What is the phenomenon of classroom teaching in primary schools?

A: 1The role of the teacher in the classroom is misaligned.

The first is to let students learn independently. The whole class is the students themselves reading "wah-wow-wow-wow", lively discussions, the teacher seems to have nothing to do, the classroom teaching has no goal, and the students have little effect. Second, teachers act as observers of students' classroom communication activities.

name, let students fully express their opinions. When students exchange their reading experiences, teachers are always noncommittal and do not guide, resulting in students communicating without bounds, 2The method of reading books in classroom teaching activities is too superficial.

3.In classroom teaching activities, there is no goal in asking questions.

Before the students could read the text, the teacher-student dialogue began. Students leave the text and talk to the teacher in general, so there are often clueless and loophole "unique experiences" or, clear and obvious questions in the textbook are still being asked, as if the class is lively and the students' enthusiasm for learning has come up, but they are only scratching the surface and not getting the essentials.

Sleeping in class, giving small lectures, talking to each other, not listening to lectures, eating, walking around at will, the teacher talks about the teacher, and the classmates do their own things.

Don't listen to lectures, make trouble, talk, fight, be late, leave early, get out of your seat at will, read extracurricular books...

Mentally slipping, fiddling with things, reading extracurricular books, eating, ......

1 Teaching methods based on language transfer.

1) Teaching method. This pedagogical method is the method by which the teacher imparts knowledge to the students in a coherent manner through the language system. It includes specific forms such as telling, explaining, reading, and speaking.

Didactic is one of the most common teaching methods. The teaching method has two functions: transmitting knowledge information and controlling students' cognitive activities, through which it can develop students' intelligence, stimulate students' learning motivation, cultivate students' interest in learning, and make students' thinking activities in a positive state. They are thinking nervously and at the same time feeling the joy of knowledge.

In teaching, teachers can not only analyze and compare, induct and deduce, synthesize and generalize, but also promote students' mastery of knowledge and recognize the value of knowledge through various forms such as emphasizing key points, key points, difficult points, ideas, rules, and methods, and internalize them as a driving force for learning.

2) Conversation method. Also known as the question-and-answer method, it is a teaching method in which teachers can acquire new knowledge or consolidate knowledge and develop intelligence through question-and-answer dialogue between teachers and students according to the requirements of certain teaching purposes and students' existing knowledge and experience. There are two types of conversation methods: review talk and heuristic talk.

The conversation method allows teachers to directly understand the learning status of students, which is conducive to students' independent thinking and students' ability to express themselves. Generally speaking, the conversation method takes a long time to teach and requires a high level of knowledge preparation from the students, so it is generally used in conjunction with other teaching methods in a lesson.

(1) The development of the perceptual reawakening system.

Throughout the elementary school.

At the BAI stage, primary school students' perception develops rapidly. Junior primary school students tend to perceive things in a more general way, often only paying attention to superficial phenomena and individual features, and their perception of time and space characteristics is not perfect. With the deepening of the teaching process, the perceptual ability of primary school students has been greatly improved, and the intentionality and purpose of perception have developed significantly.

They have been able to distinguish the basic characteristics and what they need from the objects of perception, and their ability to distinguish the relationship between time units and space has gradually increased, and their accuracy and systematization have been continuously improved. (ii.

Attention to the development.

The attention development of primary school students is manifested in the development of the purpose of attention and the quality of attention.

1.Attention to purposefulness.

2.When they first enter school, the attention level of primary school students is limited, the purpose of attention is still very low, and unintentional attention still plays an important role. The attention of primary school students is largely attracted by the intuitiveness and visualization of teaching and the teaching situations created by teachers.

When they are in class, they think".

"Desertion" to make small movements; When doing homework, you also need to be supervised by teachers or parents. As learning activities progress, the brain matures, the excitatory and inhibitory processes of nervous system activity are gradually coordinated, and intentional attention gradually becomes dominant in learning and other activities.

The basic organizational form in the classroom learning process refers to the process mode of classroom learning activities formed by the teacher using a certain way and using a certain coordination mechanism. For example, there are:

1) Ring-sleeved organizational form.

It refers to the preparation of a set of systematic, progressive questions (problem situations) by the teacher, so as to guide students to continuously explore, discover, and solve the problem.

For example, if you learn two-digit multiplication in class (example: 17 32), the teacher can guide students to think through the following set of questions: What does 17 32 mean?

Can it be expressed in an equation? What's the first step? Why count 17 30 first?

And what? How do the two results add up? How do you add it vertically?

Why is this right? What patterns are found?

2) Roundabout organizational form.

It refers to the organization of students' learning through a system developed by teachers to guide students to explore, think and discover problem situations. And this system is not a linear one, but a cyclic loop system. In this system, "scenarios" and "scenarios" constitute a circuit of constant comparison, exploration, thinking, and revision, and "scenarios" and "scenarios" constitute a circuit of constant comparison, exploration, thinking, and revision.

And so on and so forth, through trials, comparisons, and corrections, to get closer to the goal of the problem.

1. Individual teaching.

Individual teaching is when a teacher teaches one or several students at a time with specific content. This form of teaching organization is small, slow, and inefficient, but it can better adapt to individual differences.

2. Class teaching.

It is a system in which a certain number of students are organized into fixed classes according to their age and level of knowledge, and teachers are arranged to teach the whole class collectively according to the weekly class schedule and work and rest schedule.

3. Guided birth system.

Teachers select older students with better grades as "mentors", teach them teaching materials first, and then transfer them to other students, which is difficult to ensure the quality of teaching, so it does not last long.

4. Group teaching.

In order to adapt to the learning level of children and the differences in students' personalities, the class system is improved or reformed. The modified class system is taught in groups.

5. Open teaching.

It emphasizes respect for children's nature, interests and needs, emphasizes children's natural development, does not adhere to the traditional structure of teaching, there are no fixed teaching plans, teaching materials and classrooms, children of different ages and levels gather together to choose a variety of learning activities according to their own preferences. Open teaching is based on the bourgeois theory of "progressive education".