Effective teaching experience

Part 1: Effective experience of teaching

One minute on the stage, ten years of work. The flexibility of the classroom, the ability to master the skills, and the art of education, all rely on the constant training of all aspects of the teacher. The training of the backbone teachers has made me very profitable.
Every time after listening to the tutors of famous teachers, I will feel this way: I feel that they are standing on a new and relatively high level in the teaching concept in grasping the teaching materials. After listening to me, the inner vibration is long. . So, I would like to use the teaching design of the famous teacher. Can I use it? Large plates, big ideas are unchanged, according to the characteristics of their own students, according to my style in the subtle changes. After trying a few times, I found that students are sometimes very interested in new ideas, but because each time the imitation of the designer's design concept is different, I have no self in the classroom. Therefore, I realized that while citing others' achievements, I should also have myself. I must not rely solely on others to lose my creativity and independence.
The classroom is a beautiful and rich movement. The dialogue and understanding between the teacher and the text before the class is the prelude of this movement. In the classroom, the students and the text, as well as the dialogue between the teacher and the student, the dialogue between the students is the main theme, and one in the dialogue. The generation is a wonderful little episode. I have received a lot of classes, and I am really painstaking in order to improve their academic performance. "Hundreds of learning is the first", interest is the best teacher, but also the best constraint. With a strong interest in learning, there will be a strong motivation to learn, so I decided to start with interest. Students are curious, active, and victorious. Then my class will embody an "fun" in both content and form, so that students can learn in a relaxed and pleasant atmosphere, both increasing knowledge and developing wisdom. In this semester, several of my students passed the exam and passed the exam. Looking at their progress, my heart is filled with joy.
I am not a teacher, but I am working hard in the direction of a famous teacher. My class may not be wonderful, but I will try my best to be effective.

