How to improve the efficiency of classroom demonstration

In traditional class, teachers ask questions, students answer, and other students act as listeners. Some students are afraid of performance and don't think about questions at all, let alone ask any valuable and meaningful questions; Some students even take this opportunity to look around, whisper and talk. There are always a few people who can actively participate in the exhibition, and the classroom has become a stage for a few people.

In view of this situation, I adjusted my thinking in time, asked every student to participate in the exhibition, provided every student with the opportunity to show, and also assigned every student the task of showing. Sometimes it was roll call, sometimes it was lottery, and then there were various forms such as collective display, individual display, intra-group display and inter-group display. In this way, the enthusiasm and initiative of students to participate in learning activities are mobilized to the maximum extent, so that every student feels that he is the real master of learning and feels the fun of learning. Second, what to show?

What to show students in class and how to improve the efficiency of classroom display are all puzzling problems from the beginning. In order to pursue formal "stimulation", I once asked students to show all the questions in one class, which actually wasted a lot of time and didn't greatly improve the learning effect of students. With the deepening step by step, I realize that not all the questions should be displayed, such as the basic or too difficult knowledge that students have learned, but those representative, typical and * * * topics are closely related to daily life, and regular questions should be the focus of the display. In this way, teachers are required to carefully select topics and prepare lessons before class, and make their own expectations for the classroom, so that students can draw inferences from others and achieve mastery.

Third, how to show?

In the exhibition, the mode of analysis before speech and reflection after speech is generally adopted. Teachers ask students to focus on the topics to be displayed, from the knowledge points, key points and error-prone points used in solving problems, the ideas and steps of solving problems, different methods, viewpoints, rules and skills, and from the knowledge points used in the topics to the practical problems in life, to cultivate students' ability to analyze and solve problems from different angles. During the exhibition, we should pay attention to adjusting the number of questions and changing the types of questions in time to make the selected topics more representative and valuable. Sometimes students should be selected during the exhibition, and sometimes students can be given freedom. When students with learning difficulties participate in the exhibition, teachers should "give them a hand" and give them appropriate guidance so that they can successfully show their knowledge. If other students are showing, you can also ask students with learning difficulties to talk about their own gains in order to consolidate them in time. Encourage students who actively participate, ask questions or questions to students who want to make progress in time, emphasize the attention in class, and play a warning role to other students. After the students' presentation, students should be given a certain time to reflect and give feedback on the displayed contents in time, understand and summarize the different viewpoints and methods of other students, and conduct further exchanges and discussions on this, so as to achieve the purpose of applying what they have learned and consolidating and improving.

Teachers are the organizers, guides, participants, collaborators, planners, evaluators, regulars and promoters of the class when teaching. This accurately defines the role of teachers. When students show, teachers should also actively participate in it, guiding, commenting, asking questions and summarizing, so that the problems displayed by students can be extended in depth and breadth. After all, because of the limitation of students' knowledge structure and foundation, what they come up with is still limited. Teachers should do a good job in preparing guidance for students' presentations, be aware of the possible problems in the presentation process, and avoid students taking detours, wasting time and affecting efficiency. At the same time, it is necessary to evaluate students' performance in time, so that students can feel the joy of participating in the exhibition, master the exhibition methods as soon as possible, improve students' enthusiasm for autonomous learning, and make the classroom truly become the stage and master of students' learning.