Analysis on the current situation and trend of how to strengthen the classroom teaching routine in the same research field at home and abroad (turn)

As we all know, classroom teaching is a planned, purposeful, targeted and pragmatic bilateral activity between teachers and students. Reflecting on the routine management of classroom teaching and strengthening teaching norms are the beginning for our front-line teachers to truly innovate in education in the face of curriculum reform. First, the analysis of the disadvantages of classroom teaching phenomenon First, before class, we ignored the regular class. Many of our teachers not only don't mention going to the classroom, but also do some trivial things. When the bell rang, they slowly walked out of the office and walked to the classroom. Some don't even prepare lessons, and they are free to play in class. What's more, they spend more than ten minutes playing by themselves, and then use their time for other purposes, giving them time to study by themselves. Artificially shortening and occupying a short class. Phenomenon 2: Classroom activities have various auxiliary forms to make a show. On the one hand, activity becomes the soul. However, due to the vigorous interpretation of the activity class, various forms of activities have mushroomed and emerged one after another, so the performances in the class will follow suit. Compared with the neglect before class, the classroom show seems to be more hidden and belongs to hidden waste. On the surface, it is a teaching activity, but in fact it is inefficient and wastes students' time, such as situation show, performance show and cooperation show. It is always crowded with classrooms; As a result, the classroom is in more and more debt. Phenomenon 3: Abuse of media in class Nowadays, classroom teaching, especially some open classes, seems to be impossible without courseware. In many multimedia classes, teachers are very busy: enjoying pictures, playing cartoons, and entering the paradise of life for a while, which is dazzling. A teacher teaches the farm produce house. First, he used multimedia to play rural scenery, vast fields and different crops growing in four seasons. Not enough, the teacher then showed the scene of farmers' labor and the application of modern machinery in agriculture. At the same time, the teacher let the students enjoy different rural scenery all over the country. There is no blackboard writing in the class, all faces are beautiful images, and the classroom atmosphere is very active. But behind the excitement, we have to meditate. With the use of multimedia, the classroom is full of too much information. Because of some useless information interference, students can't tell the key points of teaching. This kind of class not only does not strengthen stimulation and consolidate knowledge, but also distracts students' attention and makes teaching a mere formality. Entering modern education today, it is undeniable that the rapid, vivid and intuitive effects of multimedia have brought vitality and vitality to moral education. In classroom teaching, the use of appropriate multimedia courseware can stimulate students' learning mood and interest and improve classroom teaching efficiency. However, sometimes improper and excessive use of multimedia will become the interference source of teaching and distract students' attention. Therefore, when using multimedia teaching, we must not be flashy and grandstanding. We should use multimedia reasonably and purposefully according to the actual teaching needs, so that our teaching can get twice the result with half the effort and achieve the best results. Phenomenon 4: In the model of student evaluation, language is the main medium of teaching, but teaching is often filled with such language: you are too smart, your answer is too good, you are really amazing, and so on. This uninspiring language not only wastes students' minds and teaching time, but also easily leads to teaching hype. Behind this kitsch language, first, the teacher regards dialogue as a question and answer in class. On the surface, the interaction between teachers and students is actually full of questions, rather than equal dialogue between teachers and students. Second, teachers lack deep thinking about the new relationship between teachers and students, and have gone from blindly punishing to the other extreme. This abuse of praise and praise will lead to students' habitual addiction, and also lead to students' shallow thinking and arbitrary output. The second is to optimize and strengthen the teaching routine management norms to realize the healthy growth and development of teachers and students. First, as a teacher, we should strictly follow the teaching routines and refine the teaching norms. Teaching routine is the basic requirement that should be followed in the teaching process, the concrete embodiment of the basic laws of teaching in teaching, and the important guarantee to improve the teaching quality in a large area. To this end, I studied the corresponding teaching routine according to the characteristics of the subject, and further discussed the basic requirements of proofreading for preparing lessons, arranging and correcting homework, classroom teaching, teaching and scientific research, and so on. Under the new curriculum concept, there should be new teaching routines. These classroom routines are not made for teachers to make a difference in teaching philosophy and style, but to promote teachers to practice better, actively lead teachers to explore and reflect, flash out unique educational wit and promote professional growth. Second, classroom teaching, carefully design the teaching objectives of internalized teaching activities. As we all know, an important feature of the new curriculum is to highlight the changes in students' learning styles. Encourage students to take the initiative to participate, be willing to explore, be diligent in doing things, cultivate students' ability to acquire new knowledge on their own initiative, and change learning methods into effectiveness. Therefore, the new curriculum emphasizes the importance of activity teaching. I think what we should do is: let students think more deeply while relaxing; Let students master knowledge, experience processes and methods, and cultivate emotional attitudes and values. When talking about maintaining social management order, according to the specific situation of our school, I designed the following phenomena for students to discuss in groups: (1) Street lamps in commercial streets in our town are sometimes smashed; Gardens along the road are often trampled. What impact do these phenomena have on our life and social management? What are these behaviors, how to punish them and what is the basis? The students were very active in the discussion and even put forward many new questions and constructive suggestions to the teachers. Finally, through these cases that happened around us, students understand that social management order needs to be maintained by law. Through the study of teachers and students, the legal awareness of teachers and students has been enhanced, thus standardizing their own behavior and making students consciously abide by the law in future study, which has played a good practical effect. Third, carefully and effectively choose teaching carriers and optimize teaching resources. Teachers are still in the dominant position. Teachers' design should conform to the heuristic principle. On the premise of trying to stimulate students' interest in learning, we should fully cultivate students' learning ability, develop students' intelligence, let students actively participate and practice with their brains, and cultivate students' innovative spirit. However, there can be no strange phenomenon that teachers' teaching serves courseware, and there is a disadvantage that courseware making is very fancy. Too fancy courseware will only distract students' attention and greatly reduce learning efficiency. At the same time, we should give full play to the respective advantages of auxiliary teaching and conventional teaching methods, promote each other and complement each other. Really play a positive role in students' effective study. Fourthly, carry out teaching evaluation reasonably and deepen the teaching effectiveness of classroom teaching. Teachers' evaluation plays a very important role in encouraging students to participate in activities and improving the quality of cooperative learning. There is no doubt about this, but it is worth noting that the evaluation cannot be arbitrary. We teachers should seize the opportunity, treat students with appreciation, development and future healthy development, evaluate students with inspiring language, and give students a sense of self-confidence and accomplishment in learning. When students are depressed, lose self-confidence and need encouragement most, they will not hesitate to give praise and timely encouragement. When they are complacent, they will also give timely warnings and put forward constructive opinions and suggestions for improvement. When praising, we should pay attention to both individuals and groups. The language of evaluation should be rich. The evaluation forms should be diversified (oral evaluation, body language evaluation, materialized reward, etc.). ). Through evaluation, let students know their own learning situation, learning level and study habits, and establish learning confidence. Classroom teaching, the quality and efficiency of education and teaching are the eternal themes pursued by classroom teaching. No matter what kind of teaching deviates from and downplays this theme, it is a failed classroom. Only by understanding the classroom can we truly understand education, change the classroom and truly implement quality education. Facts show that under the background of new curriculum, classroom teaching in primary schools should be standardized. Only by constantly optimizing classroom teaching behavior, improving the pertinence and effectiveness of teaching and improving teaching art can classroom teaching be more vital. Only in this way can teachers and students develop healthily.