Teachers talk less in class and let students practice more and think more. what do you think?

Traditional teaching has always been taught by teachers and taught by students, which belongs to the teaching mode of "cramming" and "cramming". Students are in a passive state of accepting knowledge, not the main body of learning. The effectiveness of the traditional teaching model is also very low, because teachers talk too much, and no matter how well they speak, it does not mean that students learn more and learn well. After all, the main body of learning is students. Therefore, modern teaching advocates returning students' classrooms to students. Students are the main body of teaching, and teachers are only the guides in teaching. In teaching, teachers should be precise and concise, induce students to think, organize and guide students to participate in teaching activities, let students experience the process and fun of autonomous learning, and use appropriate methods to learn in cooperative inquiry.

Compared with the modern education mode, the traditional education mode is more perfect, more scientific and closer to the humanity and humanistic thought of education, and can better reflect the feelings, attitudes and values of education. Therefore, teachers, parents and students must go out of the traditional education mode and accept the modern education concept in order to promote the effective promotion of modern teaching. It would be a big mistake if we only have a narrow and one-sided understanding that teachers talk less now, let students practice more and think more, and make teachers useless. In essence, modern educational ideas have higher requirements for teachers' professional quality, classroom organization and control ability, student management ability, and teaching art that inspires and guides students to think. Compared with the traditional scripted teaching, modern education poses a great challenge to teachers. As a teacher now, we should not lose the traditional classics, but also be a good guide and guide. Promoting the all-round development of students really needs brains, and we need to keep learning and thinking.

Hello! As a teacher for many years, talk about my views on this issue. Every time a teacher has a class, he has a certain purpose of education and teaching. The success of a high-quality class does not lie in how much the teacher talks or how much the students want to practice, but in how the teacher carefully designs the teaching methods and teaching effects of this class, and what kind of teaching methods are adopted in teaching, so that students can learn what the teacher says quickly and successfully. And achieve the effect of giving inferences, which can be regarded as achieving the teacher's expected goal. Under what circumstances teachers should talk less and students should think more and practice more. The teacher has his own elaborate design, and your request is made without understanding the nature of the teacher's teaching. Therefore, I hope you can understand the teacher's good intentions and give me more advice. They design teaching in a planned, step-by-step and targeted manner, rather than teaching indiscriminately.

Taking students as the main body and teachers as the leading factor is the necessity of classroom teaching, and it is the "student-oriented classroom" advocated at present and in the future. It can also be said that in the classroom, the teacher is a supporting role and the students are the protagonists.

In the words of old teachers, teachers are teachers and students are not students. Students used to listen to teachers, but now teachers listen to students.

In the past, the teaching method was lecture, but now it is guidance, communication and group cooperation ... You can not follow this method, but you will never get the certificate of quality class, even if the students in your class get excellent grades every year.

All knowledge and problems, the teacher is just a guide, let independent learning, discussion, discovery, and then become their own knowledge and ability. I think this kind of class overemphasizes and highlights the students' "role and status", so that it "usurps the role of the host". But this is what those experts and professors admire. Where they point, ordinary front-line teachers have to follow. Whether you like it or not, how likely it is to be actually implemented and how effective it is, you must bite the bullet and do it.

Transcendental education believes that the current classroom changes are a bit "too big", especially high-quality classes, which are farther and farther away from the actual classroom teaching and lack practicality. Only suitable for viewing, more ordinary teachers really can't learn to use it.

There is no doubt that education and classroom need to be reformed, but the ultimate goal is to let students master more knowledge and ability and improve their ideological and moral quality.

How much has the teaching method called "cramming" changed in junior high school and senior high school? Just listen outside the classroom.

It should be said that the biggest change in classroom form is in primary schools. This is mainly because it has enough time. Especially in high school, every minute counts. If all the questions and knowledge are acquired by students themselves, I'm afraid the progress of the course will be in the foreseeable future.

In a real class, teachers should talk less and not less. Many times, it is not enough to tell it once.

Students practice more, think more, and do not object. "Practice makes perfect" and "fist never leaves, mouth never leaves". Students will not think much if they don't practice more, and their mastery of knowledge will not be firm and lasting.

Few people have a photographic memory. No matter what you learn, you must study hard and practice hard to succeed, as evidenced by the "tempering makes steel".

What I want to say is that it is impossible to draw inferences without enough knowledge accumulation. Lu Xun said: I was working while others were drinking coffee.

Edison said: Genius is one percent inspiration and ninety-nine percent perspiration. But that one percent inspiration is the most important, even more important than that 99 percent sweat.

