第一篇:如何营造良好的课堂氛围论文
Strategies of developing a supportive atmosphere in
English class
Abstract: Harmony is the basic characteristics of good, harmonious education is not only
a kind of thought,a theory ,but also a sort of ideal ,a pursuit.According to the
New Curriculum, the process of teaching should be the one containing an
inter-communication and a co-development between the teachers and students.Teachers should act as an organizer, a supporter, a guider and a participator.The most important task for a teacher is to build a kind of classroom
atmosphere with admit, support and tolerance.Under new curriculum-based
English-teaching , how to construct harmonious atmosphere in class to cultivate
the student’s ability in thinking and making innovations and to promote their
ability to communicate in English is a hot topic worthy of our consideration ,how
to raise the student’s interest in classroom teaching is a vital issue to be solved.The purpose of this paper will discuss the ways of how to construct
English-teaching class in middle school from the aspect of classroom teaching.Key words:supportive atmosphereharmonyteaching strategies
1.Introduction
A language classroom needs a supportive atmosphere in which conditions are conducive for students to learn.To achieve this atmosphere is not an easy task for EFL teachers because of various factors such as students’ backgrounds, behaviors, learning styles and many others.In most situations, language classrooms in EFL contexts are boring for students.With the globalization of English and the recognition of English application in the world, the number of English learners around the world has drastically increased in the past several decades ,the importance of English has been emphasized much.In our country is mainly through English-teaching class ,thus we should pay attention to the classroom research to seek appropriate teaching strategies to initiate our students’ English learning motivation and improve their English-learning efficiency.Constructing harmonious class is a key factor for us to realize this target , adhering to the principle of student –oriented ,helping students complete their English acquisition are not only the requirements of new English course standard ,but also the basic expression of class value in the new century.New English course standard advocates English teachers to construct democratic ,relaxed and harmonious classroom atmosphere in class ,which can fully initiate students’ learning desire ,excavate their potential.2.Strategies of constructing harmonious class
To construct harmonious class, we must grasp the spirit of New Curriculum Standard(NCS), adhere to the principle of students-oriented, and make full use of teaching strategies focus on the all-round development of students.According to the New1
Curriculum, the process of teaching should be the one containing an inter-communication and a co-development between the teachers and students.Teachers should act as an organizer, a supporter, a guider and a participator.The most important task for a teacher is to build a kind of classroom atmosphere with admit, support and tolerance, and to establish a kind of educational environment in which the students are stimulated and inspired to learn in an atmosphere full of equality, respect, trust and tolerance.The following is some strategies of how to construct English-teaching class in middle school from the aspect of classroom teaching.(1)Establish harmonious and equal teacher-student relationship in class
The successful teaching relies on a genuine understanding and trust between teacher and students ,relies on a harmonious classroom atmosphere.The relationship between teacher and students directly determines the success or failure of our teaching activities ,the concept of teacher-student relationship should be harmonious ,democratic and relaxed in teaching process with unselfish love ,care and positive contact from the teacher, students gain the pleasure and confidence in their English learning ,improving their learning efficiency ,the teacher can also gain respect and cooperation from students ,it is a win-win situation.The good relationship between teacher and students is the key factor in constructing harmonious class, teachers should focus on students’ emotion ,treat every students equally ,respect every students ,help students solve problems in their study ,especially pay more attention to those who has difficulty in English learning.Harmonious teacher-student relationship is built on the basis of equality and democracy ,modern education thought tells us democratic and equal relationship in classroom can greatly stimulate students’ learning desire ,it is a powerful catalyst ,also the key to keep teaching-and-learning activity carrying on smoothly.When teaching in class ,teacher should use friendly smile ,humorous language to cultivate lively atmosphere ,highlight students’ role ,shorten the distance between teacher and students.At first, we should make friends with students.If students don’t like the teacher, they can’t study his or her lessons well and they can’t tell you what they think