Political listening experience

Part 1: The experience of the political lectures in the third year of high school

Under the careful arrangement of the head of the political department, we listened to the political class of the B3 class in the third year. I have benefited a lot from this lesson. Here are my teaching gains and self-reflection after class.
Listening to the impression:
good aspect:
1. Shi teacher teaches nature, the expression in the whole classroom is very good, his face is always filled with a smile, the affinity is very strong, the tone is calm, and it sounds very comfortable.
2, better understanding of the textbooks, the entire section of the link is better, no pauses, the class is relatively smooth.
3. The classroom atmosphere is active and the students respond positively.
Something worth thinking about:
1. The whole class teacher talked too much. It is a typical traditional lecture. According to statistics, in the first 30 minutes, the teacher talked for 26 minutes, and students did not have time to think and read.
2. The teacher's question and the student's answer are more confusing. The design of the question is not difficult. It is difficult for the students to think deeply. In the two exercises in the class, the students can see the answer at a glance, but the teacher still lets the students think hard, and then Individually answering, one shows that the practice is too easy, and the second is that the teacher's strain is not good.
3, the scope of the teacher's activities is too small, 40 minutes of a class is on the podium activities, did not go deep into the students, when the students answered questions, did not communicate with the students and eyes, did not evaluate the students' answers, do not use Cultivate students' emotional value.
4. How to combine blackboard board and multimedia? This lesson uses multimedia presentations as teaching aids, showing some charts, pictures and texts. There are only two lines of big words on the blackboard, which is about the definition of the world market: between countries. The sum of economic exchange activities with commodity circulation as the main content. From this lesson, multimedia did not play its role, and the blackboard did not work at all.
Self-reflection:
The trial, evaluation, improvement, and re-teaching process of this lesson gave us some new thoughts:
1. Only teachers who are familiar with the teaching materials, master the inner knowledge, and know the students' knowledge level and exert their creativity can promote their own quality and the ability of students to leap.
2 Self-learning refers to a learning style in which the learning subject has a clear learning goal and has a conscious awareness and reaction to the learning content and the learning process. To this end, teachers in the classroom should infiltrate the guidance of learning methods, so that students develop good study habits; teachers should study the characteristics of students' physical and mental development and learning, understand the individual differences and learning needs of students; stimulate students' interest in learning, curiosity And enterprising spirit. Cooperative learning refers to the mutual help of students in the learning group to complete a common task and have a clear division of responsibilities. To this end, teachers organize cooperative learning, to give the students a clear common task, so that each student actively assumes personal responsibility in this task. In addition to the interaction between students and students, we must also play the role of "intercommunication between teachers and students" to promote cooperative learning.
3. Sometimes a class has to undergo a few trials and revisions to achieve a satisfactory level of satisfaction. In this way, it takes a lot of time and energy to invest. Can the teacher eat it? How to grasp this measure? If there is no involvement of the teaching administrator Can such seminars voluntarily and voluntarily run through the teacher's daily teaching behavior?

Part 2: Experience in the National High School Open Class

Listening to open classes is a rare learning opportunity, allowing me to feel the teaching style and superb teaching art of each teacher at a close distance. Although these classes vary in level and style, each class has many worthy of me. The place to learn. Let me realize that teaching is not only a job, but also an art, which requires a long time to accumulate and explore. As a student, I used to be very respectful of my teacher's work, but I still lack understanding of how to become a qualified teacher and become a good teacher. Through listening and my own serious experience, I have really benefited from my understanding of the content and characteristics of teachers from vague to clear, from ignorant to sudden.
Highlights and advantages of these courses:
First, the theme can be highlighted. That is to say, the teaching objectives are accurate and accurate, and the concept of the new curriculum reform can be correctly recognized and reflected. Expressed as:
Reflecting people-oriented, student-oriented, and focusing on meeting the needs of students' growth and development;
Teachers can focus on creating a democratic interaction between teachers and students and between students and students;
Teachers actively guide students to self-learning, cooperative learning, and inquiry learning;
The classroom focuses on practical aspects and practices law and ethics.
Second, comprehensively implement the principle of "three closeness", the teaching design is new, the information provided is new, the plot is introduced, and it is close to the reality of the times, society, life and students.
Instructional design is the basis for the implementation of the teaching process and the carrier of teaching. This class shows the unique design of the players. The teaching process is rich and varied, and it is highly operable. Such as: group discussion, debate, on-site interview, investigation report, you said that I said everyone, integrity card, telling the truth, sketches, comics, sketch AB drama, talent show and so on. It not only increases the classroom capacity, but also enhances the fun, and the enthusiasm of the students is fully stimulated. Students showcase their rich imagination and outstanding talent, one that is more exciting than one. Let the teachers and judges who listened to the class involuntarily applaud them!
