclassrooms
Efficientclassroomsgenerallyhavethefollowingfiveaspects:teachingobjectives;teachingactivities;teachingability;teachingfeedback;Teachingorganizationandmanagement.
Teachinggoals
Comprehensive,comprehensiveandprofound:
Knowledgeandskills,processandmethods,emotions,attitudesandvalues(3D);Valuable,reflectinghighexpectations;veryclear,specific,andactionable;inlinewiththethreeemotions-academicsentiment,teachingsentiment,testsentiment.
Teachingactivities
Teachingcontext:matchingcontent,stimulatingfunandenlightening,naturaltransition;teachinglinks:fast-paced,high-density;groupactivities:divisionoflaborCooperation,activethinkingandinquiry;teacher-studentinteraction:tacitcooperation,profoundthinking;student-studentinteraction:100%participation,activeandactivethinking;activitiesandassignments:independence,inquiry,andindividuality.
Teachingability
Communicateclearlyandaccurately;
Cleveruseofquestioninganddiscussiontechniques:flexiblechangeofteachingmethods;trainingoflearningmethods,Disciplinarythinkingmethods;rationaluseofteachingresourcesandinformationtechnologymethods.
Teachingfeedback
Timelyacademicfeedback;timely,well-informed,andappropriateclassroomevaluation;moderatehomework;exams,tests,etc.cangivefullplaytomotivationeffect.
Teachingorganizationandmanagement
Classroomislivelyandorderly,consciouslyobservingdiscipline;stronglearningculture;reasonabletimeallocation;strictprocessorganization;studentbehaviormanagementInplace;physicalspacemanagementisreasonable.
Teachingmodel
"Three-line"Teaching
Fromtheperspectiveofanartist,theprocessofclassroomteachingisthatteachersandstudentsareco-actingadrama.Therearethreeclueshiddeninthis"drama"(the"threelines"forshort)-thelineofteaching,thelineofknowledge,andthelineofsentiment.
Theso-calledteachinglinereferstotheteachingideaunderacertainteachingmethod;theknowledgelinereferstotheprocessofdisplayingknowledgepointsorknowledgevoxelsunderacertainteachingidea;theemotionallinereferstotheprocessofknowledgeimpartingThegoalandlevelofcapacitydevelopment.
Thegoalofteachinglinedesignistobenaturallycoherent,progressiveandinspiring.
Experimentalinquirymethod:experiment-phenomenon-analysisphenomenon-conclusion(newknowledge)
Progressivemethodofsettingdoubts:settingdoubts-solvingproblems-settingdoubtsagain(intensify,Broaden)Resolveproblems(breakthroughdifficulties,summarizetherules)
Lenovoinduction:doubts-discussion-conclusions-association-rulesandmethods.
Thegoalofknowledgelinedesignistoformasystematicandnetworkedknowledgesystem.
Knowledgesystemofnewlecturesandexperimentalcoursescenteredonthepropertiesofmatter;
Knowledgesystemoftheoreticalcoursescenteredontheoreticalpointsandbasiclaws;
Knowledgesystemofexercisesandreviewcoursescenteredonskillsandmethods;
Knowledgesystemofcalculationcoursescenteredonmaterialquantity.
ThegoalofAbilityLineDesignistoreflecttheabilityandemotionalfactorsineveryteachinglink.
Features:studentcenter,self-directedlearning,methodguidance,intelligenthome.
Effects:Teachercompetition,collegeentranceexaminationresults,competitionresults
Habitformation
LawofHabits
Sowingabehaviorandreapingahabit;sowingahabitandreapingacharacter;sowingacharacterandreapingadestiny.
Learnthehabitofefficientsixsessions
(1)Pre-learning
Develophabit,adheretothepre-learning;understandtheteachingmaterials,keypointsPreview;masterthesteps,layeredpreview;useyourbrainsandactivelypreview;reviewtheoldandlearnthenew,whichisconvenientforpreview;trytotakenotes,efficientpreview;reasonablearrangement,flexiblepreview.
