What is the center of traditional classroom teaching?

The traditional classroom teaching mode is teacher-centered, book-centered and classroom-centered.

The traditional classroom teaching mode often forms a situation in which teachers instill and students passively accept. It is not difficult to see that the defects of traditional teaching mode are very obvious. The key point is that students, as cognitive subjects, are always in the position of passively accepting knowledge in the whole teaching process, and their learning initiative is ignored or even suppressed.

Obviously, this does not meet the requirements of modern society for talent training, and this model can not bear the heavy responsibility of cultivating high-quality creative talents. Therefore, it is imperative to change the traditional teaching mode and create an efficient classroom mode that meets the requirements of the new curriculum reform.

Classroom teaching mode is a teaching method adopted by teachers to study students in class, which is what Confucius called "teaching students in accordance with their aptitude". Teachers adopt different classroom teaching modes in different classrooms and treat different students, which will achieve better results.

Efficient classroom should have the following two conditions:

First of all, students should have high achievements in three-dimensional teaching objectives.

Second, in the process of achieving this goal, students should actively participate and think positively.

From this point of view, efficient classroom is a classroom for students to actively study and think, for students to learn independently, for teachers and students to interact, and for students to actively construct the meaning of what they have learned.

From the teacher's point of view, an efficient classroom should meet the following three conditions:

First, teachers can scientifically and reasonably determine the three-dimensional teaching objectives of the classroom according to the requirements of curriculum standards and the actual situation of students. Because the presupposition of teaching objectives can not be completely consistent with the actual situation in the classroom, it requires teachers to adjust teaching objectives in time in the teaching process, so as to face all students to the maximum extent and better reflect the appropriateness of teaching objectives.

Second, the teaching process must be a process in which students actively participate. This kind of active participation is mainly reflected in whether teachers can adopt flexible teaching strategies to arouse students' enthusiasm for learning, actively guide students to think positively, give students more time and opportunities to cooperate and show, and let the whole class share their learning achievements.

Third, follow up, monitor, feedback and solve in time in teaching, consolidate students' learning achievements in various ways, and make the achievement of three-dimensional teaching goals higher.