As a teacher of the new century, it is necessary to have a profound transformation of the concept of teaching, including the transition from closed to open, from group to personality, from authoritative to democratic. These have to go through hard work and study.
Third, pay attention to the teacher's guidance, evaluation and point-to-point for students.
Some teachers evaluate naturally and aptly, and teachers timely commented that "you can look at things in two parts, it is very valuable!" Evaluation of students' long-term dance performance "Your dance is beautiful, because of time, we will appreciate it again." Let's go." Some teachers can guide and point out the students' ideas according to the materials, and let the students form rational knowledge from specific cases.
In teaching, the language of the sound can closely follow the students' heartstrings and stimulate students' interest. Appropriate use of language blank art, leaving students with conscious thinking in a timely manner, consciously internalized opportunities, will achieve the effect of "no sound at this time". Grasp the principle of setting. Distinct and targeted. Blank setting is an organic part of classroom teaching. It must focus on the goal of education and teaching, and serve the ideas and content of classroom teaching. Therefore, it should be used in conjunction with a sound language camera according to the content of the teaching and the needs of the actual teaching situation at the time. Therefore, there is no harm but no benefit. Pay attention to moderation. The difficulty should be moderate, with a certain amount of inspiration and thinking. If you are too difficult, students will not be able to start, which will dampen the students' enthusiasm for learning. It is too easy to fully stimulate students' curiosity and interest in learning. In the same aspect, blanks can be set at multiple levels and at multiple angles, and the gradient between knowledge should be appropriate. At the same time, pay attention to the frequency of a class blank. If there are too many blanks, it will be too empty, and students will feel nothing. The blank is just the pause of the teacher's language, not the interruption of the thinking process. Setting blanks is to provide students with the materials and motivation to think, to ignite the sparks of students' exploration, to guide students to seek knowledge, and to obtain feedback and correct the students' ideas. Therefore, the blank setting must follow the exploratory principle.
Fourth, the teaching methods are novel. All participating teachers use multimedia-assisted instruction without exception.
The courseware is novel and lively, dynamic and refined, and practical. This quality class competition has a very impressive impression. That is, whenever the teacher finishes the class, many people will go around and ask the teacher's contact information and copy the courseware for reference. It not only reflects the strength of everyone's active learning, but also shows that the class of the participating teachers really has something extraordinary. The courseware fully integrates the actual life of the students and is connected with the current social hotspots, reflecting the characteristics of the ideological and moral lessons.
Fifth, pay attention to the role of students in the main role, and guide students to learn independently.
Einstein once said: "If the enthusiasm of the students is motivated, the homework prescribed by the school will be accepted as a gift." Interest is the best teacher. Learning interest can effectively induce motivation and strengthen. Learning motivation. During this lecture, many teachers paid great attention to the guidance and inspiration of students. The time for students to participate in their own activities increased. Within the group and in the class, they had the opportunity to express their feelings, opinions and conclusions boldly, instead of concentrating on the standards expected by teachers. The answer, there will be different voices in the classroom, causing controversy, and even some unexpected "fantasy theory".
Of course, I also found that there are some shortcomings, a few points:
First, did not give full play to the leading role of textbooks, creative use of teaching materials.
When some teachers are in class, they do not need to leave the classic cases on the textbooks. They have to go through the search for materials, which is not as easy to understand as the textbooks. As the experts said, it is necessary to go out of a misunderstanding, that is, to abandon the textbooks and textbooks is a good lesson. Don't cater to the fun of adding content. Some teachers talked about the whole class, and the links were one by one. The stories and stories were dizzying, but the textbooks had little time for students to see. Moreover, the selection of cases should use more positive materials, and the bloody reverse materials make students shocked, but it is misleading.
Second, the situational design is not well optimized, the generated things are few, there are many presets, and the inquiry and openness of teaching are not enough.
Rough statistics, some teachers designed activities less than six or seven lessons, too much, some video stories are very good, but the exploration has not fully developed, a little taste. The courseware production works very well, but it flashes past and it makes people have no time to react. Some links are too simple to set up, but they tend to discuss and communicate with students, wasting time. Then the teacher emphasizes the tradition too much, emphasizes the knowledge of the textbooks, and turns a blind eye to the sparks of the students' thinking. In the face of the lack of rational comments, it cannot be captured in time, and it is not possible to "make the presupposition and the generation of harmonious dance on the stage of thinking." on".
Third, there is no reasonable use of the evaluation mechanism, just a simple repetition.