(2)Beabletoattendlectures
Bepreparedforthelectures;highlyconcentratedandattentivetothelectures;graspthekeypointsandlistentothelecturescarefully;cooperatewithallpartiesandlistentothelecturesefficiently;speakboldlyandactivelylistentothelectures;Differenttypes,flexiblelectures.
(3)Reviewintime
Reviewintimetoconsolidateknowledge;systematicreviewandcascadeknowledge;strengthenreviewandhaveatargeted;subjectreviewtoimproveability;comprehensivereviewtoimprovecomprehensively.
(4)Homework
Masterthesteps,solvetheproblemcorrectly;thinkmorevigorously,withastandardformat;workwithinalimitedtime,improvespeed;correctmistakesandmakeupforomissions;multiplequestionsThesolution,aquestionischangeable;payattentiontothesummaryandexplorethelaw.
(5)Summarize
Comprehensivelyorganizeandweaveintoanetwork;checkforomissionsandfillvacancies,completeknowledge;organizetopicsanddeepenlearning;classifyexercisesandexploretherules;summarizemethodsandimproveefficient.
(6)Abletoremember
Clarifygoalsandremember;masterknowledgeandunderstandmemory;accumulateexperienceandgeneralizememory;cultivateinterestandactivememory;analyzecontradictionsandopposememory;classifyInduction,systematicmemory;searchingforsimilaritiesanddifferences,contrastingmemory;usinggraphics,imagememory;compilingtactics,interestingmemory.
Allaspectsofanefficientclassroom
Theefficiencyofeducationandteachingshouldnotonlyincludethecontentofclassroomteaching,butalsotheefficiencyofeachlinkofeducationandteaching,suchas:
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Efficientintroduction,efficientpresentation,efficientinquiry,efficientcourseware,efficientdiscussion,efficienthomework,efficientcooperation,efficientexamination,efficientfeedback,efficientexplanation,efficientsummary,efficientGreatlessonpreparation,efficientwritingontheblackboard,andefficientcorrections.
Introductiontothemode
"271"ClassroomRule
TheChangleSecondMiddleSchoolModeisanefficientclassroomteachingconceptandaThisscientificteachingmodelisreferredtoas"271ClassroomRules".
Theso-called“ruleof271”meansthat45minutesofclassaredividedinto“10+30+5”accordingtotheratioof2:7:1.Teachersarerequiredtospendnomorethan20%oftheirlecturetime,students'self-learningaccountsfor70%,andtheremaining10%isusedfortheevaluationoftheresultsofeachclass.
Thecoreof"271rule"isclassroomteaching.
Thebiggestfeaturesof"271rule":"targeted","targeted","highperformance".Maximizetheenthusiasmofeachstudenttoparticipateactively,reflectingtheconceptof"myclassroomisthemaster".
Thevaluetrendofthe"271Rule":topromotethetransformationofteachers'work,toprepareteachingmaterialsandteachingmethodstopreparestudentsandlearnmethods.Makestudentsmove,classalive,teachingeffectisbetter,andtheburdenonteachersandstudentsislightened.
Threemodulesof"271Rule":preview,interaction,andevaluation.
●Pre-classpreparationsareintensive
Atthebeginningofeachsemester,eachclassteachermakesabalancedcombinationofallstudentsaccordingtogender,performance,abilityandotherfactors,anddividesthemintoseveralGroups(8-10peoplepergroup),andeachgroupelectsastudenttobethegroupleader.
Theteacherwillprovidethepreparatorysyllabuspreparedduringthelessonpreparationprocesstothestudentsoneortwodaysinadvancetofacilitatethestudents’preparatorypreparation.Accordingtothecontent,theteachercanflexiblyusetheclassrepresentativetocopyontheblackboard,theteachershowsthesmallblackboard,printandpostontheclass,printanddistributetothegroupleaderandevenallstudentstoprovidethepreviewoutline.Inaddition,accordingtothedifficultyofthecontent,teacherscanflexiblyadoptmethodssuchasextracurricularpreview,previewforthefirsthalfoftheclass,oroverallclasspreviewforthestudyofthepreviewoutline.Atthesametime,eachgroupshouldconductpre-studyexchangeswithinthegroup,andsummarizethedoubtsornewlydiscoveredproblemsinthegrouptofacilitateinter-groupcommunicationduringclass.Thecarefulpreparationbeforeclassprovidesastrongguaranteeforteacher-studentinteraction,studentautonomy,andgroupexplorationintheclassroom.
