How to effectively conduct small groups in the classroom

In classroom teaching, the teacher and student are always a pair of spears and shields, and students should be allowed to do so

Self-learning, first-class learning, cooperative learning, and experiential learning, teachers should change their concepts, truly embody the teaching concept of student-oriented and teacher-led in the classroom, and enhance the role awareness of teacher organizers. However, the actual situation is that teachers understand the teacher-student relationship as the relationship between teaching and learning, and they are often worried that if the main position of the classroom is handed over to the students, the students may not be able to learn and learn deeply, so they always consciously or unconsciously follow the teaching model of "well-designed, drip-not". Similarly, due to the changes in their own learning situation and social environment, there are many factors that are not conducive to the construction of a new type of teacher-student relationship.

For example, the only child has little sense of cooperation and is stubborn and willful; The students' family conditions are becoming more and more superior, and their self-awareness is getting stronger and stronger; There are more and more ways for students to receive information, and their knowledge is getting wider and wider.

Therefore, teachers still hold the old concept and cannot establish a new teacher-student relationship, which leads to the increasingly serious phenomenon of students' boredom in learning, which is actually a kind of rebellion in which the main position of students is not guaranteed. In the face of this rebellion, teachers do not reflect on themselves, but criticize and complain more, and the relationship between teachers and students will become increasingly strained, which will lead to the lack of the role of teacher organizers.

In the classroom, the teacher asked each group to show their understanding of "friendship" in their own way, and there were various forms of rock worship such as storytelling, sketch performances, and poetry recitations. This pedagogical act is designed to achieve expressive goals.

Expressive goals refer to the results that students get after engaging in a certain activity. It is concerned with the form of a somewhat initiating response in student activity, rather than with a predetermined outcome. It provides students with an area of active grip and is open to results.

According to Eisner, there are three different forms of narrative in curriculum design: behavioral goals, problem-solving goals, and expressive goals. The goal of problem-solving is not to focus on specific behaviors, but on cognitive flexibility, intellectual exploration, and higher mental processes.

Expressive goals are evoked, not prescriptive, and "do not prescribe behaviors that students learn carefully after completing a learning activity, but describe what is in education."'Chances': Indicates the situation in which the child will be working, the problem that the child will be dealing with, and the task that the child will be working on, but does not specify what the child will be from'Chances'What to learn. "Eisner believes that all learning activities are concrete, and that all course activity outcomes should be open-ended.

He gave some examples of how to describe expressive goals: "visit the kindergarten and discuss the interesting things that happen there, and develop three-dimensional forms using wire and wooden blocks".

Eisner's expressive goals clearly reflect the pursuit of humanism, and the expressive goals value the individuality of people, especially the autonomy and creativity of teachers and students in curriculum teaching. At the same time, he does not completely deny the legitimacy of behavioral goals, but believes that behavioral goals are only suitable for those lower levels of human development. He complements the behavioral goals with problem-solving goals.