The evaluation should be inspired by the attitude and value method and the evaluation. Many teachers let students speak and have a lot of activities, but the evaluation of the teachers after the students' performance is very disappointing. If some activity groups are discussed, the students should be summed up. The students’ summary is very classic. The teacher’s comments are very failure, which leads to a sigh. Then the students said that it was not very good, but the teacher gave high praise, obviously unfair, and people were very uncomfortable. There is also no matter what the students say, the teacher always uses the words "very good" and "good" to perfuse the past, which is not conducive to the enthusiasm of the students. In addition, through the teacher evaluation students can also very well see the quality of a teacher. Courses and courseware can be prepared in advance, and words can be passed back, but the reflection on the students is not well prepared in advance, and the result is improper evaluation. While preparing the class, the teacher must also improve his teaching wit. Teachers and students really interact, and teaching will be wonderful.
Fourth, neglecting the individual differences of students, the participation and depth of student participation activities are not enough.
Respecting students so that each student has a different level of gain is a good lesson. It should be noted that some classes are predicated and difficult. Only a few or a few students reflected it, the teacher rushed to deal with it, and most of the students still did not understand what was going on. In the long run, they will definitely lose confidence and interest. Teachers should fully consider the degree that most students can reflect when designing. Pay attention to the time for students to think when they ask questions, pay attention to the majority of students as much as possible, so that each student can find their own bright spots and build confidence. Don't turn into elite education.
Fifth, the problem setting is not hierarchical enough, too general or ambiguous.
For example, after presenting the material or video, ask the students "What do you realize?", "What do you recognize?", etc., so that students don't know what to answer or what to learn. There are even intellectual errors. If some teachers "sex" and interest, hobbies are unclear. Some teachers have become a common environmental protection class in the course of "Protecting the Homes Shared by Mankind in Accordance with Law". There is no such thing as "legal" to let the law work. Some coursewares are very rough, and there are words, missing words, and typos, which should not appear. The above viewpoints are only my rough understanding. Due to the limited level, it is inevitable that there will be any inconveniences. Please understand!
Although the new teacher open class is arranged in the semester, the time is tight and the task is heavy. It is impossible to have too much time and frequency. Most teachers come to the training after the intense teaching work. Through this event, I always have a feeling of unfinished feelings. I always feel that there are still many places to learn. Indeed, as a teacher, there is really too much to learn. In short, this rare opportunity is like opening a window, let me fully realize the shortcomings of my own existence, clarify the direction of efforts, and is a good guide to improve my business ability. As an ideological and moral teacher, we must establish the idea of ​​continuous learning and innovation from time to time. I am confident that through my unremitting efforts and study, I will improve my professional knowledge and teaching level as soon as possible, and be able to do my own teaching work as soon as possible, so that I can truly become a qualified and outstanding teacher and do the education for our country. Make your own contribution.

Psalm 3: Political Lessons Listening Lessons - Interpreting Passwords for Effective Questioning in Classroom

Classroom questioning is an important teaching method. It is used in the whole teaching activities and is the link between teachers, students and teaching materials. Effective classroom questions can guide students into an unresolved but necessary state of knowledge, which can enlighten students' smart thinking and wisdom, enable students to acquire knowledge methods, improve their learning ability and enhance moral emotions in the participating experience. However, in the actual teaching, there are still vain questions such as unclear goals, unclear levels, unreasonable logic, disregard of academic sentiments, and lack of thinking content. The following is a combination of the 20th lessons of the 2019 Zhejiang High School Ideological and Political Classroom Teaching Evaluation Activities.
First, the question should be subject to the teaching objectives
Classroom questions are not meant to pursue formal interactions and atmosphere, but to achieve teaching goals. The new high school ideological and political curriculum has established the teaching goal of knowledge, ability, emotional attitude and values, and emphasizes that students should obtain knowledge, make conclusions and processes through their rich cognitive processes such as reading, thinking, observing, imagining, questioning and communication. Organic integration, knowledge and ability to develop harmoniously, while paying attention to students' emotional experience, moral life and personality development. Effective classroom questions should prevent the phenomenon of target blurring.
For example, in the "national finance" teaching, Mr. Zhang asked students to answer the financial role according to the specific situation and talk about their understanding in combination with the life experience, highlighting the teaching focus of this box. In the teaching of "value and values", Mr. Yang asked the students to combine the contents of pages 97-98 of the textbook to talk about the reasons behind the tragedy of Weng Mingchong’s younger brother and Xiaoyue Yue’s tragedy, which is closely related to the teaching focus of the lesson. The guiding role of people's behavior, and paying attention to emotional rendering, guide students to experience the independent construction of knowledge through comparative analysis and cooperation.
Accurate positioning of teaching objectives is an important prerequisite for effective classroom questioning. Studying textbooks is the key to accurately positioning targets. Without a deep understanding of the text of the textbook, it is difficult to design valuable and effective classroom questions. Teaching is the art of regret. In this provincial classroom teaching evaluation activity, some ineffective or even ineffective questions have arisen because the coaches failed to fully comprehend the teaching materials and accurately locate the targets.