In fact, I think one percent inspiration is as important as ninety-nine percent perspiration. Inspiration is not without reason, but the result of accumulation, that is, it is based on 99% sweat. It can be said that without 99% sweat, there is no inspiration.

It is very important for students to practice and think more. However, according to what the teacher says, students can practice and think faster than what the teacher says, but that is after class and should not be in class. If the teacher always follows the students, not only will the students lose their direction and motivation, but the teacher will also be exhausted. The result is more tired, but less harvest.

Teaching and learning should not be acting, but should be down-to-earth and step by step. Any retreat will end in failure.

In short, teachers should not talk less and students should practice more.

Teachers talk less in class and let students practice more and think more. This is the mainstream direction of the current education reform, but I think this direction is a bit off the original intention of the education reform. The traditional teaching mode is teacher-centered and students learn passively, which is what we often call "cramming" and "cramming" teaching. This teaching mode can't give full play to students' enthusiasm. No matter how well the teacher speaks, students just listen and don't do it themselves, and the learning effect is not very good.

In order to solve this problem, all kinds of schools are now carrying out teaching reform, which requires students to be the center, students as the main body and teachers as the supplement. Traditional teachers can no longer be centralized, completely changing the relationship between teaching and learning, and the roles of teachers and students should be changed.

Nowadays, the popular teaching mode is online and offline mixed teaching. In this teaching mode, teachers are required to make good teaching resources for each section in advance, such as videos, documents, PPT, test questions and so on. , and published to the teaching platform. Before class, students learn by themselves and write down any problems in their study. In class, teachers discuss with students all kinds of problems encountered in self-study or let students discuss in groups according to the problems that students have in exams. After class, the teacher assigns homework to help students consolidate what they have learned.

In this teaching mode, teachers talk less, talk more or don't talk, but let students think more and practice more, so that students are truly centered and teachers are supplemented, and the roles of teachers and students have also changed.

Some people may say that under this teaching mode, teachers are so relaxed, so what else do teachers need to do? In fact, this view is very one-sided. Although in this teaching mode, teachers really talk less, but the role has become greater. The original teacher's role means that now the teacher's role has become a guide, and the teacher should design the whole teaching process according to the actual situation of students, including before, during and after class. In fact, it is more difficult and the workload is more than before.

But personally, I think this teaching mode is more suitable for undergraduate universities, not for primary and secondary schools and vocational colleges. The original intention of this teaching mode is good, but in the actual operation process, it often becomes acting, and the process becomes a mere formality. Personally, I think the biggest problem of this teaching mode is that students study by themselves before class. Can students learn independently? To what extent have you learned? All courses require students to study independently before class. Do students have time? These are all problems that need to be solved. If these problems can't be solved effectively, how can the teacher explain the knowledge thoroughly if he doesn't talk, elaborate or talk in class? The final result can only be that students' learning effect is greatly reduced.

I also think it is very important for students to practice and think more, but the premise must be that students have effectively mastered knowledge. Students can't master knowledge effectively. What's the use of practicing and thinking more?

I am a teacher in a vocational college. I don't know what the situation is in high school, junior high school and primary school, but in vocational colleges, this teaching model has been proved to be a failure.

Many experts say that the traditional teaching mode is not good, but the teaching practice proves that the traditional teaching mode is the most effective. Is this awkward? In fact, it is also easy to understand that teaching and learning are not acting, and they must be down-to-earth and step by step. Any retrogression in teaching reform will end in failure.

In short, I personally think that teachers should talk or talk, and they should not talk less at all; Students should practice, and they must practice more. The combination of the two can achieve the best effect. In the past, teachers always talked and students listened! The teacher is full and chatting happily! Students just passively accept! This teaching mode is not conducive to cultivating students' autonomous learning, nor can it stimulate students' interest in learning! Low efficiency!

Nowadays, it is advocated to return the classroom to students and carry out teaching activities in groups, that is, to let students learn independently first, and to discuss in groups if they don't understand, so as to promote and improve each other and deepen the feelings between students! At the same time, students' participation has been improved, and passive learning in the past has become active learning now! There is more interaction between students, their thinking becomes more flexible and their interest in learning is greatly improved! Of course, you can also force those students who don't like to think and talk at ordinary times to start thinking and expressing their views! Through thinking and discussion, students find out the answers and express them, which stimulates their interest in learning and improves their learning efficiency. Of course, the quality of teaching will also improve!