about.So teachers should be their friends, and must know them, take care of them and help them to overcome any difficulties that they meet.Teachers can be introduced to a variety of in-class activities and out-of-class activities that form part of the enrichment program.The teachers have to actually participate in each activity to help raise their awareness and foster empathy for students.Effective matching between teaching style and learning style can only be achieved when teachers are, first of all, aware of their learners’ needs, capacities, potentials and learning style preferences in meeting these needs.It is easy for a man to do a thing.But it’s very difficult for a man to do a thing well.The current problem in middle school education is we lack of communication and cooperation between teachers and students ,many teachers still hold the concept that no one is noble, which leads to low efficiency in teaching-and-learning activity ,many English teachers find it is more and more difficult to carry on teaching activity.students also think it is difficult to learn English effectively ,as a result ,teachers and students feel tired and bored.Therefore we need to enforce communication ,constructing a harmonious relationship between teachers and students ,forming a relationship of mutual respect ,mutual understanding.(2)Build up a new-styled English-teaching mode, emphasized on the Student –oriented principle.―All for students—For all students—For students all‖.This expression has shown the essential features of the quality-oriented education.Professor Liu Running, a famous English educator, once points out: ―English can’t be taught, it must be learned‖.Classroom is an important stage for the interaction ,a place for creating miracles and knowledge pursuit ,therefore ,effective teaching methods and efficient teaching atmosphere are the eternal pursuit of teachers, teachers should try to make the content more authentic to attract the students in order to ensure that the communicative activities can move smoothly.In traditional classroom ,teachers were the centre ,manipulating the whole situation and leaving little time to students.Due to the simple and boring teaching methods ,our students feel difficult in English learning ,they can not build confidence and interest , so we should take flexible and diverse teaching methods ,turn the classroom into a place where the students can get trained in their listening, speaking, reading and writing, and get cultivated in their awareness of autonomous learning.for example ,activities of discussion ,cooperation, group tasks ,interviews can get students involved in the process, let every student be part of the class.When students begin to speak, they will make quite a few mistakes.Materials must first be easy, then difficult, from superficial to abstruse, increasing interest.Teachers can ask students to work in pairs to share notes from the mini-lecture.By doing this, they can expect to further clarify the concept of survey taking and have a more specific idea of what learning styles are.While the pair-work is in process, the teacher should be prepared to answer any questions that may arise.Then, students are ready to complete the questionnaire.If they have questions or need assistance, the teacher cans mini-conference with them individually.Finally, students can start summarizing their individual style results in the survey.Teachers also can organize a whole-class discussion of the style assessment results.Teachers can write the major learning style on the blackboard and ask the students to write their names under their major style in a list.Then, in a full-class discussion, everybody is aware that the class is indeed a mixture of style and full of similarities and differences in learning style preferences.This discussion helps
eliminate some of the potential of a teacher-student ―style war‖ if the teacher talks about his or her own style during this time.I have found students are intensely interested in talking about their own style and the style of their peers and teachers.When such style discussions are constructive, students’ initial interest in self-awareness is rewarded and deepened.Teachers are no longer the roles of imparting knowledge to students ,but the promoter s of the students, we play the roles of organizers, guiders and cooperators in classroom ,the new curriculum emphasizes the integration of teachers’ teaching and students’ learning, teachers should motivate students’ learning potential and encourage students to practice ,training their innovation.With the development of the society, the traditional teaching mode is no longer suit for the full development of our students, we should change traditional teaching methods and choose flexible teaching methods, which enable our students to participate in the whole teaching activity with confidence and individuality, and help them learn English in equal, democratic, pleasant learning atmosphere.