●Classroominteractionisinfullswing
Inthisclassroommode,theteacherguidesthegrouptocommunicateinthefirsttenminutesofaclass.Eachgroupwillsendarepresentative(inturnineachclass)toputforwarddoubtsornewlydiscoveredproblemsduringthepreviewprocessofthegroup,andtheteacherwillmakeencouragingevaluationsoftheperformanceofeachgroup.Whilemobilizingtheteamstospeakfully,theymustalsoensurethattheentireprocesstimeiscontrolledwithintenminutes.
For30minutesinthemiddleoftheclass,theteacherquicklyorganizedandsortedoutthequestionsraisedbyeachgroup,combinedwiththeteachingdesignofthenewlecturethathehadprepared,andmadesuggestionsonthedoubtsraisedbythestudentsandrelatednewlydiscoveredproblems.Guide,analyze,andexplain,letstudentsanswerasmuchaspossiblehere.Teacherstrytominimizestatementsthatdonotinvolvethecontentofteachingmaterials,andevaluatetheperformanceofeachgroupinatimelymanner,makefulluseofthecompetitionbetweengroups,andmaximizethemobilizationofeachgroup.Theenthusiasmofthestudentstoparticipateactivelymakestheclassroomexcitingbecauseoftheinteraction.
Inthelast5minutesofclass,studentsarerequiredtoquicklysortouttheknowledgestructureandkeypointsofthislesson,andraisetheirhandsonbehalfofthegrouptoputforwardamostdesiredquestionrelatedtothecontentofthissection,andtheteacherwillfollowthequestionAnswerthedifficultyasappropriate,oraskstudentstoanswer.Theteacheralsojudgesthewinninggroupandthebestanswerer.Theenthusiasmofthestudentsinthewholeclasshasbeenkepthigh,whichhasgreatlyimprovedtheefficiencyoftheclass.
●Afterclassreview,reviewthepastandlearnthenew
Achievementevaluationisakeypartoftheclassroomeffect.TheoutcomeevaluationoftheclassroommodelofChangleNo.2MiddleSchoolcanbeamutualevaluationbetweenmembersofthestudygroup,aquestionnairedesignedbytheteacherinadvance,orastudentdiscoveringaproblemintheprocessofautonomouscollaborativelearningandraisingittotheteacher.Theteacherwilldiscussthecommonalityofeachgroup.Questions,sumupandimproveincombinationwithyourownteachingpurpose.
Onthisbasis,eachgroupmemberwillfurtherreviewandsortouttheknowledgestructure,ununderstoodproblemsandnewlydiscoveredproblemsofthislesson,andconductexchangeswithinthegroup.ThegroupmemberswilltaketurnstocopyinthegroupThespecialbookishandedovertotheinstructorforrevieworgroupcommunicationandevaluation.
Atthesametime,becausemanysimpleknowledgehavebeensolvedinthepreviewandnewlectures,inordertofurtherconsolidatetheknowledgelearnedintheclass,theteacheronlyneedstochoosetheexercisesaccordingtothekeyanddifficultknowledgeofthisclass,andarrangetheminasmallandprecisemanner.Someintensivetrainingassignmentsweregiventostudentsintheformofwrittenassignmentsontime,andtheinstructorchangedthemonebyone.Whetheritiscombingknowledgeafterclassordoingintensivetraininghomework,studentsareveryactive.Thisalsoreflectsthatstudentshavegainedalotinhigh-efficiencyclassrooms,andtheirenthusiasmandconsciousnessinlearninghavebeenfullymobilized.
