Discussion on how to achieve effective communication between teachers and students

The tasks and goals of educational work must be realized through the joint efforts of both teachers and students. Studies have shown that the quality of teacher-student relationship has a significant impact on students' learning motivation, interest, learning attitude and academic performance. For example, a survey of 702 students found that 490 of them (nearly 70) liked the courses they taught because they liked certain teachers, and they were interested in these courses, had serious homework and good grades; Another 212 students (nearly 30) did not like the lessons taught by certain teachers, and they had difficulty concentrating in class, lacked enthusiasm for learning, sloppy homework, and poor grades.

Another study showed that 60 80 students were intellectually and emotionally degraded due to teacher impatience, tension between teachers and students, undemocratic teaching, and inactive atmosphere.

It is necessary to follow the laws of students' physical and mental development. Before teaching communication and interaction, teachers should first understand the current level of ability of students. The development of students' abilities is a gradual and sequential process, and teachers should identify the development goals of students' next abilities on the basis of students' existing ability levels, and implement effective teaching.

In addition, it is necessary to consider the differences in the development of different students. When formulating teaching objectives, it is necessary to consider the differences in students' levels, and teach students according to their aptitude and differences. Like a class, some students may be at the stage of recognizing sounds, some may be responding to sounds, and some may be able to express their needs in simple spoken language.

Students should be trained and developed in real-life situations. Communication skills and interpersonal skills are inseparable from students' real-life situations and are also the basis for learning other courses. In the actual teaching, it is necessary to pay attention to the actual life of students, with the purpose of originating from life and serving life, and strengthen the training of students' communication and communication skills.

For example, combined with the school life scene, the teaching content is designed with the theme of being familiar with the campus environment, and teaching activities are organized.

It is necessary to take training as the main hand. It is advisable to carry out corresponding training activities in real or simulated situations such as campuses, families, and communities, so as to cultivate students' awareness of active participation and improve students' communication and communication skills. For example, when cultivating students' communication and communication skills in shopping, they can be trained in a simulated supermarket in schools.

When the training has achieved some results, teachers or parents can take students to a nearby supermarket for practical shopping practice talking about lead.

Doing so can enhance the communication skills between teachers and students in the tour and the movement:1Be familiar with and make good use of communication skills, and actively establish harmonious relationships with students; Shenliang 2

Pay attention to students' feelings and emotions, and maintain a good teacher-student interaction relationship; 3.Teachers and students teach together, allowing students to participate in "teaching" activities in classroom teaching, and teachers and students complement each other.

Teachers and students should respect each other.

Learn to put yourself in the other person's shoes. Students should understand that the teacher's strict requirements are for their own coming, so there should be no resistance, and the teacher should also understand that the student's nature is to play, to combine work and rest. If you put yourself in the other person's shoes and think about each other, you will reduce misunderstandings.

During class, students should listen carefully and actively ask questions from the teacher.

Positive communication can enhance feelings, the questions raised by the teacher, learn to take the old students to be positive, and the students to respond positively, in order to drive the teacher's emotions, more serious to the lecture, so that both parties benefit.

On the contrary, the teacher lectures in the front, and the people below are sleeping and chatting, and the teacher will lose the desire to teach. Teachers should observe the schedule and do not occupy students' free time.

Teachers try to do their best to get out of class when the bell rings, do not occupy too much of the students' free activity time, there is very little spare time, often occupy the class or drag the class, it is inevitable that students have resistance, and the learning efficiency of students is also very low at this time.

Teachers should remember the names of each student and be fair and impartial.

The teacher remembers everyone's name as a form of respect and guarantees that students are treated fairly and justly. Don't spoil some students too much, and don't give up on students whose academic performance is not ideal, and treat them equally.

Pay attention to your expression and praise more.

Criticism is far less effective than praise. We must learn to praise students and encourage them more so that they can improve, and blindly criticizing the duty is often counterproductive.

Be mindful of the way you speak and never hurt your student's self-esteem.

In life, it is also necessary to have more to do with students.

In particular, most of the students who live on campus are leaving home for the first time, leaving their parents, it is inevitable that there will be a lot of troubles in life, as a teacher, we should also care more about students, and actively give help and guidance, students will be very grateful.

This may enhance the exchange of talents between teachers and students. Familiarity and good use are no different, and actively smile and stand in harmony with teachers and teachers. Ignoring the feelings and emotions of Mr., it runs through the outstanding teacher-student interaction;

Teachers and students teach education together, and the teacher teaches the teacher to join the classroom teaching to "teach" the action, the teacher.