(3)Cultivate their interests in English learning.As is known to us, interests the best teacher in our learning process, many students can not learn English well because they are not interested in it.Interest in learning is the study of object cognition, curiosity is a root in learning, and desire for knowledge is the main purpose of the interest in learning.Interest can improve learners to form a sense of achievement, further improve the learners’ inner motivation and learning enthusiasm, ultimately help learners to form the virtuous cycle of learning.We can organize students to take part in all kinds of activities to practice their English.Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point.Songs are one of the most enchanting and culturally rich resources that can easily be used in language classroom.We can use songs to increase the motivation.Songs also give new insights into the target culture.There are many advantages of using songs in the classroom.Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities.Access to information, analysis, processing, application capacity will serve as the basic ability and quality of modern requirements.English teachers should make full use of modern educational technology, development of English language teaching resources and broaden student learning and use of English channels, to change the study methods.Such activities highlight not only the competence but also the performance of the learner.Both games and problem-solving activities have a goal.Games are organized according to rules and they are enjoyable.Most games require choral responses or group works, whereas problems-solving activities require individual response and creative solutions.(4)Group work and cooperation
Cooperation among students helps create positive attitude towards learning.When students work together to accomplish the tasks, they interact with each other and can certainly feel they are interdependent.Group cohesiveness among students in the foreign language classroom is an aspiration for most teachers.This idea has become significant in the EFL contexts since it can help learners get a pleasant and supportive environment.Interpersonal communication is crucial in establishing acceptance among students.Teachers should promote activities that encourage openness and friendship within the group.Therefore students can communicate and interact with each other thus breeding familiarity.Classmate information gathering activities are quite helpful for this purpose and teachers should seize the chance to make full use of these activities.This can be in the form of filling personal information questionnaire, or writing biography for their peers.Also, frustration can arise if group members only focus on demerits of group life and weak point of the members.So, positive feelings are worth fostering and reinforcing to promote acceptance.Speaking or writing activities which invite students to recognize and state each other’s strong points, benefits of staying in the group should be designed and adopted in class.3.Summary
Under the guidance of New Curriculum, we should construct harmonious atmosphere in class to match the students’ physical and mental development ,in line with the reality of our students in different areas ,creating a flesh language environment ,enhance their participation ,care their personality.Our purpose is simple ,that is to arouse students’ interest and help them establish self—confidence and sense of achievement ,so as to improve their ability of second language acquisition.Reference:
1.李丽生等编著,《英语新课程改革理论与实践》,云南大学出版社,2005年
2.肖之芳,《新世纪英语教学的几点思考》,山东教育,2003年
3.陈爱娣,《让英语课堂教学活起来》,福建教育,2003年
4.刘建华,《中学英语创新教学法》,教育科学出版社,1999年
第二篇:营造良好的课堂学习氛围
营造良好的课堂学习氛围
高县四烈中学:李远芬
教师,肩负着教书育人的重责,课堂是教师实现教书育人的主要阵地。随着教育改革的不断深入,课堂教学改革的不断推进,提高课堂效率成为摆在每个教师眼前的关键问题。课堂学习氛围作为学生课堂学习的重要心理环境,对教师的“引”和学生的“学”都起着举足轻重的作用。赞可夫的教学实验证实:学生在课堂上高高兴兴地学和愁眉苦脸的学,效果是不一样的。那么,如何才能营造良好的课堂学习氛围呢?
首先,要培养学生学习兴趣,提高学生课堂参与。“兴趣是最好的老师”,如果学生对一门课压根儿没有兴趣,那就根本谈不上要去认真学习了,从这个意义上说,良好的课堂学习氛围的形成在很大程度上往往取决于学生的学习兴趣。
1.关注学生心理健康,引导学生树立理想,端正学习态度,培养学科学习兴趣。中学生“一半是成人,一半是孩子”,思想不成熟、不稳定,对事物的认识不全面,特别是刚入初一的中学生,还未能完全从小学的学习中转变过来,一方面对“语、数、外”以外的学科往往认为是“副科”,思想上不够重视;另一方面由于中学学科多、课程重,加上环境陌生„„很容易出现不适应、成绩下降、心理负担重等诸多问题。一个优秀的教师应关注学生心理健康,引导学生正确认识这些现象,树立理想,克服困难,端正学习态度,认真学习每一门学科知识。
2.建立恰当的教师期待,增强学生学习兴趣。教师期待对学生的影响是一个师生互动的影响。恰当的教师期待,能促进学生积极向上,从而向好的方向发展;教师期待过高或过低,则易使学生产生消极情绪,或停滞不前,或自暴自弃。从而造成学习越来越差。教师教学的对象是一个个具有鲜活个性的能动的人,存在差异是必然的,一个聪明而优秀的教师,会因材施教、因生而异,利用恰当的教师期待,引导学生积极向上,增强学生学习兴趣,进而形成和谐、积极的课堂学习氛围。
3.运用高超的个性教学魅力,实现师生互动,稳定学生学习兴趣。课堂是千变万化的,常常会出现一些突发状况,脱离教室的课前教学设想;学生是能动的,周围的事物常常会分散学生的注意力。教师熟练的教学技能、高超的教学机智、高尚的人格魅力,能促使教师灵动的处理课堂教学中的各种新生成的状况,保持平衡的教学心态,饱满的教学热情,保持教学过程的平衡连贯,充分调动学生的参与意识,牢牢吸引学生的注意力,让学生永保对课堂学习的兴趣,与教师保持沟通,减少课堂学习中的“听众”、“旁观者”,消除课堂问题行为,从而创造最佳课堂学习氛围,切实实现师生互动,提高课堂学习实效。
第二,形成正确的“师生观”,减轻课堂高压。人们常说“顾客是上帝”,试想:没有学生,又何来教师?学生又何尝不是教师的“上帝”?有了这层认识,教师在教学中就会从真正意义上蹲下身去,变课堂教学的“领导者”、“权威者”为学生学习的指导者、行为的榜样者、情绪的疏导者、心灵的引导者,和学生真正成为朋友,减轻课堂高压,减轻学生的心理压力,让学生感受到自己的真诚和善意,从而建立对教师的信任,营造出轻松愉快的学习氛围,使学生真正融入到课堂学习中,促进对知识的接纳、融汇、贯通,促进知识的吸收内化,实现课堂高效。
第三,相信学生,创建和谐的师生人际关系。师生间和谐良好的人际关系,直接影响着课堂学习的氛围,进而影响着课堂学习的效果。苏霍姆林斯基说:“常常以教育上的巨大不幸和失败而告终的学校内许许多多的冲突,其根源在于教师不善于与学生交往。”
教师对学生的充分信任,坚信每个孩子都是好孩子,坚信每个孩子都能行,是教师关爱一切学生的基石。它能增强教师对学生的肯定,避免教师对学生形成偏见、成见,减少教师消极情绪的产生,消除学生对教师的生疏感、惧怕感,激发学生主动亲近教师、体会到教师的期望,激励学生学习动力和自信;正所谓“亲其师,信其道”,学生心灵的窗户一旦打开,就会与教师倾心相交,就会全力地倾心于课堂学习中,积极参与到课堂学学习!