Learnfirst,thenteach,andtraininclass
Theteachingprocessisasfollows:
1."Learnfirst",theteacherisconcisePresentthelearningobjectivesinatimelymanner;putforwardself-studyrequirementsandconductpre-schoolguidance;putforwardthoughts
examinationquestions,stipulatethecontentofself-study;determinethetimeforself-study;completetheself-testquestions.
2,"Post-teaching",onthebasisofself-study,interactivelearningbetweenteachersandstudents,studentsandstudents.Teachersprovidepopularandeffectiveexplanationsfordifficultproblemsthatstudentscannotsolve.
3.In-classtraining:After"learningfirst,thenteaching",letstudentspassacertainamountoftimeandacertainamountoftraining,applytheknowledgetheyhavelearnedtosolvepracticalproblems,anddeepentheirunderstandingofthelessonslearnedintheclassroom.,difficulty.
Classroomteachingisdividedintothefollowingfivelinks:(1)Showthelearningobjectivesofthisclassandshowtheself-studyrequirementsofthisclass;Questions;(3)Studentsreporttheresultsofself-study(poorstudentsaregivenpriority);(4)Correct,discussandguidetheresultsofself-study;(5)Studentscompletehomeworkinclass,andteacherscorrecthomeworkinclass
4.Intheteachingmode,teachersnolongerleavehomework,andstudentscompleteself-solvinginclassanddigestinclass.
3,3,6or10+35
"10+35":Theteacher'sexplanationislessthan10minutes,andthestudentactivitiesaremorethan35minutes.
"ThreeThreeSix"self-learningmodel:threecharacteristicsofclassroomself-learning;threemodulesofself-learning;sixpartsofclassroomdisplay.
Threecharacteristics:three-dimensional,largecapacity,fastpace.
Three-dimensionaltype-thetargettaskisthree-dimensional,thetaskisimplementedinthepersonandgroup,thestudent'smainroleisfullydisplayed,andthecollectivewisdomisfullydisplayed.
Largecapacity-basedonteachingmaterials,expansion,interpretation,andimprovement,diversifiedclassroomactivities,andallparticipantsparticipateintheexperience.
Fast-paced-unittime,closetothetargettask,carefularrangement,teacher-studentinteraction,student-studentinteraction,toachievetheexpectedresults.
Threemodules:preview-display-feedback.
Preview——Clarifythelearningobjectives,generatetheimportantanddifficultpointsofthistopic,andinitiallyachievetheobjectives.
Display-displayandexchangethelearningresultsofthepreviewmodule,transferanduseknowledge,andrefineandimproveperceptions.
Feedback-reflectionandsummary,regressivetestingofpresetlearninggoals,highlighting"vulnerablegroups",letthemtalk,talk,act,andwrite."Soldiersteachsoldiers","soldierstrain","soldiersstrengthenthearmy".
Sixlinks:previewexchanges,cleargoals,groupcooperation,displaypromotion,interspersedconsolidation,andcomplianceassessment.
Pre-studyexchange,cleargoallink-throughstudentexchangepre-studysituation,clarifythelearninggoalofthislesson.
Groupcooperation-theteacherdictatesthatthetasksareevenlydistributedtothegroups,andgenerallyeachgroupcancompleteoneitem.
Demonstrationandimprovement-eachgroupwillexplainandanalyzethelearningtasksofthegroupaccordingtothediscussioninthegroup.
Interspersedconsolidation-eachgroupcombinedwithgrouppresentationstoconsolidatethelearningtasksthatthegroupfailedtoshow.
Achievementassessment-teacherscheckstudents'masteryoflearningtasksintheformoftestpapersandpaperstrips.
