What makes a good lesson

What makes a good lesson? I think before exploring this question, we need to understand what kind of lesson is considered a lesson under the new curriculum. This is the first topic we are going to study. Under the new curriculum, what kind of lesson is considered a good lesson? For this question, it can be said that the benevolent see benevolence and the wise see wisdom, and there has never been a uniform standard. It can be said that different times, different people have different understandings and different points of view. Below we will mainly learn about Prof. Ye Lan's point of view and Mr. Qian Shouwang's point of view. Well, we will first understand Prof. Ye Lan's point of view. First, the basic requirements of a good class Prof. Ye thinks that there is no absolute standard for a good class, but there are some basic requirements. In terms of our current "new basic education", she believes that a good lesson should meet the following five basic requirements: ① Meaningful. In this lesson, the student's learning is meaningful. The initial meaning is that he learned new knowledge; further is to exercise his ability; further development is in the process of a good and positive emotional experience, so that he has a strong demand for further learning; further development, in the process he will be more and more actively involved in the learning. Professor Ye believes that this way of learning students will learn new things, students in class, "come in before and go out is not a change", no change makes no sense. Everything is smooth and the students know what the teacher is talking about, so why would you bother with the lesson? So the first point is that it is a meaningful lesson, that is to say, it is a solid lesson. [Case] A "classical teaching" class Beijing, a school. The school bell is ringing out **** on the campus. When the bell stops ringing, all the corridors are silent. This is a good school. This is a very good class in the school, and the students are already sitting neatly. Today, British and American education experts are coming to listen to this class. They have come, they heard their shoes in the spacious corridors of the teaching building issued a clear echo ...... accompanied by the leaders of the Chinese education department. Everyone sat down and the teacher who was teaching the class walked in. The students stood up and sat down, the teacher stood sideways in front of the blackboard. His eyes did not go round the class, but looked out of the window. The teacher has a lot of gray hair on his head, and the blackboard sets off the silhouette of him standing sideways....... At this moment, you realize that the classroom isn't completely quiet when the students aren't even whispering. You can still hear the sound of rummaging through a book bag, a pen from someone's hand to the desktop ...... The teacher is still standing sideways, looking out the window, as if he is brewing something. Just for a moment, you hear, quieter, quieter, all sound is gone, the world is so quiet that even the foreign experts listening to the class seems to be non-existent. At that moment, the teacher turns around and says calmly, "The class will now begin." The teacher's language was concise and free of nonsense. The teacher's teaching style was calm, and when he wrote on the board, everyone heard the sound of chalk walking on the blackboard. The board was very beautiful and extremely organized. The teacher asked questions and the students answered enthusiastically and quite well. The teacher occasionally wrote a number of words on the blackboard. The words on the blackboard gradually filled out, and the words were of different sizes. Some of the words, the teacher brush stroke on a circle, or a box, or a big triangle, looks like a staggered, scaled, like a framework. In the whole class, the teacher didn't wipe the blackboard, and there was no need for the students to go up and wipe the blackboard. There are no extra words on the board, what is written is the focus, that is, the students should be copied to the notebook. The teacher continued to ask questions, the student answers are still enthusiastic, there is still no lack of excitement. The whole teaching process is very smooth. Finally, the teacher said, "What we're going to talk about today is finished, students go back and do the exercises in the textbook to consolidate." The bell rang. Class dismissed. The whole class was flawless. It was a teacher extraordinaire who wore a smile. The students were happy. The leaders of the Chinese education department who accompanied the foreign expert to listen to the lesson were also happy. The foreign experts listened but did not speak. "Maybe they are marveling too? Let's wait until we get to the conference room to hear what they have to say!" The Chinese thought. When we got to the conference room, we humbly asked our foreign counterparts for their opinions. The foreign counterparts spoke. They said: don't understand. We asked: why? They said: the students all answered well, it looks like the students know what they are doing, so why do we need this lesson? This question, the Chinese counterparts are asked. This question reflects the difference between European and American education and Chinese education today. Europe and the United States education that when the teacher speaks very complete, perfect, impeccable, the process of student exploration instead of the process of exploration, which is tantamount to the abolition of the acquisition of learning ability. Therefore, foreign counterparts say that they want to see how Chinese students learn in the classroom, but they only see the teacher and