What are the manifestations and causes of ineffective and inefficient teaching?

The classroom teaching that is not understood and accepted by the students is ineffective, and the classroom teaching that is only understood and accepted by the students but not internalized is ineffective. I have also encountered the ineffective and inefficient behavior of teaching in my teaching practice, a female student in the fourth class of the ninth grade of my school fracture leave to go home, he studied at home while recuperating from his illness, and he still ranked third in the whole class in the fifth mock examination organized by the school, which shows that the teaching of the school is ineffective for individual students, and that under the guidance of the teacher, the other students may not necessarily be the fastest in their learning, which means that there are ineffective and inefficient phenomena in teaching Ineffectiveness and inefficiency have occurred.

In actual teaching, we will find that it is difficult to grasp the original level of students. Different classes in a school and different students in a class are completely different in terms of their level of knowledge, family background, interests, and ways of construction. The implementation of your same lesson plan in different classes is completely different. It is often difficult for teachers to achieve your teaching goals if they do not have a high level of pedagogical intelligence to adjust your pre-determined teaching content according to the actual situation that arises within the class.

The heavier workload of secondary school teachers leads to the fact that they don't have a lot of time to carefully prepare their lessons, don't have a lot of time to more fully understand their students and the material, don't have personalized study time, and can't know the new material at once,...... Of course, there are teachers in this situation, and still be able to do an excellent job of teaching,. But the majority of teachers in this case, do not have a thorough understanding of the materials, there are always a few lessons hastily look at the materials into the classroom, so practice, the emergence of ineffective and inefficient is not difficult to understand.

1, diluted the main body of learning:

Sometimes in order to expand participation, more space for student activities, the past will be "full irrigation" into "full of questions", "full of movement! ", regardless of the difficulty of the question let students answer one by one, all hands, one by one discussion, resulting in a high rate of repetition of simple and easy to obtain knowledge, the focus of teaching is not prominent. Students will not learn, do not know how to learn, and even learn not good, poor learning effectiveness.

2, the three-dimensional goal of the split

The three-dimensional goal of the organic unity of teaching to promote the development of students to ensure the effectiveness of the teaching of the internal mechanism. However, the implementation of the curriculum has appeared in the three-dimensional goal of the phenomenon of fragmentation, one, "free" in the knowledge, skills outside the process, method, for the activities of the activities, this activity is not conducive to the mastery of knowledge, skills, but also does not help the development of the students' thinking ability, there is no value, and therefore ineffective, ineffective; and two, "labeled". Second, the "labeling" of emotions, attitudes, values, that is, detached from the teaching content and specific situations, isolated, mechanical and rigid education of emotions, attitudes, values, this education is empty, powerless, and therefore ineffective and even ineffective. Thirdly, focusing only on the granting of knowledge and skills training, this phenomenon still exists, this kind of teaching in the strengthening of knowledge, skills, at the same time, cold, neglected the process, methods and emotions, attitudes and values, thus fundamentally hindering the development of students. The effectiveness of classroom teaching is not positioned in the overall development of students, the lack of depth of thinking, thinking strength of the training of students, the pursuit of classroom teaching of the surface form, the spread of packaging classroom teaching evaluation activities; and ignoring the lifelong development of students necessary for the development of intellectual factors and non-intellectual factors cultivation of thinking, resulting in the students will not think, will not be innovative.

3, the generalization of teaching content

Curriculum resource development is a highlight of this curriculum reform. The establishment of curriculum awareness and the development of curriculum resources make teaching from the connotation to the extension has produced great changes. However, due to the lack of experience in effectively grasping the development and use of curriculum resources, the phenomenon of generalization of the teaching content occurs at the level of implementation, which is highlighted by the lack of a strong taste of the subject, the material is cold, and the unique value of the subject has not been fully explored. Such as language classes: or loss of self, alienated into biology class, history class, physics class, culture class, thinking class, class meeting class, etc.; or ignore the language and text, focusing on the analysis of characterization, thematic ideas, writing skills, singing humanism, teaching content is vague, empty; or teachers are eager to extend to the outside of the classroom, expansion, the students can not get a basic guarantee of time to read independently, the text of the feeling. In math class: some mathematical content is mechanically set on the situation, far-fetched connection to the actual, too much emphasis on the life of the source, the result is both a waste of valuable time, but also impede the students' true understanding of mathematical knowledge.

4, the externalization of teaching activities

Since the implementation of the new curriculum, the classroom has become more active, more student activities, students have become the main body of teaching. To some extent, this has stimulated the students' interest in learning, enthusiasm for learning and initiative, but in the "participation" and "activities" behind, but reveals the impatience, blind obedience and formal tendencies, the students' inner thinking and emotions are not really activated. Typical performance in the "autonomous" into "self-flow", only empowerment but not to increase the ability of the classroom is to show the superficial surface of the students, or even false subjectivity, the loss of the teacher is targeted guidance, guidance and specific help for the important responsibility; cooperation with the form but not the substance. Substance: students in the lack of awareness of the problem and the desire to communicate the background, to cope with the type, passive "discussion", the lack of equal communication and exchange, in particular, the lack of deep communication and collision; inquiry in form but not in fact, the students just mechanically go through the procedures and steps of the inquiry process, the lack of curiosity and the drive and adventure of thinking and critical thinking. Thinking adventure and critical questioning, thus leading to the formalization and mechanization of inquiry, into no connotation and spirit of the "empty shell". Some people have criticized our classroom as having "temperature" but not "depth", and this is also the reason. Students in the classroom "small face red, small eyes glowing, small hands straight up, small mouth often open. Although people feel lively, noisy, but very few people thumping, the reason for this is that the classroom lacks the strength of thinking and touching the depths of the spirit of pleasure.