Threedoubtsandthreeexplorations
Theclassroomprocessoftheteachingmodelistosetupdoubtsandself-exploration-resolvedoubtsandexplore-applicationexpansion.The"threedoubtsandthreeexplorations"classroomteachingmodeldoesnotencouragestudentstopreparebeforeclass.Beforethestudentsintheclasscomeintocontactwiththenewclass,everythingisunfamiliar.Theteachershowedthetitleofthetextandaskedthestudentstomakeassociationsandputforwardthequestionstheythoughtbeforeenteringthetext.Forexample,whenstudyingthearticle"DongCunrui'sDeathBombingaSecretFort",theteacherpresentsthetopic,andthestudentsaskquestionsbasedonthetopic:WhoisDongCunrui?Whatisabunkhouse?Whydoyouwanttoblowupthedarkcastle?HowdidDongCunruifry?Didthebunkerbeblownup?Can't"sacrifice"blowupthedarkfort?Didheblowitupalone?DoesDongCunruistillhavefamily?…Aftertheteachersummarizes,supplements,guidesstudentsto"self-exploration"withthemainquestionsin-depthtext,andthenseekanswerstothequestions.
Two-wayFiveRings
YinduDistrict,AnyangCity,HenanProvince,combinedwiththewholedistricttopromotemulti-eAhigh-efficiencyclassroommodelwithregionaladvancementuniversality-thebasicteachingmodelof"two-wayfiverings"inYinduDistrict'smainmulti-efficientclassroom.
"Two-way"meansthattheclassroomfollowsthelawoftheprogressiveteachingprocessandthecognitivedevelopmentofstudents.Itisabilateralrelationshipbetweenteachersandstudents,throughtheinteractionofteachingandlearning,whichnotonlydevelopsthesubjectivityofstudents,butalsodevelopsThestudents'multipleintelligencescanachievetheoptimaleducatingeffectofmutualbenefitinteachingandmutualbenefit.
"FiveRings"referstothefivebasiclinksintheclassroomteachingpractice.
The"two-wayfiverings"isabasicclassroomteachingmodelthatintegratestheinnerspiritofstudents'subjectivityandthedevelopmentofstudents'multipleintelligences.Theessenceofthismodeliscenteredonthecomprehensiveandharmonious,activeandlivelydevelopmentofstudents.Establishademocratic,equal,andcooperativeteacher-studentrelationshipintheteachingprocess,constructteacher-studentinteraction,student-studentinteraction,andteacher-generationasaneweducationmodelof"learningcommunity".
Modepresentation
"Two-way"istodesigncontentalongthedevelopmentdirectionofteachingandlearning.Thesideoflearningis:preview-cooperation-display-exploration-reachingthestandard;thesideofteachingis:guidance-participation-motivation-evaluation.
The"FiveRings"isconstructedinaccordancewiththeteachingprocess.Thatis,studentpreview,teacherguidance,studentcooperation,teacherparticipation,studentdisplay,teachermotivation,studentinquiry,studentachievementandteacherevaluation.
If"two-way"istoconstructthecontentofdesignteachingandlearningaccordingtothevertical,itscoreisdevelopment;thenthe"fivering"istoconstructthecontentofdesignaccordingtothehorizontal,anditscoreisstructure.Thecombinationofthe"two-wayfiverings"makestheteachingandlearningcontentformanetworkedstructurethatisverticallyalignedandhorizontallyaligned.