not the students, and thus think that it is not a real class, but like a performance class - the students are watching the teacher perform. ② Efficient. Expressed in two ways: First, the opposite side, the class down, how many students in the class is effective, including good, intermediate, difficult, how much efficiency they have; Second, the efficiency of the high and low, some higher, some lower, but if there is no efficiency or just a small number of students efficient, then the class can not be considered a better class. In this sense, the lesson should be fulfilling. Throughout the process, everyone has something to do, through your teaching, students have undergone some changes, the whole classroom is full, the energy is big. ③ There is generativity. The lesson is not entirely pre-determined, but in the classroom there are teachers and students of real, emotional, intellectual, thinking, ability to input, there is an interactive process, the atmosphere is quite active. In this process there is both the generation of resources and the process state generation, such a class can be called a fruitful class. The traditional teaching design is generally thorough and detailed, there are too detailed links, a large number of questions, the teacher even the classroom teaching every minute to do what is set up seamlessly, step by step, interlocking,. All of the students' learning behavior is limited to one after another detailed teaching links, the class has become a teacher to demonstrate the process of the lesson plan. Such classroom teaching is the lack of generative, difficult to generate new things. The teaching design of the new curriculum requires a great deal of effort to refine the main line of teaching, focusing on the general, light, to go to the branches and leaves, leaving the main stem, deletion of complexity and simplicity, to about Bo, simplicity for the United States. Only in this way, students will have sufficient time to read carefully, will take the initiative to think; only in this way, the teacher can put aside the invisible constraints, in order to have a sincere dialogue with the students, interaction, so that classroom teaching is generative. "The classroom should be a journey toward the unknown, where unexpected passages and beautiful pictures may be found at any time, rather than an itinerary where everything must follow a fixed line without passion." (Yelan's words) ④ Normality. We are so influenced by public lectures that when someone listens to a lesson, the easy fault is over-preparation. Teachers work very hard before class, students are very excited, and in the classroom it becomes something prepared to perform. With a lot of preparation, nothing new is generated in the classroom; it's a reproduction of what was prepared. Of course, the preparation before the class is conducive to student learning. But the classroom has its unique value, this value lies in it is the space of the public ****, this space needs to have a collision of thinking, the corresponding discussion, and finally in the process of teachers and students mutually generate many new things. The "new basic education" is against lending classes, in order to let everyone dilute the concept of open class, at least not to say "open class", only "seminar class". No matter who sits in your classroom, even if it's a minister, you have to look like no one else is there, you are teaching for the children and students, not for those who are listening to you, so you have to be "no one else", that's why I call this kind of class a "plain class" (a plain, plain, plain, plain class). This kind of lesson is one that can be taught in normal times, not one that can only be taught after a lot of people have helped you to prepare for it. ⑤ Lessons that need to be perfected. Lessons can not be perfect, perfect lessons are very likely to be fake. As long as the real is flawed, flaws are an indicator of the real. Open class to be on the class is not a little problem, then the goal of the preset itself is wrong, this preset to the teacher added a lot of psychological pressure, and then make a lot of preparations, the final effect is not out of the "color". The life of the class is to have defects, to be perfected, such a class is called the real class. Real class is manifested in the classroom, that is, there is no show, do not pretend, especially do not do false lessons. We may have seen a lot of various so-called open class, observation class, quality class, most of which have no promotion value. The biggest characteristic of these lessons is one word: fake. These lessons are not for the students, but for the teachers or judges. Almost always the teacher in the following preparation for many days, the students accompanied the teacher rehearsal and rehearsal, practice and practice, and dug into the classroom to show the teacher's various talents, it is simply the teacher's talent show class. The student becomes the green leaf, wholeheartedly and helplessly accompanied by the teacher, the red flower. This is not all, but also deliberately arrange a good or a few "small accidents" to show that the teacher's resourcefulness and experience, design a good or a few or warm and happy or intense so-called "climax" to show that the atmosphere of this class is active, climax and climax. Woo-hoo, this is to teach students to fake ah! Solid, full, rich, down-to-earth, real, it seems easy to say, really do it is very difficult, but it is in the process of such a quest, our teacher's professionalism can be improved, his heart has also become big. At the same time he can really enjoy teaching as a creative process of all the joy and wisdom of the experience!