第三篇:怎样营造良好的课堂氛围
怎样营造良好的课堂氛围
很多学生都抱怨数学课枯燥乏味,除了教师讲例题,就是学生做作业;很多教师也认为语文课容易营造课堂氛围,而数学课很难调动学生的积极性,很难营造出轻松愉悦的课堂气氛。笔者认为,只要抓住了学生心理和把握住教材内容,要创设良好的数学课堂氛围并非难事。下面就如何营造数学课堂氛围,谈谈我个人的见解,与同行商榷。
一、用诙谐幽默的语言逗乐,营造轻松的课堂氛围
天真活泼是每一个少年儿童的天性,适时地用一些调侃的、风趣的话逗学生乐,课堂气氛会顿时活跃起来。例如,在学生练习用计算器计算小数乘法后,我对学生们说:“从现在起,你们27位同学就是老师的27个„计算器‟,下面,请我的„计算器‟们帮我完成练习三的第七题,看哪个„计算器‟算得又快又准。”多数学生立即进入兴奋状态开始做题,我又笑着对几个慢条斯理的学生说:“哎哟,有几个„计算器‟好像没电了,赶快„装上电池‟让它工作呀!”这样,全班同学都进入了紧张激烈的计算当中,不用说,他们都抢着给老师当一回漂亮的计算器。很快,一串串答案蜂拥而至,我听出有两个学生的答案有错,我又说:“哎呀,好像有两个„计算器‟出问题了,计算有误,你们再做一遍,帮我检查哪些„计算器‟坏了,好吗?”立即,同学们又开始计算起来。一转眼,有两个学生先后腼腆地望着我笑:“老师,是我把小数点点错了。”“老师,我没有四舍五入。”就这样,我和学生们一边开着玩笑,一边轻松地完成教学任务,真的是其乐无穷呀。
二、提出挑战性的问题,激发学生学习的兴趣
兴趣是最好的老师,上好数学课的关键是激发学生学习数学的兴趣。小学生好奇、好胜的心理是非常普遍的,如果教师能适时提出一些富有挑战性的新问题,就能激发起学生学习的兴趣。例如,在教学小学数学五年级上册《小数乘法》时,可以这样引入:先出示几道小数加减法的口算题让学生口算,然后问问他们会小数的加减运算了吗,学生们会齐声回答“会计算了”,紧接着引导学生观察单元主题图——市场购物,让学生说一说图中有哪些需要用小数解决的问题,并让学生逐一列出算式——小数乘法算式(我班学生素质普遍较高,能独立列出算式),然后引导学生发现用以前的小数加减法已经不能解决以上问题了,最后教师及时勉励并激趣,“你们遇到难题了吧,别怕,有我在,只要我把小数乘法的笔算方法教给你们,以上问题你们就会迎刃而解了,而且还能解决生活中更多的难题呢。同学们,有信心吗?”同学们大声高呼:“有!”这时,趁着学生们高涨的士气,教师立即进入例1的教学,学生也体验到学以至用的现实意义,课堂气氛一下就轻松活跃起来。无庸质疑,这样的效果与教师直接交代任务“同学们,今天我们学习小数的乘法”是不能相提并论的。
三、巧妙处理“小插曲”,让课堂真正活跃起来
我在教学完《图形的平移》后,让学生自己练习画平移后的图形,我下座位逐一检查时,发现有一个学生画错了,把图形旋转了90度,他左右看了看,旁边的好几个同学也正望着他,他顿时意识到全班只有他一人出错,很不好意思,课堂气氛出现僵局,我立即笑着对全班学生说:“某某同学画的是我们明天就要学习的《图形的旋转》,看来你们很喜欢旋转呀,明天我叫你们旋转时,可要小心别把头转晕了哟。”就在师生轻松的一笑中,那位出错的学生已经自觉地改正了错题。从他们那一张张天真活泼的笑脸上,我分明感到了他们如释重负的轻松愉悦和对明天充满的自信。果然,在第二天画旋转后的图形时,全班同学居然没有一人出错!这,就是营造良好课堂氛围的结果;这,就是教师最大的享受!我认为,教学的成功与否,不在于最后的教学成绩或考核分数,而在于课堂上师生是否经历了轻松愉悦的活动过程,并让学生们学有所获。