Lecturedraftmode
Thelecturedraftisdesignedaccordingtothestudents'learning,whichisnotonlythestudent'slessonplan,butalsotheteacher'slessonplan.The"learning"ofstudentsandthe"teaching"ofteachersarecombinedintoonethroughthecarrierof"LectureDraft".The"LectureDraft"isactually"givingstudentsacrutchsothatstudentscantrytolearnbythemselves".Ithasthefunctionsofinstructing,thinking,andpracticing.Whattolearn,howtolearn,andtowhatdegreeareallstatedinthe"LectureDraft".Teacherscanmakefulluseofthecharacteristicsof"lecturedrafts"andfocusonthecultivationofstudents'habitsofactivelearning,persistenceinpreviewing,independentthinking,anddelvingintoproblems.The"LectureDraft"runsthroughtheentireteachingprocesslikeamainthread.Astheprincipaloftheschoolsaid:"Intheentirelearningactivity,fromthepreviewandself-studythepreviousnighttotheinterpretationandconsolidationofdoubtsinthenextday,studentshavedoubts.Thewholeprocessofinvestigatingquestionsandsolvingdoubtswillleaveaclearmarkonthe'lecturedraft',andteacherscancheck,guideandregulateatanytime.Inadditiontotheteacher'steachingplanandthestudent'sstudyplan,thelecturedraftisstillthestudent'sexercisebook".Inprinciple,theteachersofDongluMiddleSchoolarenotallowedtoassignextracurricularhomeworkexceptforthetopicsonthe"LectureDraft".Foreach"LectureDraft",theteachermustreceiveitifitisissued,changeitifitisreceived,andcommentonit.Inaddition,theschool'sassessmentofstudentperformanceisalsocloselyrelatedtothe"lecturedraft."DuringthetestorexaminationofDongluMiddleSchool,teachersusuallychoosetopicsfromthe"LectureDraft"andguidestudentstousethe"LectureDraft"toreview,toachieve"whattolearn,whattoteach;whattolearn,whattotest".Afteracertainperiodoftime,studentsclassifyandbindthe"lecturedrafts"ofeachsubject,whichbecomesagoodreviewmaterial
1333teachingmode
(1)Introductiontothemodel:"1333"refersto"onestudyplan,threelessontypes,threesteps,threelinks".Theso-called"astudyplan"meansthatteachersandstudentsshareastudyplanforeachclass;thethree-coursetypereferstothedesignofthreebasiccoursesofnewteaching,reviewingandtestingbasedonthespecificcharacteristicsofeachsubject."Three-step"meansthateachclassshouldincludethreesteps(stages)ofpre-classpreview,in-classinquiry,andafter-classextension;thethree-stepsmeansthatthein-classinquiryprocessshouldreflect"cooperativeinquiry,detailedinstruction,andeffectiveThreelinksof"training".
(2)Classroomteachingmode:study,exhibition,point,practice
1."Learning"means"autonomouslearningactivities"and"cooperativelearningactivities".
"Autonomouslearningactivities"areself-directedlearningactivitiesthatstudentsfollowtherequirementsofthe"learninggoals"withthehelpoflearningplans.Studentsmustcompletespecificlearningobjectivesandtaskswithinthespecifiedtime.Thestudyplanmustbeissuedatleastonedayinadvance.Accordingtothestudyplan,studentswillinterpretthetextindependently,learninitially,completethebasicknowledgeandbasictopics,andhaveapreliminarygraspofthetextingeneral,completethebasicgoals,andlaythefoundationforin-depthlearningintheclassroom.
"Cooperativelearningactivities"refertothecooperationandexchangeactivitiesbetweenpairs,groupmembers,andintergroupswiththestudyplanasaroadmap.Theorderofproblemsolvingisasfollows:self-studytosolve-tosolvebetweenpairs-tosolveinthegroup-tosolveintheclass-tosolvebytheteacher.
2."Exhibition"means"exhibitionandexchange?Sharingandwin-win".
Displaysaredividedintosmalldisplaysandlargedisplays.Thesmalldisplayreferstothedisplayinthegrouporganizedbythegroupleader.Itmainlydisplaystheresultsofmutuallearningandco-learningwithinthegroup,andexposesexistingproblems.Thelearninggroupleaderisresponsibleforreportingthelearningresultsandexposedproblemstotheteacher.Itisconvenientfortheteachertograspthelearningsituationandarrangealargedisplayintheclass;thelargedisplayreferstothedisplayinthewholeclassundertheteacher'sorganization.
