Classroom teaching interaction refers to a form of teaching organization in which teachers and students communicate with each other, discuss together, and promote each other. The effectiveness of teacher-student interaction refers to the use of teacher-student interaction in the form of teaching organization to produce effective results. It includes three aspects:
First, teachers and students teach and learn from each other to form a true The learning *** is the same body. The relationship between teachers and students is equal and democratic, and the entire teaching process is a process in which teachers and students jointly develop, discuss, and enrich the curriculum. During the interaction, students develop their own personalities and creative abilities.
Second, the information exchange between teachers and students is very extensive, and knowledge, skills, emotions, attitudes, and values are fully exchanged. Through these exchanges, teachers and students can communicate with each other, influence each other, and learn from each other. In addition, the teaching process also becomes a process in which students discover, ask, and solve problems.
Third, teachers and students participate and interact together to achieve teaching goals creatively. Teachers and students form a joint force to promote students' active development, improve classroom efficiency, and achieve teaching optimization.
Teacher-student interaction is an effective teaching form. Many teachers will adopt this form when teaching, trying to make teachers and students "active" in classroom teaching. But some teachers set many questions in the classroom, and the students become question-answering machines, and the class is very lively; some teachers always affirm and praise the students' answers, and the students learn happily and their spirits are also greatly improved. Great satisfaction. In this kind of classroom, teachers and students are active and lively, but is this kind of interaction effective? We ask a few questions about this: Are there any new problems that break through the preset problems? Have students' individual thinking been developed? Do students’ speeches have a stimulating effect on teachers? Does uniform affirmation mean that all students are really correct? By asking this question, it can be seen that the above-mentioned teacher-student interaction is superficial and superficial, not an effective teacher-student interaction. At present, this kind of fake teacher-student interaction is still very popular. Therefore, it is necessary to make the issue of the effectiveness of teacher-student interaction clear. The following will elaborate on the two aspects of "two premises and three methods".
1. Two premises
1.1 Create a democratic teaching atmosphere.
The premise of democracy is equality. To achieve equality between teachers and students, teachers should change their roles. In the past, teachers regarded themselves as intellectual authorities, despised students' wisdom, ignored students' personal dignity, and ignored students' creativity. Under the pressure of teachers, students lose their sense of subjectivity and become a drum that only holds knowledge. The result is sad. Now, as teachers are the guides for students' learning, they should put down the dignity of teachers, strengthen the cultivation of teachers' ethics, and treat every student equally not only in terms of status but also in soul. On the basis of equality, students can open their closed hearts and eliminate their original fear of teachers. In this way, the psychological distance between teachers and students becomes closer and closer, and there are no longer obstacles to the interaction between teachers and students. An equal teacher-student relationship is the foundation of a democratic classroom. With democracy, teachers and students can interact, and the effectiveness of this interaction is reliably guaranteed. Respect students' personality and quality, truly give students time and space for independent learning, and students' enthusiasm and creativity in learning can be fully utilized.
1.2 Set expected goals.
Teacher-student interaction in the teaching process is used to solve problems. This problem is the expected goal. With the expected goal, the teacher-student interaction will not be just a formality, it can make the interaction process orderly. change. Only on this basis can teacher-student interaction produce results. In the process of solving problems, teachers and students can exceed expected goals and generate new problems, and their understanding of the problems will be deeper and more comprehensive, which can better reflect the effectiveness of teacher-student interaction. To set the expected goals, teachers should do the following two things:
1.2.1 Study the teaching materials. Teaching materials are the core of the curriculum. Only by starting from the teaching materials, mastering the teaching materials, exploring the teaching materials, and setting the expected goals can we accurately reflect the information that the teaching materials want to convey.
1.2.2 Pay attention to students’ reality. It is meaningless to be divorced from students' actual expected goals. We understand students' current cognitive level and possible depth and breadth, and we should cultivate students' interests. Based on this, students are not only willing to accept the expected goals, but also able to achieve them. Develop and improve yourself during the interaction, laying a solid foundation for effective teacher-student interaction.