Part 2: Effective experience in teaching

Effective teaching is not to see whether the teacher has been taught seriously or whether he has finished the teaching content of the class, but whether the goal of the three-dimensional teaching in the classroom is met, and whether the students really understand or learn well. If a student does not want to learn or learn to gain something, even if the teacher teaches more hard work, it is invalid teaching.
Below I will start with four aspects: pre-class preparation, classroom teaching, and after-school reflection and assignment. Talk about how teachers can improve teaching effectiveness.
Effective class preparation
The adequacy of pre-class preparation largely determines the success or failure of classroom teaching. Prepare textbooks to prepare the textbooks, the ideas of the textbooks, the teachers' teaching ideas, and the students' learning ideas. Prepare the curriculum standards, and make full use of the teaching reference books to take the test points of this lesson. Teachers should fully understand the students, so that they can start from the recent development area of ​​the students, determine what content to teach, what knowledge the students should master, what skills to train, and what learning methods to teach. In this way, we can achieve the benefits of teaching students. In addition, the classroom should be based on life and connected with life through language knowledge. Encourage students to have a strong interest in learning.
Effective classroom instruction
1. Effective teaching.
The first thing to consider when teaching is how to attract the attention of students at the beginning of class. We want to tell students about their learning goals, and provide hooks in their minds that can be linked to the main points. In addition, students can also know the key points and difficulties of learning. At the beginning of class, students are required to understand the “key” part of this lesson. In the course of the classroom teaching, the corresponding key parts are emphasized at the end, so as to avoid the students' attention to the diverse forms of fun and the happiness of participation, but they can not grasp the core content. Adopting a language that is easy for students to like, that is, the language of instruction has its own uniqueness - let the students hear clearly and understand, so they need some skills. Secondly, when I was less in class, I played a good guiding role instead of the role of the starring role. We danced a bit on top of it. We are very organized and understand, but there are not many students. Through the problem situation, the knowledge of this section is mainly based on the student's learning, rather than the teacher's lecture, and more heuristic teaching is used. In addition, it is important to provide an encouraging immediate evaluation during the lecture. In the classroom, it is good at discovering and summarizing, and making effective evaluations in a timely manner. At the same time, it is necessary to "before the teacher must be famous". The evaluation must be based on objective facts, that is, the praise is indeed worthy of praise.
2, effective question:
The famous educator Tao Xingzhi said: "Inventing thousands of dollars, the starting point is a question." This shows that we must pay full attention to the effectiveness of classroom questions. The content of the questions raised should include the focus and difficulty of learning. A class carefully designed the questions on these issues, cleverly asked questions, fully mobilized the students' thinking, and expanded the students' horizons. Repeatedly ask questions for all students in the class.
In class teaching, we often hear teachers instructing students to speak. "You repeat the answer just now!" "You will say it again," "Who's thinking is different from his?" There is almost no such question. A sentence that guides students to communicate with each other does not lead students to sort out various methods. This kind of communication is inefficient or even ineffective. In teaching, the teacher guides the students in this way. Use “Can you tell me what you think?” to guide the students to express their thinking process. Use “Who understands what he meant?” to guide the students to express their thinking process. Use "Can you explain?" to guide students to communicate and understand each other. Use "Do you have new ideas?" to guide students and their peers to compare similarities and differences, and to cultivate students' awareness of excellence. “Can you ask your own questions?” to guide students to ask questions again, and to feed back the difficult points that students are least likely to grasp, and once again cause students to question. This guides students to learn from each other, and the process of inspiring and learning from each other is a process of effective communication.
Effective after-school reflection
There is not much reflection after class, you are fine. These can be recorded:
Remember class generation. What are the students' performances in the classroom, what are the wonderful results of the students' discussions, and what valuable questions have been generated in the classroom, which can provide materials for the teachers to prepare for the next lesson preparation, so that the "prepared students" in the lesson preparation can be based on can.
Write down the rules. In the classroom teaching, the teachers will always have some feelings. They should record these sentiments in a timely manner, discover the teaching rules of the bits and pieces, and think about the practical and innovative classroom teaching methods.
Write down the wonderful. The highlights in the classroom teaching should be annotated or sketched in the lesson preparation. These marks can be marked with a fixed color and commented on the side, so that not only can you provide shortcuts for the next lesson preparation, but also share resources in the form of collective lesson preparation.
Write down the failure. If there is success, there will be failure. Failure is not terrible, but it must be discovered and summarized in time to avoid repeating the next time. Reviewing and combing the failures in classroom teaching and exploring the root causes will help teachers to grow and mature quickly.
Write down the inspiration. In the classroom teaching, with the collision of teachers and students' thinking sparks, sometimes teachers will get inspiration from them and even produce epiphanies. It is necessary to record these "sparks of wisdom".
Effective placement
The homework is not in the fine, ten choices a day or five or six choose a big problem to do it seriously, hopefully done. Too much, he will not do it at one point or make you fool. “Designing scientific and reasonable exercises” is an important guarantee for improving the effectiveness of mathematics classroom teaching. Effective teaching is not only about successful explanations, but also on scientific and efficient exercises. Scientific and reasonable practice is a regular practice of students' development thinking. The teaching practice under the new curriculum should become a kind of life, an activity, and should focus on the development of students, rather than a single, uniform repetition. Good practice can actively induce the difficult problems and confusions of students' learning and correct them in time. Thereby, the consolidation and application of teaching knowledge can be realized, so that the students can be edified, the learning habits and the quality of thinking can be cultivated, the thinking methods can be trained, and the effectiveness of teaching can be improved.