For example, in the teaching of “value and values”, a teacher created a classroom class to go to the nursing home to offer a love situation and designed a class question “Which class do you want to go to the nursing home to offer love”, implying that the love is also "on" The subtext of “Qualification and Vision” does not help solve the knowledge and ability goals of this lesson, and it is far from the goal of the emotional attitude and values ​​of this lesson. More teachers are focusing on “realizing the value of life in dedication” when teaching “values ​​and values”, and designing “there is no value in life” for “helping the elderly to cross the road” and Cong Fei and other charismatic figures. Questions such as “ignoring the texts of the textbooks on the interests of the righteousness, the concept of life and death, happiness, family and love”, and the one-sided understanding of “values ​​are important for the choice of life path” Guiding role."
Second, questions should follow the law of thinking
Following the law is the common sense of education and teaching. Effective classroom questions should be interesting, flexible and inspiring, follow the rules of thinking, and guide the mind. When students' fatigue and thinking are difficult, classroom questions should be able to be a strong shot, stimulate students' interest in learning, activate students' mental thinking, and maintain a certain level of activity and rhythm in the classroom.
According to the cognitive law of perceptual recognition of rational understanding, from image thinking to logical thinking, teachers should try to create fresh and real situations when designing classroom questions, create an emotional atmosphere that promotes students' active knowledge and provide information that can be analyzed. Elements to develop the ability of students to access and interpret information. For example, in the teaching of “value and values”, Mr. Zheng of Wenzhou created the situation of “warm and rescue” after the 7.23 motor car event. The warm and real picture is supplemented by the moving music, which makes the students feel moved. “In this rescue In the army, which figures make you impressed, the classroom questions naturally get a good response, and the knowledge that "the value of people lies in creating value, lies in the responsibility and contribution to society" is also easy to generate. However, a teacher did not set any situation in the "national finance" teaching, and directly asked the students to think and answer "what is the use of the state's fiscal expenditures" and "do you feel the benefits of fiscal expenditures?" Students who experience the inability to get information from the classroom have nothing to say, causing class questions to be meaningless.
The high school stage is a period of rapid development of students' abstract logical thinking. Teachers should try to design classroom questions that develop students' ability to dialectical thinking, comparative analysis, generalization, etc., which is commonly referred to as thinking content. Only when thinking and answering questions with thinking content can students' thinking ability be truly developed. Teaching is not only to meet the needs of the current test, but to focus on the lifelong learning ability of students. In this provincial classroom teaching evaluation activity, many teachers recognize this and work hard. For example, in the teaching of “value and values”, Huzhou Tang teacher guided the students to solve the problem of local employment in the process of entrepreneurship, increase local fiscal revenue, and at the same time, the situation of corporate pollution and local environment is deteriorating, guiding students to multi-angle and multi-angle. The evaluation of Li's personal value at the level, comprehensive analysis in the conflict of views, the integration of knowledge construction, ability development, and correct values; Taizhou Xu teacher designed the background of the comprehensive development of Ningbo Xiangshan Danmen Island as the background, if you participate In this decision-making meeting, how will you plan the development of Danmen Island, guide students to mobilize and apply the theoretical knowledge they have learned, and demonstrate and explore practical problems to train students' thinking ability.
Third, the question should pay attention to classroom generation
Classroom questions are pre-set by the teacher according to the teaching objectives and thinking rules before the class, but the answers to the questions need to be generated through teacher-student interaction in the classroom. Presupposition and generation are the two wings of effective classroom questions, and they are indispensable. Students are living individuals, so the classroom is full of dynamics. Teachers should be generous in designing classroom questions, focusing on the pertinence, openness, and variability of questions.
Students are the main body of the classroom. Teachers should be targeted when answering questions. Students should focus on the “recent development area” of students based on their existing knowledge reserves, life experience and cognitive ability. "The problem can only let students have something to say, have something to say." The aforementioned life of Cong Fei, Yan Yina and others is lofty and valuable, but the topic of "what kind of person you are willing to make friends with", "what kind of career do you choose to engage in", etc. Make students feel kind. “The country’s increasing financial linkages between affordable housing construction and the current real estate market conditions” has room for exploration, but beyond the students’ experience and ability, it can only make the classroom boring and embarrassing.
Classroom generation is more valuable and beautiful because of its inability to make appointments and full of improvisational wisdom. Concerned about the generated classroom questions should have a certain degree of openness and randomness. For example, "How to use finance to make Ningbo a cultural city", "How to plan the development of Danmen Island", "Talk about the most valuable people in your heart", "Read Zhou Zhaojie's log, do you have a new life?" "Knowing" and other classroom questions seem to be thick lines but embodying openness, diversity and flexibility, creating conditions for the bursting of new knowledge sparks. On the contrary, a teacher asked the question of "Which netizens agree with you, please clarify the reasons" after showing the views of the two netizens. Because of its closedness, it restricts the students' thinking, and while preventing "extra-segmentation", they also lose the "section". The possibility of an exogenous posture.