Throughdisplayandcommunication,studentscanexpressdifferentanddiversifiedthinking,andinspireandcommunicatewitheachother,cultivatestudents'diversifiedthinkingability,andachieveawin-winsituationinsharing.Teachersintheclassroomshouldspendacertainamountoftimeforstudentstoshowandcommunicateinvariousforms.Teachersshouldpayattentiontotimelyandpertinentevaluations,andstudentsshouldbegoodatlisteningtothespeechesofothers.Ifstudentshavedoubtsintheirself-learning,teachersshouldbegoodatguiding,andformastronglearningatmosphereof"soldiersteachingsoldiers"intheclass.Intheprocess,teachersshouldsummarizetheproblemsintheexchangeanddisplay,graspthekeypointsanderror-pronepointsofclassroomteaching,andprepareforthenextstep.
3."Dian"means"exactlyspeaking?Commentsublimation".
Theso-calledintensivelectureismainlyreflectedinthefactthatteachersgraspthejoints,keypoints,error-pronepoints,doubts,etc.ofknowledge,andspeaktheessenceofknowledgeandspeakwonderfully.Graspingthe"fourpoints"canmaketeachinggettwicetheresultwithhalftheeffort.Onthecontrary,itwillbeuselesstofullyblossomandfireeverywhere.
Inprinciple,teacherscantalkforalessonforupto15minutes,whichisthecumulativetime.
4."Practice"means"effectivetraining?Knowledgeimplementation".
In-classtrainingisanindispensablepartofclassroomteaching.Studentsarerequiredtocompletethetrainingquestiongroupwithinalimitedtimeandtounderstandthestudentsthroughrandominspectionsbyteachers,reviewbygroupleaders,mutualapprovalatthesametable,andclassdisplay.Answerstothequestions,promptlycommentonthewrongquestions,toensuretheeffectivenessofthetraining.
Letstudentsconsolidatewhattheyhavelearnedinthein-classexamination,findthemissingpointsofknowledge,improvetheirqualityincorrectionandsummary,andachieve"clearness".
(3)TeachingPrinciplesof"1333TeachingMethod"
1.Learnfirst,teachlater,andtraininclass:
Learnfirst,nottoletstudentslearnaimlesslyandengageinformalism,buttolearnindependentlyundertheeffectiveguidanceofteachers.Thatistoasktheteachertoclarifythelearningtasks,putforwardself-studyrequirements,andconductpre-schoolguidance,letstudentsstudythespecifiedcontentwithinthespecifiedtimewiththinkingquestions,andcompletethetestingexercises.
Post-teachingisnotabouttheteacheraimlesslyteaching,butafterthestudents’self-studydemonstration,thecommon,pre-determinedandgeneratedbetweentheteacherandthestudent,thestudentandthestudentappearafterlearningTheinteractivelearningoftheproblem,whiletheteacherguidesthestudentstosummarize,summarizeandimprove,frompracticetotheory.
Traininginclassistoallowstudentstoconsolidatetheknowledgetheyhavelearnedthroughacertainamountoftimeandacertainamountoftraining,therebydeepeningtheirunderstandingofthekeyanddifficultpointslearnedintheclassroom,andreturningtopracticefromtheory.
2.Block-basedteaching
Theeffectivestrategyforsolvingthe"highconsumptionandlowefficiency"ofclassroomteachingistoimplement"block-basedteaching."Thetheoreticalbasisof"block-basedteaching"is:replacingonekindofclassroomactivitywithanother,reducingthefatigueofstudentsinonestateforalongtime,andminimizingthedistractionofstudents'attention.Intheend,itisunscientific.
Theso-called"block-basedteaching"referstotheorganicdivisionoftheclassroominto3-5relativelyindependentteaching"blocks"accordingtotheteachingcontent,andeach"block"isguaranteedtohave8to15minutesoftime.
?Itcanalsobecalled"step-by-stepcombinedteaching."Closelyrelatedteaching"plates",thatis,theteachingprocessandteachingcontentarejuxtaposedintheformof"plates"andstepbystep,stepbystep.
3.Threetalksandthreenotalks:
Threetalks:talkaboutkeypointsanddifficulties,talkaboutthingsthatareeasytomakemistakes,easytomixup,andtalkabouteasythingstomiss.Threedon'ttalk:studentsdon'ttalkaboutwhattheycanlearnbyself-learning,whatstudentscanlearnthroughcooperativelearning,andwhattheteachertalksaboutisstillignoredbystudents.