四、明确新旧知识的连接点和异同,创设轻松明朗的课堂氛围
这要求教师对所教内容的教学目标和任务必须有一个清醒的认识,并能找出新旧知识的连接点和异同。例如,我在出示小学数学五年级上册《轴对称图形》这一课题时,学生们都抢着说“老师,我们以前学过轴对称图形了”“老师,我会认轴对称图形”“老师,我们还会画轴对称图形”。我立即顺势引导:“对,我们以前就会判断轴对称图形了,不仅会画对称轴,而且还会画出轴对称图形的另一半。今天,我们同样要完成以上几项任务,不同的是,今天的图形比以往的可要稍微难一点哟,你们怕不怕?”全班学生一齐高呼“不怕”。课堂就在这样轻松明朗的氛围中拉开了序幕,教学效果当然就不言而喻了。
五、把握教学目标,走出营造课堂气氛的误区
我曾观摩过这样一节公开课:内容是小学数学二年级上册《可能性》,教学目标是让学生用“可能”、“不可能”、“一定”来描述生活中一些事件的发生。课堂上老师引导学生们做着一个又一个孩子们喜闻乐见的游戏,学生们的掌声、欢呼声此起彼伏,课堂气氛可谓热闹非凡,然而游戏主题却是“同学们,你们猜老师的哪个拳头里握着粉笔头?”“你们猜这两位同学划石头剪子布谁会赢呀?”“你们猜我从盒子里摸出的是红色球还是黄色球呀?”每一次猜对的学生都欢呼雀跃,不亦乐乎,老师也因为课堂气氛异常活跃而沾沾自喜。但是,一节课下来,学生们除了感受赢家的欢喜就一无所获了,听课的教师也一脸茫然。这个例子深刻地反映了个别教师不明确教学目标,哗众取宠,只重形式而不重实效,华而不实,没有很好地完成教学任务。凡此种种,都是营造课堂气氛的误区,作为教育工作者,应引以为鉴。
总之,我认为要让数学课真正活起来,关键是要营造出轻松愉悦的课堂气氛。笔者认为,从某种意义上说,数学课更富有挑战性,比语文课更容易创设出良好的课堂氛围。但值得我们关注的是,营造气氛要适时,适量,适度,力求画龙点睛、恰到好处。让我们携起手来,共同营造轻松愉快的良好数学课堂氛围,让师生共同享受数学课带来的无穷快乐吧。
第四篇:如何营造良好的课堂氛围
如何营造良好的课堂氛围
美国心理学家罗杰斯认为:“成功的教学依赖于一种真诚的理解和信任的师生关系,依赖于一种和谐安详的课堂气氛。”新课程标准倡导学生自主探究、合作交流、实践创新的学习方式。而在素质教育的主战场——课堂教学中,需要教师为学生营造一种生动、活泼的教学氛围,一种良好的课堂气氛。
努力创造良好的课堂气氛,让学生在课堂上保持健康向上的心理状态,这不仅能使学生积极主动地进行学习,而且还会大大增强学习的能力。相反,如果课堂气氛沉闷,学生学习过程中的心理状态不佳,对学习抱消极态度,就会使学生的学习动机弱化,学习效果得不到保证,久而久之,对这门学科的学习兴趣丧失。因此,努力创造一个良好的课堂气氛,就成为教师提高课堂效益,学生自主探究、合作交流的有效途径。那么如何营造良好的课堂心理气氛呢?