Classroom questions are pre-set before class, but they are not mechanically executed in class, but should be adjusted and changed according to the dynamics of students in the classroom. Observing, listening, and talking are important means to understand students' learning status. When the problem is thrown and the students report their doubts, the teacher can adjust the form of self-reflection to cooperation and communication to reduce the difficulty of the problem, and promptly guide the students during the discussion. When the student's answer is improperly expressed and the understanding is vague, the teacher can appropriately ask questions, and can also guide the students to question and answer questions to solve the problem. When the same question is asked to go to the third student to answer, and the answer is still beyond the teacher's expectations, the original question should be decomposed or transformed into a perspective to adapt to the students. For example, after the question of “the country’s increasing financial expenditures on the construction of affordable housing and the current real estate market situation” was thrown out, most of the students looked at the courseware and the classroom was silent. At this time, teachers could break this down into "1 Do you know the current dynamics of China's real estate market? 2 Do you know the financial measures of the Chinese government in solving the housing problem? 3 What is the connection between the two?" so that students can think and answer.

Part 4: Listening to the lesson - how to get a good ideological and political lesson?

From the 14th to the 15th of this month, the evaluation of the national middle school thinking and high school ideological and political excellent courses in Jiangsu Province was held in Taizhou Middle School and Taizhou Middle School in Taizhou City. The author listened to 14 high school classes and felt a lot of thoughts. I am now sorting out my mind and talking about my own feelings first.
First, the provincial teaching and research section conducts the original intention or guiding ideology of the first-high school and the excellent course evaluation every two years, in order to explore the teaching mode and implementation path of high-efficiency thinking and ideological and political courses, improve the implementation level of the new curriculum; discover and train talents, and select Players participating in national competitions; providing a platform for teaching skills, level, artistic display, and debut for the professional development of frontline teachers. In fact, we already have a group of teachers who have embarked on the road of masters or leadership positions through such classes. This time, the contestants generally cherish this opportunity. Because the topic has been told to the major cities as early as April, the preparation time for the players should be said to be very sufficient. However, from the experience of my classmates, some players seem to be under-prepared. The materials or examples they have prepared, how to ask questions, etc. do not seem to be seriously scrutinized. The teaching effect is generally poor, which is very confusing.
Second, how to get a good ideological and political class?
The author is thinking while listening to the class: it is not easy to take a good ideological and political class. What are the requirements for a qualifying class? What are the requirements for a good class? What kind of class can be considered a good class? So can you get better? I believe that the teachers who are attending classes with me are also thinking about these issues.
How to get a good ideological and political class? The author believes that we should pay attention to the following three points:
First, the teaching design must adhere to the "two combinations." That is, the combination of subject knowledge and life phenomena, the combination of theoretical logic and life logic. This is actually the teaching philosophy clearly stated in the new curriculum. "In teaching, we must face the rich and colorful social life, develop and utilize the students' existing life experiences, select the topics that students pay attention to, and help students understand and master the requirements and norms of social life around the problems existing in students' life. To improve the social adaptability." "Based on the students' realistic life experience, focus on the development needs of students, embody the theoretical perspectives in the theme of social life, and construct the subject knowledge and life phenomena, theoretical logic and life logic. The combination of curriculum modules; to lead students in the activities of understanding society, adapting to society, and integrating into society, to feel the value of applying knowledge and the meaning of rational thinking in various fields of economy, politics and culture; paying attention to students' emotions, attitudes and behaviors Advocate open and interactive teaching methods and collaborative learning methods; enable students to improve their ability to actively learn and develop in the process of teaching democracy."
This requires teachers to think, search, troubleshoot, select the most appropriate examples and live life materials in preparation for the lesson, so that students can understand the perception of textbooks. In the 14 lessons of this competition, the teachers have a lot of brains in this area and thought a lot of ways. For example, how can students be understood and mastered “seeing problems from a development perspective”? The teachers thought of Shenzhen, Yancheng, Taizhou 30 years ago and Shenzhen, Yancheng and Taizhou 30 years later, and downloaded video pictures, asking students to think about the reasons, ways and status of the rapid development of these cities. I also thought about the development of the car, the initial clumsy car, the gasoline-powered car that people use nowadays, the new energy car that may be used in large quantities in the future, and so on. These materials and examples are more appropriate, and it is easy to stimulate students' interest, enhance their emotional and thinking enthusiasm, and realize students' understanding and understanding of the teaching materials. For example, what is development and what is new? Why is it new? Why is the path of development of new things bright and the road tortuous? Using these examples can clearly illustrate the textbook perspective.