Part 3: Effective experience in teaching

After learning Wu Songnian's effective teaching theory, I feel quite deep. The so-called "effective", as long as the teacher's directed teaching, students can gain effective knowledge accumulation, that is to say, the student's knowledge accumulation is a standard for teaching. The so-called effective teaching does not mean that the teacher has not taught the content or taught seriously, but refers to whether the student has learned something or the student has learned well. If the student does not want to learn or the student does not gain, even if the teacher teaches very hard, it is invalid teaching. Similarly, if the student learns very hard, but does not get the accumulated knowledge, it is also invalid or inefficient teaching.
There are some misunderstandings in the past teaching concepts:
1. The teaching mode of Mantang irrigation is not advisable
Many teachers believe that as long as they teach and teach more, they can help students reduce their learning burden and improve their learning. This way, even if the students do not learn well, they feel self-conscious. This kind of teaching, because students are used as a container for storing knowledge, although teachers are painstaking, but often to students: the more they are “filled”, the less they are willing to use their brains, the effect is often counterproductive, especially in our high school English subject, to graduation Students are required to master more than 3,000 words and more than 500 fixed combinations, and the memory is quite large. Zhu Jun, the special teacher in the salt, once said at an English teacher training session: "Students need a bowl of water, the teacher must have a bucket of water. What do you think of this sentence?" We all express our opinions, and finally she shows herself The point of view: As long as the teacher can give his own bowl of water to the students, then the teacher is successful, his teaching is effective!
2. Acting teaching is not advisable
In the current teaching reforms, some teachers only focus on the content and do not pay attention to the content, often doing some tricks. For example, in order to pursue teacher-student interaction, use question and answer instead of teaching. This kind of acting classroom teaching actually regards the students as the audience of the acting, and its teaching effect is difficult to guarantee. At present, the selection of high-quality courses in the high school teaching field has a lot of problems in the performance of the performance, especially the teaching of music appreciation, which is much more than the composition of acting. For the sake of some tasteless pursuits, a lot of invalid content is designed. I have heard some quality lessons in music appreciation, but those who have some effective content can not be selected, but the content is very small, but the form of the pattern can always lead.
3, the sea tactics need to be cautious
From the perspective of post-teaching in music appreciation, a large number of questions are always needed to consolidate the basic knowledge, but many of the questions are repeated and repeated, and can not effectively enhance the expansion of knowledge and ability, and waste a lot of students. Time and energy. The sea tactics can indeed improve the student's scores to a certain extent, but the test scores are not equivalent to the quality of the teaching. Because the quality of teaching includes not only the scores and progression rates of students, but also the self-learning ability, learning methods, learning interests, study habits and sound personality that can benefit students for life. Teachers who train for the society are not "candidates" but should be sustainable development talents. Even if they can get higher scores at a time, they are not an embodiment of effective teaching.
Breaking the traditional concept and achieving effective teaching, my experience is:
1. Awareness of effective teaching and improvement
By studying Wu Songnian's effective teaching theory, I have a new understanding of my music appreciation teaching. I feel that a teacher must not rely on feelings, experience, and hard work to engage in teaching. Students should not be allowed to stay in mechanical memory, shallow understanding, and simple use. It is necessary to deeply understand that waste in the classroom is the biggest waste, and invalidity in the classroom is the biggest invalid. Always think about what you should give your students something. How to teach is the most effective. Always remind yourself that you are not the kind of teacher who only cares about working overtime and his eyes are only staring at the teaching of scores. It is necessary to delve into the practice of efficient classroom theory and efficient teaching, actively study efficient teaching, learn from experience, learn from each other, strengthen communication, and fully realize the effectiveness of all time in the classroom.
2, tempering and improving classroom efficiency
To achieve effective teaching, first, in the concept of classroom teaching, it should be clearly taught. We should teach around the problem, not simply teaching for knowledge and teaching for the exam. To believe in students, we must not only care about the behavioral input of students, but also the cognitive and emotional input of students. The second is to clearly teach how to teach. Teachers and students should be good at learning to choose the teaching method or method that suits them best. Only by guiding students to realize "learning" to "learning", students' subjective status in the classroom can be publicized and the theme spirit can be highlighted. The third is how to achieve efficient problems. We should strengthen collective teaching and research, realize the effectiveness of teaching activities, reduce various virtual teaching behaviors and "correct nonsense", and do not chase and occupy the learning time and thinking space of students in the classroom, so that classroom teaching is more harmonious and effective. The teaching and learning of teachers and students can best present the effects of interaction, mutual assistance and mutual progress.
3, more exchanges and more summary
If a teacher wants to do a good job of effective teaching, in addition to strengthening his own efforts and practical summaries, he must also be good at combining the work and actually drawing on the successful experience of others. Collective teaching and research raise questions, individuals prepare for classes to find gaps, learn to reflect on their own experience with others to carry out effective teaching, often reflect on the advantages of their own classrooms and the existence of problems, continuous improvement, and achieve the ultimate goal of efficiency.
I have been engaged in high school music teaching. Art teaching is an important carrier for cultivating students' humanistic qualities, innovative spirit and practical ability. It is an important channel to help students broaden their horizons, reach out to the excellent culture outside the domain, and cultivate students' artistic appreciation ability. Only teachers in accordance with the requirements of the new curriculum concept, from the height of attention to the lifelong development of students, constantly optimize the classroom teaching structure, and actively create a democratic, equal and harmonious teaching atmosphere, can achieve twice the result of the teaching and learning.