Six-stepteachingmethod
Thefirststep,orientation:Determinethekeypointsanddifficultiesoftheteachingcontent,andtellthestudentstomakethemclearandclear.
Secondstep,self-study:studentsstudythetextbooksaccordingtothefocusanddifficultyoflearning,thinkindependently,andmaketheirownanswers.
Thethirdstep,discussion:Fourstudentsfromfronttoback,leftandrightasagroup,discussandresearchtheproblemsthathavenotbeensolvedinself-study,andseekanswers.
Thefourthstep,Q&A:Basedonthestudentsthemselvestoanswerdifficultquestions.
Thefifthstep,self-test:Accordingtothekeypointsanddifficultiespointedoutbytheorientation,aswellastheself-understandingafterlearning,studentsprepareasetofself-testquestionsthattakeabouttenminutestocomplete,andthewholeclasswillanswerthem.Scoreyourselfandcheckthelearningeffectyourself.
Thesixthstep,self-conclusion:eachstudentsummarizesthemaingainsoftheirownlearning.Teacherschooserepresentativestudentsamongstudentswithexcellent,medium,andpoorgradestotellabouttheirownlearningprocessandgains,sothattheknowledgeandinformationobtainedcanbestrengthenedintime.
Practicefirst,talklater,tryfirstandguidelater
Intheprocessoftrying,theteacherwillguidestudentstoself-studytextbooks,guidestudentstodiscuss,andbuildonthebasisofstudents’tryingexercisesTeachersthengivetargetedexplanations.Itsbasicteachingprocedurecanbedividedintofivesteps:1.Presentthetrialquestions;2.Self-studytextbook;3.Tryexercises;4.Discusswithstudents;5.Explainbytheteacher.
Self-studytutoring
First,inspirationistoremindthekeyanddifficultpointsoftheday’sstudy.
Secondly,toreadtextbooksistolearntoreadtextbooksbyyourself.
Third,practice.Nowthatyouunderstandthetextbook,youcandotherelatedexercises;
Fourth,knowtheresultatthattime.Thisstepisveryimportant.Afterdoingtheexercises,letthestudentscheckorcorrecttheanswersonthespot.
Fifth,summary.Beforetheendofgetoutofclass,theteachersummarizesthecontentoftheday'slearning
Asynchronousteaching
Thefirststepisself-study.Justreadthetextbookbyyourself.
Thesecondstep,inspiration.Itistheteacherwhogivesappropriateadvicetothequestionsraisedbythestudents.
Thethirdstep,review.Gobackandinputwhatyouhavelearned,andcheckifthereareanyomissions.
Thefourthstep,homework,isactuallypractice.
Thefifthstep,correctthemistake.Thisstepisequivalenttothe"knowingtheresultatthetime"advocatedbyTeacherLuZhongheng.Afterthestudentsdidtheexercises,
thestudentscorrectedeachother'smistakes.
StepSix,Summary
LanguageGuidedReadingTeachingMethod
Thisteachingmethodisdesignedbasedonthestudents’ownreadingpractice.Thebasicpointofthisistocultivatestudents'independentreadingabilityasthemaingoal.The"threemains"and"fourpatterns"constitutetheoverallconceptoftheChinesereadingmethod.The"threemasters","studentsasthemainbody,teachersasthemainbody,andtrainingasthemainline",aretheguidingideologiesofguidedreadingteaching.Thetheoreticaldesignof"threemains"isexternalizedintheteachingprocessintothecorrespondingteachingstructuremode,namelythe"fourmodes",includingself-reading,teaching-reading,practice,andrepetitivereading.
EfficientTheessenceoftheclassroom
Theessenceofanefficientclassroomistoadoptthemostsuitableclassroomorganizationformforteachersandstudents,andfocusallstudents’attentiononclassroomteaching,sothatstudentscanlearntothemaximumextent.Knowledgeandimproveindividualability.