However, some players, the examples are obviously contrary to the combination of theoretical logic and life logic. Let's take the lesson of "seeing problems from a development perspective" as an example. One player gave an example of a sports specialty student who was admitted to Peking University. He tried to explain the difference between old and new things, and explained the truth and twists and turns of the truth and relationship. It took a lot of effort and the results were still difficult to explain. Other teachers, despite the 30 years of great changes in Shenzhen and Taizhou, the intuitive feeling of students is that things always change and develop, but the teacher does not point out what is new and what is old, how can students understand What is new things that are in line with objective laws and have strong vitality and great development prospects? Its growth and development is not smooth sailing? It is not accurate to describe reform and opening up as a new thing. It is also very easy to be far-fetched to describe the SAR as a new thing. It should be said that the economic system of the SAR has been innovated and the socialist market economic system has been implemented first. Therefore, it has taken off and entered the top 100 cities in the world. The socialist market economic system is a new thing compared to China's past planning economic system. This is a good explanation for the difference between new and old things and the way for new things. This inspires us that in preparing lessons, we must think clearly about the relevance of the examples, materials and textbooks, and prevent examples from being unclear.
What I want to explain is that, in addition to preparing appropriate examples during class preparation, we must also consider the appropriateness or appropriateness of the problem. When a teacher is talking about this topic, other ideas are very good, and students' participation in emotions and thinking is also high, and the interaction is real and effective. But the questions raised at the beginning made people feel a little confused, for example: Why do you want a village and a college student? What difficulties do you think the college student village officials will encounter when they take office? Discussion: The state has vigorously promoted and questioned the society, and people feel that the problem is very casual, and the students are also at a loss. In fact, it is very simple to think about it. Do you think that the "college student village official" is a new thing? why? What is his enlightenment for the village officials? This requires teachers to think about whether the theoretical logic and life logic can be unified. Of course, the teacher's teaching wit is OK. In the subsequent classroom teaching, the university student village officials should talk about their feelings and feelings. Ask students to ask questions face to face and talk about their personal career ideals. They are better able to guide students to tell the truth. Implemented the "three-dimensional" teaching objectives. Another example is the reason why the new version of QQ replaces the old version of QQ? Trying to explain the concept of new things doesn't seem very relevant.
Let's look at the lesson of the four teachers on "seeing the problem from the perspective of unity of opposites." From the point of view of teaching design, some players are also brainstorming and very creative. For example, a contestant displayed a map of the Liaoshen campaign on the “Whiteboard”. Ask students to analyze the contradictions involved in this campaign. Which contradiction is the main contradiction of the entire campaign, and why? Let us talk about the relationship between the primary and the secondary, so that students can easily understand the principle of dialectical relationship between the primary and secondary contradictions. The teacher also asked the students to choose the drinks brought into the classroom, and discussed the main contradictions in your choice of drinks, and what other minor contradictions? As a company that produces beverages, what are the main contradictions, what are the secondary contradictions, and how are successful companies handled? Ask the students to write and say that this will better promote the students' understanding and understanding.
But these four lessons give people more regrets. One is an example, and the question is not appropriate. For example, how do hunters safely bring wolves, sheep, and vegetables to the other side of the river? To say that "sheep" or "wolf" is the main contradiction, the listener does not understand much. What is the contradiction between the sheep and what constitutes the main contradiction? The teacher did not say that the students did not understand. Another example, how much do you know about Confucius and Laozi? Why is Confucius still respected by the descendants? It feels awkward to the attendees. Also, please use the principle of contradictory primary and secondary aspects to explain the achievements and shortcomings of the Shanghai World Expo. What should be the main contradiction in developing a low-carbon economy? What does the story of “having no shoes at all”? How do you understand Premier Wen Jiabao’s inscription on “Looking at the stars and down-to-earth”, and what is the relationship with the teaching content? How do you ask the students to answer? It is very confusing for the class. Some problems are not well thought out and scrutinized. Even the general cadres can't answer. Our teachers' knowledge reserves, social experience, and political opinions can't adapt. For example, please give advice on how to do a good job in coastal development. I am ignorant. And shallow, I can't answer such questions, or if I am a little bit arrogant, I can't answer them. Therefore, don't take such questions as our students. The second is how to break through the concept of the primary and secondary aspects of contradiction and the relationship with the primary and secondary contradictions. The author did not hear the appropriate examples. Most of the minds of the two groups of students are still a mess. Third, what are the requirements for the problem from the perspective of the unity of opposites? Is it necessary to ask for three points, to grasp the main contradictions, to attach importance to secondary contradictions, to distinguish the primary and secondary aspects of contradictions, and to analyze specific issues? The author believes that we must first adhere to the problem of dividing one by two, recognize the contradiction, treat and analyze the contradiction correctly, but unfortunately, no teacher in the teaching has such comprehensive thinking, which is also the choice of the other two boxes. Teachers have common problems.