Part 4: Some experiences on effective teaching

Regarding effective teaching, I don't think I have any qualifications to talk about. First, because I haven't taught for a long time, and second, I don't have any outstanding results. I can only say that I have a little understanding of effective teaching.
Effective teaching has always been our goal that every teacher has been pursuing. It has been nearly four years since I joined the work as a Chinese language teacher in 2006. In retrospect, I found that there are many problems. For example, the student base is different. There are many things in Chinese learning, and most of the students do not like to memorize; almost every class has several students who even lose interest and desire to learn Chinese further... As a language teacher, I am also confused: The teacher is so tired, the students learn so hard, why is the effect unsatisfactory? After a few thoughts, I have come to the conclusion that many of our teachings are ineffective or inefficient teaching behavior. To this end, I began to consciously reflect on my teaching behavior, to achieve effective teaching results, and pay great attention to the students' knowledge level and interest development.
The current teaching requires us to focus on the development of students, respect students, pay attention to students, comprehensively develop students' individuality, and cultivate talents with innovative spirit and practical ability. To achieve this goal, we must strive to improve teaching efficiency and reduce students. The burden. So how can I do this, I have the following points:
First, pre-class preparation is the prerequisite for effective teaching.
As some teachers have said, effective classrooms are based on effective lesson preparation. The school provides a good communication and promotion platform for our young teachers. Collective lesson preparation is the leader of all people. Strengthening group preparation can improve teaching efficiency, realize resource sharing, and significantly improve teaching results. Therefore, I prepare carefully before each class preparation. Not only prepare the textbooks, but also prepare students. I will clearly define the teaching objectives of each class, record the difficult and difficult questions and the problems that students may think of. When I came out to ask my colleagues for a discussion, I discussed with my colleagues. As the saying goes, three stinky cobblers had a Zhuge Liang match. Here we can have arguments from different viewpoints. In the debate, we have the collision of wisdom and sparks, and we can make ourselves continue to progress. Therefore, in the class content of each class, we combine the opinions and opinions of many teachers to further integrate knowledge, improve the content, and finally pass the knowledge to the students. Through group preparation, we have more and more knowledge of the students.
Second, classroom teaching is the foundation of effective teaching.
To improve the teaching effect, classroom teaching is the most important part that cannot be ignored. The effectiveness of classroom teaching is reflected in the effectiveness of student learning and the effectiveness of teacher teaching. If one of these two aspects is out of balance, then teaching and learning will not be effective. I remember that when I first came to the podium, I was as thin as ice, and I was afraid that I couldn’t teach well. So I spent a lot of time preparing lessons after class, going to the rough and fine, and passing the most essential parts to the students. But the heat of the shaving head is useless. Because students do not come up for various reasons, so that the results in the monthly exam are not satisfactory. At this moment, I seriously reflected on my teaching behavior and found that the main reason was students. Because some students are not right, do not pay attention to preview, review, a short 40 minutes of class listening is even more perfunctory. Therefore, I often warn students that we must pay attention to each lesson. Although each class is only a short 40 minutes, it may be that the teacher spent four hours or more to prepare. It is the essence, if you missed it. Even if it is a minute, it may take an hour to compensate. After our long-term communication and adjustment, the students' learning methods and attitudes have changed a lot, and they have attached importance to the classroom. There is no shortage of the classroom, the classroom atmosphere is active, and the learning efficiency is improved. In the 2009 mid-term exam, our class also Have achieved good results. Therefore, I feel that it is indispensable to improve the efficiency of the classroom and to give full play to the initiative of both teachers and students, so that we can get as much teaching effect as possible with as little time, energy and material resources as possible.
three. After-school exercises are a guarantee of effective teaching.
Effective teaching is not only about successful explanations, but also on scientific and efficient exercises. Good practice can actively induce the difficult problems and confusions of students' learning and correct them in time. Therefore, in the teaching work, I arranged the practice to follow two principles: one is to be as small as possible and fine; the other is to be able to do it in the church, and never leave the class to do it. I remember that when I first joined the work, I arranged some homework every weekend for the students to take home, because I always hope that students can write their homework every day, recall what they have learned, and don’t expect to do bad things. Not only did the students not accept it, but they also rejected the weekend work. The quality of the natural work was not high. After a few weeks, I decided to make full use of the students’ school time and ask them to do the work at the school or in the classroom. The completion of this, in order to consolidate the content of the class, but also make full use of the student's time, to achieve two goals, to achieve the effectiveness of teaching.
four. Raising interest is the driving force for effective teaching.
Einstein said that "interest is the best teacher". Interest is to stimulate students to actively explore the internal motivation of knowledge. It is a psychological tendency for students to actively understand things and actively participate in activities. The more interested, the more motivated students are. The faster you master the knowledge. The interest I am talking about here includes two aspects, one is the student's interest in knowledge learning. Only by taking the initiative and enthusiasm and learning with interest can students master the content better and faster. In order to make students learn well and learn interestingly, I fully explore the interesting factors of the textbooks, use multimedia and other equipment to make the classroom lively and lively, so that students are interested in the classroom, because only vivid, can attract students' attention; Only lively, it is in line with the psychological characteristics of students, so that they feel the joy of learning. Once students are interested in learning, they will be willing to accept it and become "learning" as "learning." In this way of teaching, students can accept it happily and have achieved good results. Another point is that interest also includes students' interest in the teacher. In other words, if you want students to learn the subjects you teach, you must let the students like you and like the lessons you teach. I remember a student once said a word to me. He said: "I know that if I don't like any teacher, then I must not learn the course he taught, so I always try to like every teacher. "Since students are aware of this, I think that as a teacher, we should make good use of this to help us improve the teaching effect." So I make friends with the students, get close to them, and try to make them like me. In the classroom, I am a strict teacher. I try to use appropriate and interesting and appropriate teaching methods to activate the classroom atmosphere, improve students' interest in learning, and motivate students to learn, so that students can consciously focus on the content of the lectures. Under the class, I am also a friend they can trust. The relationship between teachers and students is harmonious, so the students' learning effect is also very good. It can be seen that raising interest can enable students to maintain effective active learning and improve learning efficiency.
In short, in the future teaching, I must firmly establish the concept of effective teaching, strengthen the awareness of effective teaching, continue to learn, reflect on learning, progress in reflection, and actively implement effective teaching concepts and effective teaching strategies into education and teaching. Go in.
The above are my personal immature views, the inadequacies, please ask the teachers to criticize and correct, thank you!