一、建构和谐的师生关系
师生关系,顾名思义就是教师和学生之间的关系。它在本质上反映着师生间寻求满足其社会需要的心理状态。
师生关系和谐的关键在于心灵和谐,能够正确处理教师权威与学生尊严,教师教权与学生学权,教师完美与教师真实之间的平衡关系,懂得师生之间建立心理契约的重要性,学会保持师生情感关系的张力适度。
建立和谐、民主的师生关系,形成良好的学习氛围,是上好一堂课的基础。我们要充分运用“亲其师而信其道”的心理效能,强化师爱的作用,从步入教室的那一刻起,把微笑带进课堂,把激励带进课堂,把竞争带进课堂。从宣布“上课”向学生问好开始,眼神、表情、话语、举动都充满着爱,用自己的形象去感染学生,做学生学习的引路人,创造出一种宽松和谐、相互信赖的教学氛围。这种良好的师生关系能产生强大的推动力,促使师生一道共同努力去完成教学任务,达到教育目的。
良好的师生关系并不是在课堂上一下子形成的,而是在平日里逐渐培养起来的,平时里,教师应该言行得体,平易近人,关心学生,还要有良好的教学声誉,这样,教师在学生中享有了威信,使学生觉得可敬、可亲、可信,教师平时不经意地对学生的一句问候,或许会使这位学生对你亲近。所以,上课时的课堂气氛如何,在很大程度上取决于教师平时对待学生的态度。当然,课上和课下的师生关系毕竟有差别,而一些学生无视这些差别,把课下和老师的随便言行也照搬至课堂上,使得自己的言行常常出格。对此,教师就要用恰当的方法加以调整,不让这些言行影响大局。使课堂教学过程既活跃热烈,又严肃、认真,把学生的情绪引导到有利于学习的状态中去。
我在教学中,开学之初就了解到各个学生的生日,每逢某个同学生日,我会给这位同学送上一张自制的小卡片,写上一段祝福的话,这样,一下子拉近了师生间的亲近家了这种基础,就为营造一种良好课堂教学气氛提供了条件。
二、创设轻松、愉快的心理氛围
一个人的心理素质,影响着他的行为动力、行为方式,也直接制约着他的行为的有效性。孔子说过:“知之者不如好之者,好之者不如乐之者。”由此可以看出,在课堂教学中,想方设法创设轻松、愉快的心理环境是提高深堂教学效益的核心。因而在教学中,教师要倾注自己满腔的热情,架设心灵沟通的桥梁,从学生心理特点、个性特点出发。为学生创造开朗、活泼、进取、向上的心境,以此产生强有力的乐学“磁场”。诱导、激励学生积极主动地参与学习过程,并在学习过程中学会学习。教师在课堂教学中还必须做到如下几点:“解放学生的眼睛,解放学生的脑子,解放学生的双手,解放学生的嘴,解放学生的空间,解放学生的时间”,“尽量让学生独立观察,尽量让学生动脑思考,尽量让学生动手操作,尽量让学生动口表述,尽量让学生自主活动和发现问题、质疑问难,尽量引导学生标新立异,让他们做时间的主人、学习的主人”。只有这样,才能使学生始终保持心旷神怡的心境和浓厚的兴趣,进入“书山有路趣为径,学海无涯乐作舟”的最佳境界。
三、精心设计教学过程,愚教于乐
古话说:乐学才能善求。中学生一般爱说爱动,自我表现欲望、参与意识强烈,容易对新鲜,有趣的刺激产生兴奋。但注意力容易分散,自制力较差。因此,我特别注重教学过程的设计,在课堂教学中,充分利用音乐,美术、朗读、游戏、表演等形式组织课堂教学活动,合理考虑其趣味性、参与性和竞争性,保证每个学生都能够参与,乐于参与,并通过这些活动真正做到学有所获,学有所乐。
在教学过程中,我常常把游戏、表演等学生所喜欢的娱乐形式引进课堂,通过游戏、表演等活动,既激发了学生的求知欲和学习兴趣,使学生精神振奋,从而进入最佳的学习状态,又能对学生思维、记忆、理解、反应等能力进行综合的训练。因此在教学过程中根据需要适当地安排一个游戏或表演活动,可调节教学节奏,活跃课堂气氛,降低学生的枯燥感和疲劳感,从而提高下半节教学效果,使学生产生一种欲罢不能的感觉,让学生对下节课产生了期待心理。
四、要提高教师本身的教学艺术
