What are the five links in classroom teaching?

Five-link teaching method, classroom teaching method, including observation, reading, oral English and practice.

1. Viewpoint: For teachers, it is necessary to display rich, intuitive and vivid observation materials by means of multimedia teaching courseware and videos according to the teaching objectives and teaching contents, and put forward purposeful questions or question groups that are in line with students' reality, so as to make students interested in what they have learned, generate problems and stimulate their learning motivation. For students, the world outlook is one of the main ways to know the world.

2. Thinking: Teachers should pay attention to cultivating students' abilities, including observation ability, experimental ability, thinking ability and self-study ability, and thinking ability is the core of all kinds of abilities.

3. Reading: In teaching, teachers should not abandon textbooks, but should make full use of textbooks to guide students to be good at reading and learn to read; At the same time, teachers should provide students with more reading materials through various channels or inspire students to choose their own reading materials, so as to really learn to learn.

4. Lecture: Teachers should thoroughly study and fully understand the knowledge system of teaching syllabus and teaching materials, be familiar with the internal logical structure of disciplines, the connection between knowledge and the organic connection between disciplines, implement the principle of systematic and orderly teaching, and focus less on intensive teaching to make knowledge more systematic and orderly.

5. Practice: Teachers should carefully select and design formative or research topics according to the characteristics of teaching content, solve biological problems through demonstrations, discussions, homework and reports, consolidate what they have learned and promote the changes of students' cognitive structure.

Matters needing attention in teachers' teaching

First of all, we should change the role in teaching and the existing teaching behavior.

According to the requirements of the new curriculum, teachers have changed from traditional knowledge givers to organizers of students' learning; Teachers become the leaders of students' learning activities, not the leaders; Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning. Teachers and students should study together and make progress together.

Second, we should respect students' existing knowledge and experience in teaching.

When designing lesson plans, we should think about "what life experience and knowledge reserves students have", "how to design lesson plans that students can easily understand according to relevant theories and students' reality" and "what happens when students accept new knowledge".

Third, teachers should pay attention to communication and dialogue with students.

Full dialogue and communication between teachers and students is very beneficial to the development of groups and the growth of individuals. For example, a teacher designed some familiar life situations when teaching "average score": dividing peaches, fish, biscuits and apples.

In the exchange and dialogue, some teachers suggested that it seems to be limited to start teaching only around "eating". In fact, we still have a lot to allocate in life, and we can appropriately expand the teaching design. Such open discussion can promote teachers to reflect more effectively and transform practical experience into theory.