5, the low level of teaching

Another factor that causes our teaching ineffective and inefficient is the low level of teaching. Nowadays, classroom teaching is often not clear, teachers often spend a lot of time to solve the problem that students can solve independently, which not only leads to the low level of teaching and efficiency, more serious is to block the development of students' learning ability as well as the formation of students' sense of responsibility. A literature professor once pointed out that the important reason for the ineffective teaching of secondary school language is that the language teacher's interpretation of the thinking activities and students at the same level, he wants to talk about the students without having to talk about the students have been self-evident, even if the teacher wisely use the questioning, so that the students themselves to speak to themselves, which is still a waste of teaching resources. Because it does not add new information to the students. Teacher teaching is often just a repetition of the text of the information summarized, the students already know the "truth", students can not take in any effective from the teacher to generate the components of thinking skills. This is the current language class text interpretation of the biggest failure. From the teaching process, the entire teaching process is a "from teaching to learning" transformation process, in this process, the role of the teacher is constantly transformed into the students' learning ability, with the students' learning ability to grow from small to large, the role of the teacher in the amount of the opposite changes, and finally the students are completely independent, the role of the teacher End. Unfortunately, the current teaching lacks a dynamic, changing viewpoint, teaching and learning are always in a plane, fixed relationship, teaching first and then learning, teaching how much to learn how much to teach, teaching domination, control learning and even alternative learning, learning independence, independent character loss, teaching also went to the opposite side of the learning to become a containment of the "power", the more the teacher teaches, the more students will not learn, the more inseparable from the teaching of the students. The more the teacher teaches, the students will not learn, the more inseparable from the teaching, although the students have gained knowledge, but the learning ability is not really enhanced, so the level of teaching will never go up. This is why we now often see such a strange phenomenon: the higher the grade and the higher the classroom, the more the teacher teaches, the more full the teaching.

The development of students is not balanced, and some classes are even polarized. This is also a difficult problem to solve in teaching design. Now we advocate hierarchical teaching, which is also quite difficult to realize in teaching practice. The design content is difficult to a considerable part of the students can not accept, the design content is simple, the degree of good students and difficult to feel satisfied. How to grasp the hierarchy, the actual operation is quite difficult.

6, the conflict of preset generation

Preset and generate is a contradiction in terms, classroom teaching needs to be preset, but also need to generate. No predetermined classroom is not responsible for the classroom, and no generation of the classroom is not a wonderful classroom, however, the current classroom teaching is a conflict between the two phenomena. One of the performance, preset excessive, crowded generation of space and time, the surface of the teaching methodical, orderly, in essence, this is the traditional teaching-centered, knowledge-based teaching view of the embodiment of the teaching due to the lack of independent thinking, active interaction and personalized interpretation of the students, the students can only get the surface or even false knowledge, this knowledge lacks activity, can not be transformed, internalized into the student's wisdom and quality. Therefore, fundamentally speaking, this is inefficient teaching. The performance of the second is too much generation, on the one hand, too much generation is bound to affect the realization of the preset goals and teaching plan, thus leading to the teaching of arbitrariness and inefficiency; on the other hand, too much generation will make the teaching of the loss of the center, lose the direction, but also lead to the generalization, superficial, and ultimately deviate from the generation of the purpose.

All of these reasons can lead to ineffective or inefficient teaching. This study also provides us with solutions. I think that in addition to the main thing we do is to prepare the students, we also need to have a profound knowledge and resourcefulness.

To improve the effectiveness of teaching, we must first let the students like me as a teacher, like me, will like my course, which requires me to have charisma, so the teaching of ineffective one of the reasons is that the students do not like me as a teacher, but also do not like my course, and will not improve the efficiency of learning. Another reason is that the students' interest in learning is not high, the purpose of learning is not clear, I must improve the level of personal education, improve personal quality and teaching ability, to fundamentally solve the problem of ineffective teaching, it is necessary to let themselves love their work, can be competent to meet the requirements of quality education.

First, to firmly establish the awareness of the three-dimensional goals, for each lesson to develop realistic course objectives, and accurately described, so that each lesson has a clear and clear teaching direction, which is to enhance the effectiveness of teaching the premise.

Second, according to the characteristics of the subject and the cognitive level of the students, selected teaching content, highlighting the characteristics of the subject, seize the key points of teaching, break through the teaching of the difficult points, so that each class will let the students have a real cognitive gain and understanding of the subject.

Third, to truly establish the student's position as the main body, seriously play the leading role of the teacher, that is, we must pay attention to mobilize students to learn the initiative and enthusiasm, but also to guide the students to in-depth thinking and in-depth exchanges and discussions.

Fourth, pay attention to play the independence of students and cultivate students' independent learning ability as well as learning responsibility, strengthen the relevance of teaching, and constantly improve the level and level of teaching, so that the teaching in front of the development.

Fifth, we should harmonize the generation and predetermination, pay attention to both the high level of predetermination and dynamic generation, so as to enhance the efficiency of knowledge teaching and enhance the effect of ability cultivation.