Of course, some parents will worry that their children can't learn anything and how to learn independently! Don't worry about this, the teacher will arrange the content for the children to preview and teach themselves the day before. Write down the problems that the group can't solve, and the teachers who can't solve them will solve them! At the same time, there are also supplements after class. During self-study time, students can write on the blackboard to show the existing problems. Students and teachers discuss and solve together!

The phenomenon in your question is one of the important requirements of curriculum reform in the new period. Under the new curriculum standards, the classroom is required to be student-centered, student-centered and supplemented by teachers. It is necessary to change the traditional teacher-centrism, the relationship between teaching and learning, and the role.

The new curriculum standard requires strengthening the cultivation of students' autonomous ability, strengthening the further development of students' comprehensive ability and facing teaching with new educational means and methods. Recently, the "Guiding Opinions of General Office of the State Council on Promoting the Reform of the Education Model of Ordinary Senior High Schools in the New Era" was issued, which specifically mentioned the implementation of the fundamental task of moral education, the development of quality education, the observance of educational laws, and the deepening of classroom teaching reform, the improvement of classroom teaching efficiency and the cultivation of students' learning ability around the work objectives of rallying people's hearts, perfecting personality, developing human resources, cultivating talents and benefiting the people. However, teachers talk less in class and let students practice more and think more, which is largely an attempt and innovation in the process of promoting this teaching reform.

Of course, how to define a class depends on many things. In the transformation of teaching and learning, we should take students as the center, and in the relationship between teaching and learning, we should pay attention to the relationship between teaching and learning. The new curriculum requires learning before teaching, learning more and teaching less, and cultivating students' various abilities and qualities. So from this point of view, this approach is correct, but we should pay attention to the process control in the implementation process.

In addition, we also need to help students understand and form a visual influence through modern equipment in the integration of information technology and disciplines. We should also actively explore interactive, heuristic, inquiry-based and experiential classroom teaching based on situation and problem-orientation, so as to overcome the phenomenon of cramming, and pay attention to the fact that questions should be raised by students rather than teachers.

In addition, we should pay attention to strengthening interdisciplinary comprehensive teaching such as subject research, project design and research-based learning, and strengthen students' practical operation ability and practical ability, thus promoting students' all-round development.

Carefully design the basic homework, start from the basics, pay attention to less but better homework, don't give students too much academic burden, but don't let children do nothing. Mastering reading is extremely important.

Conclusion: So, in view of your question, I think there is no problem in practice. It's just that everything is not static and needs to change according to the actual situation, so as to be truly effective.

This kind of advocacy is very good, and it is put forward for the traditional classroom of "teachers talk and students listen". It can give full play to the initiative of students' autonomous learning and cultivate their ability of active thinking. At the same time, more practice can help students master what they have learned and effectively improve their grades.

However, advocating teachers to "talk less" does not require teachers to "talk less" in class, nor does it rigidly stipulate teachers' "talk". For example, some schools put forward the rigid requirement that teachers explain in class "no more than 10 minutes", which also deprives teachers of the right to explain in class. In fact, it has gone to the other extreme and is a new formalism.

While advocating "less talk" in class, we should also advocate "intensive talk" in class. The so-called "intensive teaching" is aimed at the difficult problems that students encounter in the process of preview and self-study; Aiming at the problems that students can't figure out in the process of thinking and solving problems; According to the difficult problems encountered by students in the process of training and practice, improve the efficiency and pertinence of teachers' "speaking" Therefore, there can be no specific time limit for the teacher's classroom explanation. The key is "accuracy". Teachers should hit the nail on the head and make students feel suddenly enlightened.

Therefore, even in such a classroom, teachers should give full play to the leading role of the classroom, and it is teachers' unshirkable responsibility to orient, solve doubts, answer questions, summarize and sublimate students' learning on the premise of respecting students' dominant position in learning.

I'm glad to answer this question. My personal opinion is that I welcome the author of Concern to continue to communicate!

I think what the teacher said depends more or less on the source of students.

If it is the so-called Orsay class or experimental class now, it is all top students selected by various schools. With a little encouragement from the teacher, they can accept it and become more conscious. Of course, they can talk less and don't have to talk more. If you talk too much, students will feel verbose.

Imagine that the ordinary class that has been screened by the Olympic Mathematics class and the experimental class for several rounds can talk less? Most of these students don't have a strong sense and a good foundation. If you want to talk about new content, you must review what you have learned before and explain it in detail, otherwise you won't understand it, and then slowly introduce new knowledge. Maybe you've talked about it in the fog. Some people have to remind him one question after another when doing their homework, otherwise they can only copy their homework. Because his parents forced him to study.