教学艺术是教师达到最佳教学效果的方法,技巧和创造能力的综合表现,它主要表现在教师对教学过程的把握和教学方法的运用上。在影响课堂气氛的诸因素中,教师的教学艺术是一个重要因素,教师首先应从教育思想和教育方法放手,应积极培养和保护学生的好奇心、探索欲。“学起于思,思源于疑。”鼓励学生独立思考,大胆质疑。同时,教师要善于用自己的态度、语言和技巧创设一种宽松、和谐和进取的课堂气氛,使学生思维处于高度活跃状态,此时,教师也不需担心教学效果如何。
五、课堂教学的人际关系中,学生之间的关系也不可忽视。
听老师讲解时,每个学生都应该全神贯注,不应相互打扰。在有同学回答老师的提问时,其他同学要认真听,答对了固然好,如果答错了,其他同学也不能讥笑。在上讨论课时,同学们一方面要勇于陈述自己的观点,另一方面也要允许别人持与自己不同的观点。双方在辩论中要力避人身攻击。只有在学生之间的良性互动中,课堂教学气氛才能活而不乱,教学效果才能有保证。
综上所述,课堂心理气氛是影响教学效果和学习效果的重要因素,教师在平常教学中给予足够重视,才能正确把握课堂教学的各种要素。并处理好这些要素间的关系,才能创造良好的课堂气氛,收到良好的教学效果,提高课堂教学效益,才能让学生在新课标下真正实现自主探究、合作交流、实践创新的学习。
第五篇:《营造良好语文课堂氛围》
《营造良好语文课堂氛围》
蒋龙坤(四川省会理县益门片区中心小学
四川 凉山
615100)
中图分类号: G62 文献标识码:
A
文章编号:ISSN1004-1621(2013)05-109-01
孔子云:“知之者不如好之者,好之者不如乐 之者。”兴趣是最好的老师,是人力求认识某种事 物或活动的心理倾向,是引起和维持人的注意力 的一个重要内部因素。一旦学生的兴趣激发出来,教学就会取得事半功倍之效。
良好的课堂氛围是指师生,心理相容、感情融 洽和谐、平等合作的师生关系。一些心理学家认为:积 极的情绪(即愉快)能增加学生的学习兴趣,使思 维敏捷,从而更容易接受知识,迸发出智慧的火 花,焕发出语文课堂的活力,进而开发智力,陶冶 情操,优化教学效果。因此,新课标强调学生要在 愉快中学习。
创造民主、轻松、和谐、浓郁的课堂氛围,是激 发学习兴趣、焕发课堂活力的前提条件。新课标强 调教师由传授者转为促进者,由管理者转化为引 导者,教师要摒弃“师道尊严”的旧观念,设身处地 为学生创造轻松良好的学习氛围,建立一个接纳 性宽容性的课堂气氛,形成一个互教互学的“学习共同体”,尊重学生的学习体验,使学生无拘无束 地大胆质疑、发表见解、与教师争论。只有这样民 主宽松的教学环境,学生才会以愉快的心情钻研 问题、启动思维、驰骋想象。
新课标要求教师创设丰富的教学环境,激发 学生的学习动机,培养学生的学习兴趣。为了使学 生愿学、乐学,笔者在多年的课改实践中作了以下 方面的探究:
一、营造良好的课堂气氛,要充分发挥教师的主导作用
精品论文 参考文献
制约课堂气氛的要素很多,有教师、学生、教材、教法等,但是其中最关键的还是教师,只有通过教师的创造性劳动,才有可能实现良好的课堂气氛,发挥其应有的功能。教师在创造良好课堂气氛的过程中,起着主导性的作用。在教学中,教师应注意:
1.把握最佳的教学心态。
教师教学的心态,直接影响着学生学习的情绪,它是教师自身心理素质的反映,也是教师课堂教学艺术的体现,要保持教学时最佳的心理状态,首先,课前准备要充分。课前应认真仔细地做好准备工作,特别是对教案要胸有成竹,教学各主要环节能历历在目,做到教学过程清新、结构合理、方法恰当、内容适度,符合学生的心理规律和认知特点。课前准备充分,是教师形成教学最佳心态的重要条件,这也是教师获得课堂教学自信心的基础。其次,进行教学要投入。教师一旦走上讲台,就要心无杂念,快速进入角色,全身心地投入到教学活动中,用教学激情去调动学生的学习热情,用教学艺术去焕发学生的学习积极性,充分得体地运用手势、动作、表情、神态等体态语言,吸引学生的注意力,感染学生的情绪,与学生一道分享数学知识高尚的情趣。只有教师教得投入,学生才能学得专心,良好课堂气氛才能顺利形成。此外,还要善于发挥教学机智,妥善处理课堂中的偶发事件。同时,教师要提高对不愉快心理的控制能力,才能始终保持最佳的教学心态。