It is necessary to hold some class meetings regularly to enhance the communication skills between teachers and students. And the class atmosphere will be a little better.

The best way to improve the communication skills between teachers and students is to integrate into each other's groups, understand each other's lives, and make communication easier for both parties.

Kiss his teacher and believe in his way, respect his teacher and serve his teaching, respect his teacher and follow his deeds. The relationship between students and teachers will directly affect students' interest in learning and the effectiveness of teaching, and a good teacher-student relationship is the catalyst for students' learning. In the communication with students, in addition to imparting professional knowledge to students, we should pay more attention to the skills and methods of communication with students, and show the charm of their own personality in front of students, so that they can respect, admire and accept teachers from the heart.

Try to memorize the student's name in the shortest possible time. Scholar Ye Yifan pointed out that Wu Wei "In classroom teaching, teachers should try their best to remember the name of each student, and when they ask questions in class, they will read the names of students, and even only read the first name without the last name, like calling the student's milk name, instead of saying 'the first few students in the row and what color clothes are worn'."

He emphasized: "This method will make students feel very cordial, feel respected and valued, help relieve students' tension when they are asked to problems in class, make students' thinking more relaxed and flexible, and the classroom atmosphere will be more relaxed and happy, which will invisibly shorten the distance between teachers and students, and promote a more harmonious relationship between teachers and students." After class, teachers can share the joys, sorrows, and sorrows of life with students through QQ groups, WeChat groups, Weibo, group spaces and other chat tools, and teachers can comment, like, and interact with the content posted by students.

Under such an equal platform, the relationship between teachers and students will be rapidly shortened, students will be close to teachers, the situation of school boredom will be improved, and students' motivation to learn will also be enhanced.

Under the new curriculum, the teaching activities of Chinese classroom in primary schools are no longer simply passive activities, but interactive activities of mutual relationship and interaction between teachers and students, and teachers and students participating in teaching activities are relatively independent and equal subjects. The new classroom teaching concept has given new characteristics to the Chinese classroom teaching in primary schools in terms of objectives, content and structure. From the perspective of goals, Chinese classroom teaching should be committed to the formation and development of students' language literacy.

From the perspective of content, due to the prescriptive nature of the purpose of promoting students' physical and mental development and the phases and differences in students' physical and mental development, from the perspective of structural elements, Chinese classroom teaching is mainly composed of two types of activities: teaching and learning, which at the same time, influence each other, cooperate with each other, and interact with each other, so that classroom teaching activities have bilateral, synchronic, interactive and subjective compounds.

1. The main problems of teacher-student dialogue in primary school Chinese classroom teaching.

a) Formal dialogue.

This kind of formal dialogue without substantive content is more common in Chinese classroom teaching, and it has two manifestations: the most common one is the "one call and one hundred responses" type of dialogue. Another, more common form is a specially "packaged" form of classroom interaction.

In essence, this does not stimulate students' high-level thinking activities, and the vast majority of questions can be answered by students only by rote knowledge, which cannot effectively promote students' thinking activities.

2) Contrived dialogue.

The artificially constructed dialogue in Chinese classroom teaching is a kind of artificially packaged dialogue. In this dialogue, there is a bit of artificiality and a lack of reality. For example, in some teachers' classroom teaching, in order to create an atmosphere of dialogue and interaction between teachers and students, teachers do not pay attention to guiding students to think about problems from the perspective of students' cognition, but use the methods and methods of performing arts that have little to do with language to create classroom dialogue.

3) Monopolistic dialogue.

There are two manifestations of monopolistic dialogue: one is that the teacher has absolute dominance over the classroom dialogue; Another form of monopoly is manifested in the fact that the opportunity for teacher-student dialogue in the classroom is always occupied by a small number of students, and the majority of students, especially those with learning difficulties, often do not get any opportunities.

4) Monolithic dialogue.

The single teacher-student dialogue is mainly manifested in the fact that most of the teachers adopt the form of "teacher-class interaction" in the process of organizing teaching activities. The Chinese Curriculum Standards state that "the language curriculum must be open to all students, and must pay attention to the individual differences and different learning needs of students according to the characteristics of students' physical and mental development and language learning."

The single form of dialogue of "teacher-class interaction" in Chinese classroom teaching violates the principle of "teaching students according to their aptitude", which is not conducive to the development of students' personalized reading learning activities and the cultivation of students' unique feelings and experiences in the process of reading.