2. Three methods
2.1 Set high-quality questions.
Problems in interactive teaching must be the result of teacher-student interaction. Questions are not only raised by teachers to arouse students' thinking, but also require students to ask questions themselves and try their best to solve them. Therefore, in classroom teaching, teachers should pay attention to the level of questioning, and use one or two questions of their own to elicit multiple questions from students, so as to cultivate students' problem awareness and enable students to develop the habit of diligently using their brains. High-quality questions include the following aspects:
2.1.1 Questions must be valuable. The so-called valuable means that the questions raised can open up students' thinking and are conducive to the innovation of thinking. They must be problems that can be solved after careful thinking and repeated discussions; and the solution of the problems can enrich students' emotions and enrich their understanding. Knowing the structure must have certain benefits.
In classroom conversations, students may give different answers, as long as they can explain themselves and make sense. Teachers must not provide so-called "standard answers" because highlighting individual personality characteristics is one of the goals of curriculum reform. Here It is also the best embodiment of the “value” of teaching issues.
2.1.2 Questions should be targeted. The so-called pertinence means that the questions raised must be based on the purpose of teaching and have a certain direction. In classroom teaching, the selection of questions is mainly based on the actual level of the teaching materials and the development level of the students. On the one hand, it is conducive to exploring the essence of the teaching materials, and on the other hand, it is conducive to solving students' difficult problems. In the article "Kong Yiji", setting the question "Kong Yiji's pathetic nature" is far more targeted than asking "Kong Yiji's ending or fate". Its connotation is much richer. It is not only the focus of the text, but also the key to understanding. Difficulties can mobilize the enthusiasm and creativity of students' thinking.
2.1.3 Questions must have a certain gradient. The so-called "certain gradient" means that the teacher's questions are in an ascending order, from easy to difficult, from shallow to deep, from simple to complex. Taking "Kong Yiji" as an example, I set four questions: Ridiculous Kong Yiji, Lovely Kong Yiji, Poor Kong Yiji, and Deplorable Kong Yiji. These four questions are interlocking, ranging from easy to difficult. Its coverage is getting wider and deeper. In the process of solving these problems, students have a comprehensive understanding of Kong Yiji.
2.2 There are various teaching forms.
The one-way nature of the old teacher-student relationship has led to the simplification of teaching forms. Diversification of teaching forms is a requirement of quality education. Diversified teaching forms can keep students fresh. Some classes are attended by teachers, some classes are attended by students, and some classes are attended by teachers and students together. This way, teachers and students can interact well and never get bored. For example, when teaching the article "The Peacock Flies Southeast", teachers and students designed the script together and performed it together, which greatly stimulated the students' interest. When teaching the article "Lotus Lake", students refer to the images of the characters in the article. A girl pretends to be an aquatic sister-in-law to express her psychology, and a boy plays an aquatic sister-in-law to express the personality of the character and bring the image of the character to life. The teacher narrates on the side, and the teacher Students and students participated together. After many auditions, the whole class of students had a deep understanding of the characters in the article. Some students also have unique understandings of the characters.
2.3 Diversification of teaching interpretation.
If teachers respect students, they must respect students’ individual interpretations of texts. When teaching the article "Medicine", some students thought that Hua Laoshuan should not be called ignorant, because in an era when tuberculosis could not be cured, he went to buy steamed buns with human blood for his beloved son, which reflected his deep love for his son. . To call him ignorant is a complete disregard for family affection. Some students also think that Mrs. Louvazai in "The Necklace" spent ten years of hardship for one night's grace is worth it, because many people have no memories worth recalling until they grow old, not to mention that she understands the hardships of life through this. The true meaning of human nature. These individual interpretations show that they understand the text and have very unique insights. It deepens the practical significance of the text. Teachers should respect their opinions.
In short, effective teacher-student interaction can enable teachers and students to respect each other and develop together while learning from each other. Teachers’ beautiful ethics are the foundation for this relationship. Because students' hearts are always open to teachers who they think are worthy of respect and have high moral character. Therefore, as teachers, we should put students first instead of looking down at students. In this way, we can enter a new realm of quality education through the bridge of teacher-student interaction.