Strengthening communication and optimizing teacher-student relationship _ How do teachers optimize teacher-student relationship

The new curriculum standard points out that the teaching relationship is the unity of teachers' teaching and students' learning, and the essence of this unity is communication. Modern educational theory holds that teacher-student interaction is the essential attribute of teaching process, and teaching is the unity of teachers' teaching and students' learning. Therefore, under the modern teaching concept of "no communication, no teaching", teachers and students are interactive partners, and it is an important task of the new curriculum reform to rebuild the humanistic, harmonious, democratic and equal relationship between teachers and students through communication.

First, the current situation of emotional communication in chemistry classroom

1. The backward concept of teachers leads to the unfamiliar relationship between teachers and students. Influenced by traditional ideas, many teachers think that teachers can't be equal to students, so in communication, teachers just put students' learning on a fixed track, which leads to the loss of students' learning initiative and enthusiasm. They can't communicate with teachers equally, and it is difficult to cultivate their learning ability in the process of learning, so that they gradually lose trust in the relationship between teachers and students, making the one-way relationship between teachers and students more and more prominent. Over time, the relationship between teachers and students is unfamiliar. Specifically, teachers don't know what students are thinking and doing. Students don't want to talk to the teacher when they have worries, and they don't want to ask the teacher for help when they have difficulties. They even crowded around when they saw the teacher, especially when the head teacher arrived, and the classroom was suddenly silent.

As a special social relationship, the educational relationship between teachers and students is a two-way interactive relationship established by teachers and students to accomplish the same teaching tasks in the educational process. Teachers and students communicate with each other, inspire each other and complement each other. However, influenced by the traditional educational concept, in the process of education, teachers act as transmitters of cultural knowledge and disseminators of ethics, and students passively receive education, thus forming a one-way relationship.

2. In order to cope with the senior high school entrance examination, many schools shorten the course and extend the review time, which leads to students' heavy learning burden and weariness. There is a phenomenon of "poor students" that can not be ignored: in class, teachers only teach basic knowledge and skills, ignoring emotional input and ideological education, which leads to some weak-willed students losing confidence when they encounter difficulties in their studies. The research on emotional communication within the discipline is even more lacking. The lack of emotional communication is mainly manifested in the following aspects: (1) Teachers pay too much attention to imparting knowledge and skills in classroom teaching, while ignoring teachers' own emotional input, and the leading mood of teaching is dull. (2) Teachers regard students as containers of knowledge, ignoring students' emotional needs, which leads to students' serious weariness. (3) Teachers can't fully grasp the emotional factors in the textbooks, and the rich contents and connotations in the textbooks can't be brought into full play, making it difficult for students to establish their feelings for chemistry. When they encounter setbacks in chemistry learning, it is easy for them to lose confidence in chemistry learning. (4) Students lack emotional communication, sympathy, frustration tolerance and a minimum sense of social responsibility. They only know how to accept the care and love of others, but they don't know how to care and love others.

Second, the methods of emotional communication between teachers and students

1. Communication between teachers and students before class

Teachers prepare lessons fully and students prepare lessons carefully, which is the premise of teacher-student communication. Classroom teaching is a process of effective interaction between teachers and students. Emphasizing the interaction of classroom teaching does not mean that teachers and students can speak freely in the classroom, but requires teachers not only to design lesson plans, but also to leave time and space for students to actively participate in lesson plans and create conditions for students' thinking. Teachers should set flexible teaching objectives, take into account students' differences, adhere to the principle of guaranteeing the bottom without capping, make teaching close to each student's reality, and make teachers and students actively interact. In the process of preparing lessons, we should shift our focus to the development of students. As a teacher, we should not only consider what students should learn in class and how to learn it, but also consider what effect such learning has on students' development, and always put students' needs first, such as whether the design of questions can activate students' thinking and whether the teaching process leaves enough time and space for students to learn independently. For students, careful preview is the key to communication before class. Only in class can they take the initiative, and it is easy for them to have a * * * sound with the teacher, cooperate with each other tacitly, and take the initiative to learn. This invisible communication between teachers and students is conducive to improving classroom efficiency.

2. Classroom communication between teachers and students

① Strengthen experimental teaching and promote communication. Chemistry is a natural science based on experiments, and the role of experiments in chemistry teaching can not be ignored. The experiment is vivid and can stimulate students' interest in learning. For the experiments in textbooks, some phenomena are not obvious, which requires teachers to use their brains and constantly improve the experimental methods to make the experimental phenomena vivid. Some experiments with poor observation and simple methods can be changed into experiments in which students talk while teaching under the guidance of teachers. For example, the flowering of Cycas, the dancing of eggs, the transformation of mineral water bottles and so on. Students' personal participation in the process of chemical experiments and witnessing chemical phenomena will make them happy, have a desire for further study, and enhance the cohesion and attraction of chemistry classroom. In specific teaching, some chemical concepts are difficult for students to understand and master. At this time, teachers can design an experiment for students to observe and analyze, so that students can understand and master it more easily. Teachers should not only do demonstration experiments well, but also teach students to experiment in groups. At the same time, teachers should also broaden students' thinking, try to turn the verification experiment in textbooks into exploratory experiments, let students do, watch and think, and then analyze, summarize and summarize, so that students can understand the essence of chemical reactions on the basis of profound perception.

② Strengthen communication with novel teaching methods. Although the chemical experiment is lively and interesting, the chemical principle and calculation are very boring. In order to consolidate the interest in learning cultivated in chemical experiments, adopting novel and interesting teaching methods can not only arouse students' excitement and pleasure, but also enable students to firmly master knowledge in this atmosphere. In teaching, teachers can adopt a variety of heuristic teaching methods according to the characteristics of teaching content, such as self-study counseling, question and answer, comparative argumentation, experimental inquiry, competition, chemical games, etc., which can achieve good teaching results. Take the competition as an example. At the end of each chapter or near the mid-term and final exam review, the teacher can draw up the topic in advance and write it on the slide, arrange students to preview after class, and compete between groups in the class or between boys and girls. After teachers make slides, they can see who answers quickly and accurately. Write down the scores of each group on the blackboard. Taking part in fierce competitions and competitions, students' excitement can't be described in words, and this teaching effect can't be achieved by repeated lectures.

3. Teacher-student communication after class

Face the students directly after class, listen patiently and communicate sincerely. Equal communication between teachers and students is a good way to communicate feelings, deepen mutual understanding and enhance friendship between teachers and students. Sometimes, teachers don't need a long sermon, just have enough patience to listen and give students an opportunity to vent their inner anguish and troubles. If necessary, teachers can use their own growth experiences and experiences to show their views for students, and the results are often greater than theoretical enlightenment. Media that can't be ignored in the communication between teachers and students after class. Teachers often add appropriate comments to students' homework, which can not only suit the remedy to the case, effectively solve teaching problems, but also effectively strengthen emotional communication between teachers and students and receive unexpected educational and teaching effects. A word of praise and encouragement will make students excited, full of feelings and inspire their progress. The feelings of teachers and students can meet and pass here.

Facing the new challenges, teachers should establish new educational concepts, strengthen the interaction between teachers and students in the teaching process, and let teachers and students experience happiness in teaching.