Four teachers chose to "see the problem from a point of view." From the perspective of instructional design, one teacher's design is very high: show “seven-color puzzle”; show the road traffic reconstruction system project in the old city of a city; explore how to treat the rehearsal of school performances and may affect learning. contradiction. It should be said that it is very exciting to use the students' thinking enthusiasm fully. Unfortunately, this class of teacher thinking and student thinking has become two skins. One teacher asked the students to think about the philosophical truths contained in the song "National". One teacher listed how the coastal development strategy reflects part of the overall relationship. A teacher played a video of the wall climbing game. The design of the latter three teachers is acceptable for students to understand the relationship between the whole and the part. However, the difficulty of this frame teaching material is that the two layers of the whole and the part of the meaning, students often only know one, do not understand the whole is one, Part is more; the second is the concept and requirements of system optimization. The result of the lecture was that I felt that the contestants did not succeed in breaking through two difficulties. Some teachers have listed the story of "Tian Ji horse racing" to try to explain the rationale of the system. I think it is neither appropriate nor clear. A teacher asked the students to explain how the design of Taizhou Medical City reflects the system optimization method. Beyond the student's life experience and reality, can students answer it? Can the teacher make it clear? The author listened and thought, how can our players not think of the example of the Shenzhou manned spaceship? Through pictures, videos, and teachers' dialing, students can easily understand the concepts, relationships, and system optimization methods of the whole and part.
Second, the teaching process should highlight the student's dominant position. To be specific, it is necessary to put students in a situation of observation, thinking, discussion, and expression. This needs to be driven by the suspense and questions raised by the teacher. It is to let students always be in the situation of "I want to say" and "I have something to say". We must work hard to create a smart classroom. This requires a strict presupposition, and it is even more subtle to generate.
When thinking about the teaching process, our teachers have to consider a lot of questions, such as the clarity of video and audio, the adaptability of the language of instruction, especially the borrowing of classes, classes in different places, whether your language has adaptability and affinity. ? Students' reactions to the questions asked, and so on. In short, we should try our best to optimize the teaching methods and teaching language, ensure that the problems are clear and contemplative, and that we must ensure the smooth and flexible teaching process.
To illustrate this truth, let's take a class of "Colorful Board Teacher" as an example. The first step is whether you can ask students to take a look, fight, think, and talk. The question is: What do you think of this puzzle? Please explain the puzzle with the concept of the whole and part, and say that the concept has several meanings. Try moving or removing an Allegro to show what is the relationship between the whole and the part? Many things in life contain the relationship between the whole and the part. Please give some examples from the perspective of space and time. The second step is to ask students to watch the video: a city road traffic reconstruction system project. Ask the students to think about what is the system in this video? What are the elements? What are the characteristics of the system. What inspiration does this project have for us to do a good job in learning and doing a good job in the future? The third step, what are the requirements for us to use the contact point of view? In the fourth step, students are asked to use the knowledge they have learned to explore and solve the ideological problems that a classmate is afraid of participating in the rehearsal of the performance. Then this lesson is quite perfect.
Taking the class of “college student village officials” as an example, teachers should firmly guide students to think about why college student village officials are a new thing, and why the development trend is the unity of advancement and tortuosity, and should be a qualified and qualified person. What kind of accumulation do you think the village official should do? In addition, please ask the village officials to talk about their feelings on the spot, ask the students to talk face to face, talk about how to be determined to become a talented person, the class is more lively and direct, hit the students' hearts.
Third, teaching behavior must be reasonable and effective.
Teaching behaviors include teaching language, teacher's questioning, walking, board writing, layout inquiry, homework, and small papers. As the saying goes, the onlookers are clear to the authorities. As a class leader, I may not have noticed how many "this" and "then" words I have in this class. How many questions have I raised? There are several questions students are very committed to thinking, which questions students are awkward, which questions are worthless, how many times the students answered the questions, how many times they walked, the effect of walking, their own Are board students concerned? is that useful? I have applauded the students several times, what do you mean, is it necessary? However, as a lecturer, it is clear that there are many acts that are ineffective. Here, the author talks about a little personal opinion. I disagree with the teacher’s request for the students to applaud the students. You must believe that the students’ spontaneous speeches in the classroom will be spontaneously applauded, and the teachers will not be able to swear and create a false classroom. atmosphere. Another example is to use multimedia to class, the main knowledge of the textbooks are listed, and they are moved again on the blackboard, which is obviously redundant. For another example, what difficulties do you have for students to think about the college students’ village officials? A child whispered that the object was hard to find, and that you did not find anything in the movement, and did not let the students express it boldly, and disappeared quietly. There are a number of teachers who ask students to talk about future career ideals. The author does not understand the necessity, and students can only say something that is insincere.