2.建立良好的师生关系。
师生关系好,彼此心理相容,教与学双方都会沉浸在轻松愉悦的课堂气氛之中。教师讲解激情满怀,生动传神,学生学习全神贯注,兴趣盎然。反之,师生关系不融洽,学生必然会感到一种心理压力,教师教学也不能得心应手,课堂气氛势必沉闷、呆板。因此,建立良好的师生关系是创造愉悦和谐的课堂气氛的基础。平日,教师要注意深入到学生中去,和学生打成一片,交知心朋友,建立起深厚的师生感情。在课堂教学中,教师要善于用亲切的眼神、和蔼的态度、热情的赞语来缩短师生心灵的差距,真诚地关怀和帮助每个学生,充分尊重他们,精品论文 参考文献 信任他们。要允许学生在学习中出现错误,允许学生充分表达自己的见解,允许学生质疑问难,对他们充满爱心、关心、热心、耐心和信心,使学生“亲其师、信其道、乐其教”。
二、营造良好的课堂气氛,要充分发挥学生的主体作用
学生既是教学的对象,又是学习的主体。因此,创造良好的课堂气氛,关键在于教师能否切实调动学生学习的主观能动性,使学生真正成为教学的主体,学习的主人。
1.让学生保持最佳学习心态。
任何学习过程都存在着复杂的心理活动,在不同的心理状态下学生学习的表现与效果截然不同。当学生处于最佳心理状态时,学习情绪高涨,专心致志,课堂气氛热烈而愉悦。为此,教师应注意:(1)把微笑带进课堂。微笑能沟通师生之间的感情,微笑可以征服学生的心灵。当学生思想走神、思绪信马由缰时,充满理智和期待的微笑,能使学生“迷途知返”;当学生答问受挫时,满怀鼓励和依赖的微笑,能使学生心安智生、“柳暗花明”;当学生板演成功时,饱含肯定和赞赏的微笑,能使学生自信心大增,激起更强的求知欲。教师亲切的教态、爱抚的目光和鼓励的言语,能为学生的学习创造一个良好的心理环境和融洽的合作气氛,使学生形成和保持积极主动的良好学习心态。(2)把成功带给学生。在教学中,教师要注意让不同层次的学生都有成功的机会和不同的收获,既提出共同要求,也提出个别要求。如在课堂作业的配置与处理上,可以让不同层次的学生完成不同题量、不同难度的作业,并通过当堂批改或讲评,及时满足学生急于知道作业正确与否的迫切心理需求,开阔学生思路,使那些解题中“别出心裁”的学生得到赞誉。这样可以让不同层次的学生都体验到成功的喜悦,从而形成一种乐于学习的最佳心理状态。
2.让学生积极参与探究新知。
教学不仅要让学生掌握知识的结论,更要理解知识发生和发展的过程。教学时,教师要善于创设探究情境,诱导学生自己动手操作、动眼观察、动脑思考、动口表达,从中得到探索者的收获,发现者的欢乐,胜利者的喜悦。可采用:精品论文 参考文献(1)展示知识魅力,激发探究兴趣。数学知识本身蕴藏着一些有趣的规律和美的因素,需要教师创造性地加以挖掘,充分展示其固有的内在魅力,以激起学生的好奇心与强烈的探究欲望。(2)激发需要的火花,不断激起认知内驱力。我们不仅要在课的开始创设情境,揭示矛盾,引发学生迫不及待地探究兴趣,而且还应在整堂课的教学过程中,精心设计“跳一跳,摘得到”的问题情境,让学生经常地处在发现问题与解决问题的矛盾之中,不断从内心迸发出需要的火花,始终保持一种紧张的、富有创造性的精神状态,积极主动地探究新知。
总之,教师在教学中应树立民主平等的观念,要尊重学生、信任学生、赞赏学生,营造轻松浓郁 的课堂氛围,让学生充分参与学习活动。在课堂上 不能挫伤学生的自尊心,打击学生的积极性,摈弃 以往把语文课堂变成教师居高临下向学生施舍知 识的场所,摈弃家长制、霸道者的教风,要代之以 民主平等的态度去真诚关心学生,爱护学生。“亲 其师,信其道。”学生才能喜欢语文,学好语文。
精品论文 参考文献