Part 5: Learning from the "effective teaching" experience

Today, I listened to the lecture on “Strengthening Six Seriously Standards and Improving the Efficiency of Chinese Teaching”, which gave me a new understanding of the “six serious” work.
The teacher said that "teaching six serious" is the prerequisite for the implementation of "effective teaching." Indeed, the "six seriousness" is not only a standard for measuring the ability of a teacher, but also a vane to reflect the enthusiasm and attitude of a teacher. We can only do our own job well if we do six serious tasks. It is not an easy task to do and do these "seriousness". It is necessary to invest 12 points of enthusiasm, love, concentration, patience and determination. Let me talk about my experience in "seriously arranging and correcting homework":
Homework is the continuation and supplement of classroom teaching, and is an important part of the whole teaching process. How to design homework can not only reduce the burden on students, but also achieve effective training so that students can master the knowledge they learn faster and better.
First of all, teachers should be careful about their assignments. Because of the differences between the students, the teacher's job requirements for the students can be divided into levels, which is conducive to the students with difficulties in building their own confidence in learning, but also to meet the desire of students to learn. We must control the total amount of work, improve the quality of the work, expand the form of the work, and correct the correction of the work, on the one hand to reduce the student's learning burden, on the other hand, let students develop a good habit of doing classroom work in the classroom.
Secondly, teachers must first make timely, conscientious and meticulous work. Timely and meticulously reviewing the students' homework can enable the teachers to keep abreast of the students' knowledge of the knowledge so as to classify and assist the students. At the same time, they can find out the shortcomings in their teaching, reflect in time, improve in time, and improve the quality of teaching.
Once again, after the teacher corrects the homework, in addition to giving the students a different level, they can also write different motivating comments according to the characteristics of the students, so as to point out the students' deficiencies or propose new requirements to encourage the students to learn boldly. At the same time, the teacher's work and land reform can also give students a demonstration of homework, so that students can develop good study habits.
In addition, in today's advocacy of quality education, we must pay attention to the design of oral, thinking, investigation, observation and other operations, as well as the inspection and evaluation of these operations, and timely feedback. Designing a comprehensive assignment is conducive to cultivating students' thinking ability and improving their comprehensive ability.
It should be said that the seemingly ordinary "teaching six serious" is actually not ordinary, this is an art. Each of our teachers should bear in mind their sacred duties and work hard to make the "six serious" work better.