During the course of the course, the author also found that some teachers still stayed in the simple questioning, the students answered the book, read the concept, read the back of the dead teaching materials, and the new curriculum concept. This is a backward teaching idea and method that must be resolutely overcome. Because in the end, such questions, readings, and backs, students did not realize understanding and understanding, and would not use analytical real problems. This kind of questioning and teaching method only gently draws a mark on the student's thinking system, or the students are in the water of thinking, and they do not realize the heartbeat and emotion of the students. The teachings of the dead teaching textbook can be rested.
Finally, what the author wants to make special is that the above feelings or opinions only represent individuals, and there is no specific teaching plan for the contestants. The evaluation is likely to hang a mile or catch the rest, and the evaluation of the good class is not comprehensive. Also, it is easier said than done. Which teacher might say, you have to take a look at the last lesson, and the author is really not sure. However, we all should work hard to overcome some of the hardships, such as the appropriateness of the examples, the appropriateness of the questions, the rationality of the guidance, or can be done well.

Part 5: The political group went out to attend classes and learn from

On March 2, 2019, a group of 5 members of our political team went to Guijiang No. 2 Middle School to participate in the lectures on the heterogeneous observation class of ideology and morality in Nanhai District. Throughout the morning, three different types of observation classes have benefited us a lot. Among them, Mr. Guo Meixia from Shimen Experimental Middle School, with its clever classroom concept, smooth structural design, excellent personal qualities and good teaching. The effect won the consensus of the audience, and also gave us a high quality observation class for our political class teaching. After returning, we carefully summarized and reflected, and realized that the key to good political lessons lies in the following aspects:
First, adequate preparation of lessons is the basic guarantee for good classes
Preparing lessons is a basic requirement for teaching. One of the focuses of preparing lessons is to focus on students. Students are the masters of learning and the life of the classroom. Therefore, teachers should take more from the perspective of students when preparing lessons. See how the presupposition can make students not meet, not understand, and the appropriate teaching organization, teaching methods, strategies are also used by teachers. Issues that must be considered during the lesson preparation. Regardless of the type of class, the process of asking questions, asking questions, thinking about problems, and solving problems should be constantly discovered under the guidance of teachers. In the 3 lessons, Guo Meixia’s “Special Protection” from Shimen Experimental Middle School left a deep impression on us. Although this class is a child of the first grade, under the guidance of the teacher, Teacher Guo passed the vivid and interesting case material. Ingeniously set the doubts to let students clearly understand what is the three basic characteristics of law and law, thus highlighting the focus of this lesson, breaking through the difficulties of this lesson, and successfully completing the teaching tasks. In the teaching, the teacher's language is so kind, taking care of the whole class, giving each student an opportunity to express, the teacher's random practice exercises are in line with the student's reality, greatly mobilizing the enthusiasm of learning. Although it is based on teacher guidance, it cultivates students' methods of independent study, problem solving and independent exploration.
Second, classroom generation is the embodiment of classroom life spirituality
Classroom implementation is a dynamically generated process. Teachers must generate and enrich the course content in the course of over-implementation. As Mr. Wei said in his report, “focus on the dialogue with students in the classroom, making the classroom a place for teachers and students to interact and become a comprehensive process of non-repetitive passion and wisdom, so that problems are constantly generated and integrated. The students' thinking is constantly diverging and concentrating, and the methods are constantly selected and sought after, so that the classroom climaxes and creates one after another that has never been reserved!” This shows that our teachers must listen carefully to every speech of the students and capture the education. The opportunity to focus on the students' every move makes the political classroom full of life and speculative atmosphere.
Third, full of passion is the emotional exchange between teachers and students in the classroom
As a teacher, if you put your sincere feelings into the classroom, it not only shows a class with personality, but also the students' emotions will be infected. As a result, students have a strong interest and active thinking, which provides conditions for “creating a green ecological classroom”. For example, in the lesson of "Special Protection" by Teacher Guo Meixia, although the first time the students of the legal content were in contact with some strangers, Guo’s class used a full passion and humorous language to ignite the spark of student thinking. Under the guidance of the teachers, the students step by step through the methods of self-explanation, inquiry, and guessing, so that students can sum up the characteristics of the law through their own hands and brains, and the teaching of the whole class is easy. Students learn to be happy. Therefore, in order for our classroom to be a green ecological classroom, we should make our classroom full of passion and personality.
In short, the classroom teaching process is a process of continuous reflection by teachers. The teacher stepped onto the platform, not a repetition of the lesson plan, but a creative practice through the joint activities of teachers and students. This requires our teachers to interpret the textbooks in depth, understand the classroom, find the right way to recreate the life of the classroom, and strive to make our students truly understand mathematics, enter mathematics, make students interested in learning, willing to learn, and Trying to do it autonomously, to create a green ecological classroom for students, truly make students become an independent insight, good at rational thinking, active development and application, and innovation. I think this is not the ultimate goal of our education? In the future, we will continue to make progress and constantly surpass, so that political classes will renew their vitality!