Besides, you should practice more under the guidance of the teacher. What should I practice? How to practice? I've heard of some public schools. The so-called exercise is that three or five students discuss what to discuss and come to a conclusion, so that several students prepared in advance can recite what they have learned. This kind of formal teaching is disgusting after listening. I'm afraid students just regard it as a game.

It's not easy to practice more.

I like this teaching method. When I was at school, I was always absent-minded in class for some reason, probably starting from middle school. At the beginning of class, I can concentrate on listening to the teacher for a while, and then I don't know when my thoughts drift away. I may be remembering the pronunciation and intonation of the teacher's speech in my mind, breaking down her font structure when I see the blackboard written by the teacher is beautiful, or thinking about other messy things. In short, although my eyes may have been looking at the teacher and the blackboard, my thoughts have not followed the teacher. After I found this problem, I have been trying to control myself from being distracted, but to no avail.

This situation is good for liberal arts subjects, and it is a big deal to find someone else's notes to make up after class; But for science subjects, it will cause knowledge breakpoints, which will lead me to not fully understand what the teacher is teaching in class. This requires me to study harder after class. I will review what I learned in the textbook word for word, whether I understood it in class or not. This kind of self-study after class has a good learning effect, at least it is solid, because some students feel that they understand it in class, and there will be less practice and review after class, so I will sort out what I have learned comprehensively.

Therefore, this way of learning is also a mistake, which has become an important stage for me to develop self-study habits and improve my self-study ability, and has benefited a lot until now.

Secondly, as for whether teachers can talk less in class and let students practice and think more, I think it should be treated differently according to different situations. I divide the teacher's lectures into two classes: one is to explain new knowledge, and the other is to explain the topics or papers reviewed before the exam.

1. When learning new knowledge, most teachers basically simplify and refine the contents of textbooks and repeat them in their own words. In fact, this scripted process is rather boring, and students with a little self-learning ability can do it by themselves according to their own situation, and it is more time-saving and labor-saving. For these students, in fact, teachers can only talk about the essence and key points when teaching this part of the course, leaving most of the time for students to study, practice and think.

2. In the process of reviewing and explaining the test paper before the exam, the teacher's lecture is of course more important. After all, each student's mastery of knowledge is different, and the topics that are easy to make mistakes are different. Through the teacher's explanation, students can understand the topics that they can't do, and they can also sort out the knowledge they have learned comprehensively and check for missing items.

Conclusion Therefore, it is more suitable for students with strong self-study ability to let teachers talk less in class and students practice more and think more. For students who have no learning initiative and weak self-study ability, as well as the teacher's explanation of the topic or the review stage of the test paper before preparing for the exam, perhaps the teacher's explanation is more efficient than the students' self-study.

According to my personal experience, I think the starting point of this method is very good, but we must be cautious in actual operation and need to do a good job of guidance.

Teachers talk less in class, which can arouse students' enthusiasm, but students need to be prepared before class. Teachers talk less in class, the starting point is to make students think more, but can students really do it? I think it is necessary to make arrangements in advance so that students can fully preview this point. For a simple example, many students are not as conscious as they think. If the teacher didn't plan ahead, I designed the preview outline in advance, and many children would only read in formal classes. This is not only a waste of time, but also the lecture will be a silence. Only a few children with good grades will be very active in class, and the rest will basically let themselves go. After class, teachers not only need to spend more time to make up for it. Be sure to inform the children in advance and make a preview plan so that the class can go smoothly.

Teachers should talk less and focus on the key points in class. Personally, I think teachers can talk less, but they must grasp the key points in class and guide children to learn the key points thoroughly. In other ways, they can make children think more and talk more, instead of letting them drift away from the learning content in class. Teachers talk less in class, taking mathematics as an example. Personally, I think the key should be to solve the problem and get to the point. After that, students can think, play and practice by themselves. That's good. But do you always let your children play freely? Of course not. Teachers should not forget that the last step is to bring students and children back to the central knowledge points in the classroom. The teacher made a final summary and analysis, straightened out the ideas and straightened out the methods. Such a class can really play a role. Not only can teachers talk less, but also children can be highly involved in the classroom. Personally, I think I can put it away at will to achieve the desired effect.

Teachers talk less and let children talk more, practice more and think more. The starting point is very good. In the specific implementation process, we must plan ahead, control the direction in the process, and summarize in time at the end of the course in order to achieve the effect.