Questionnaire survey on how to improve the efficiency of students' classroom discussion

A research report on how to improve students' classroom attention

First, the background of the problem.

I just came to XX Primary School for a few classes, and found that there is a common problem among students in the class-inattention in class. In addition to daily teaching, teachers are always discussing a topic, "Why can't students always calm down and listen carefully in class?" In the teaching and research activities carried out by the school, teachers attend classes and students attend classes.

There are many factors that affect students' attention: (1) External factors: (1) Poor learning environment causes students' inattention and learning distraction. ② Improper educational methods. (2) Internal factors: ① Lack of understanding of the purpose and significance of learning. I am afraid of difficulties in learning and have no perseverance. (3) can't self-discipline, poor anti-interference ability. ④ The stability and persistence of attention are poor, the attention range is narrow, and it is not good at adjusting the distribution and transfer of attention. ⑤ Excessive fatigue. (3) Teacher factor: Suhomlinski put forward his own views on how to cultivate students' attention in "Suggestions for Teachers". He believes: "There is only one way to cultivate students' attention, and that is to form, establish and maintain such an inner state of children-that is, a state of high emotions and intellectual excitement, so that children can experience their pride in pursuing truth and conducting mental activities. If teachers don't try to be among the students, in real teaching, teachers mainly show as follows: ① Teaching methods are boring and lack of originality. ② The teaching language is monotonous. ③ The classroom structure is single.

A large number of experiments and teaching practices have fully proved that one of the most obvious differences between students with good academic performance and students with poor academic performance is whether they can concentrate. It can be said that attention is the premise to ensure students' smooth study. Although attention is an integral part of intelligence, it is influenced by acquired factors and can be improved through systematic training and correction. Therefore, paying attention to and cultivating students' learning attention is an effective way to improve teaching effect.

Second, the theme of the study

1. Through the study of classroom attention training, students are inspired to actively participate in various experiences in learning and give play to their initiative, thus developing their thinking ability and forming good study habits. Let students experience the learning process, participate in learning and become the masters of learning.

2. Encourage teachers to pay attention to the cultivation of students' attention in the teaching process, so as to flexibly standardize and carry out teaching activities.

3. Improve students' learning enthusiasm.

Third, the content of the study.

In the initial stage, theoretical study and preliminary practical exploration were mainly carried out to prepare for special research. Study the psychological quality of primary school students' attention, systematically study the basic theory of attention, and put it into teaching practice, paying attention to the study of students' attention quality and level. Then it studies how to cultivate students' attention quality in different disciplines in the specific teaching process. The main contents include: 1. Teachers should prepare lessons carefully, pay attention to enriching and enriching the teaching content, make the teaching content change, constantly improve the teaching methods and adopt flexible teaching methods to stimulate students' learning enthusiasm. 2. Cultivate students to learn to listen and think. 3. Carefully organize classroom teaching to improve classroom efficiency. 4. Pay attention to students' emotions and create a harmonious and pleasant learning atmosphere. 5. Study the external factors that affect students' classroom attention.

Fourth, research methods.

1. Investigation and research methods

2. Case analysis method

3. Exchange learning method

Verb (abbreviation of verb) research process

1.

In the teaching and research activities of Chinese group, the problems that need to be solved urgently in teaching are discussed. Through discussion, it is pointed out that the problem of "classroom attention" of students in our school is the most prominent problem. According to the teaching practice, the head of the teaching and research group identified "how to improve students' classroom attention" as a small topic in the Chinese group of our school.

2. Organize teachers to learn and communicate with each other.

Organize teachers to learn advanced theoretical knowledge of education and teaching, such as "Chinese Curriculum Standards" and "Primary School Students' Classroom Concentration Methods", cultivate excellent papers of students' listening habits, exchange learning, and absorb advanced teaching methods and teaching concepts.

3. Find out the reason why the Chinese students in our school are distracted.

Combined with the development of small projects, an in-depth investigation was carried out in our school. The subjects of the survey are Chinese teachers and students in grades 3-5 in our school. First of all, Chinese teachers are given the Questionnaire of Self-examination and Evaluation of Chinese Teachers' Classroom Teaching and the Observation Record of Students' Learning in Chinese Classroom, so that Chinese teachers can evaluate their classroom teaching in the self-examination form and observation form. Teachers realize their own shortcomings in teaching in self-evaluation, and also find their own shortcomings in teaching through classroom observation. At the same time, students in grades 3-5 are randomly distributed the Chinese Classroom Learning Questionnaire, and students are organized to fill it out truthfully.

4. Understand the learning status of Chinese students in our school.

(1) in terms of students

Judging from the survey results, the factors that affect students' attention and lead them to be distracted in class come from classmates and teachers. In class, many students will be influenced by their classmates, such as talking, desertion, fidgeting and so on, which directly affects students' attention. In view of this phenomenon, I think the root of students' absent-mindedness in class is closely related to teachers' teaching concepts and attitudes.

(2) Teachers

In statistics, it is found that teachers have problems in classroom teaching: they are not good at organizing teaching and do not pay attention to cultivating students' interest; The design of classroom teaching content is single and there is no innovation; Classroom teaching is not open; The teaching language is not wonderful; The form of classroom teaching is single; The form of evaluation process is simple, which does not give full play to the function and role of evaluation; Teaching strategies and methods are not novel enough; Classroom questioning lacks pertinence and effectiveness. These problems in classroom teaching are also the main factors that directly affect students' attention.

3. Practical exploration

First of all, teaching and research activities are carried out with the research of Chinese classroom teaching in schools as the starting point. Teaching seminars are held every Tuesday, asking teachers to seriously think about how to attract students' attention in class and devote themselves to classroom teaching; Teachers actively participate in activities, listen carefully (focusing on "teachers' professional quality" and "students' classroom attention, listening habits and learning effects") and make records.

Secondly, exchange and summarize the process of teaching and research activities. In the process of communication, teachers should combine their own teaching practice and experience to put forward the problems found in the process of teaching and research activities for teachers to discuss and explore effective solutions-how to overcome the shortcomings of students' distraction, how to attract students to listen carefully and improve classroom attention.

Finally, after the teaching and research activities, teachers go into the classroom again to learn more about students' classroom listening and learning and reflect on their own teaching.

4. Summarize. By participating in activities and combining with their own teaching practice, teachers write a phased summary of small topics (students' concern) and exchange information.

5. Application and promotion

Apply experimental research results to classroom teaching to make the classroom more attractive. In the further teaching practice, we will continue to discover and improve.

Research achievements of intransitive verbs

1. Students have strong interest, active classroom atmosphere and active participation in teaching activities.

In teaching, the flexible use of teaching means and methods has aroused students' interest, students' attention can obviously be devoted to classroom learning activities, students' enthusiasm for answering questions has been improved, the classroom atmosphere has become active, more and more fruitful things have been produced in the classroom, and students have a sense of competition invisibly. The efficiency of class has improved, and the quality of children's homework has improved qualitatively. Teaching highlights students' dominant position and cultivates students' innovative spirit and practical ability.

2. Teachers' teaching ability has been significantly improved.

The concept of teacher education and teaching is constantly updated. Through the research of small topics, Chinese teachers in our school pay more attention to the main body of the class-students, pay attention to the development of students, and implement the "people-oriented" educational thought in teaching practice, which can achieve good results and promote the improvement of Chinese education and teaching quality in our school.

3. Teachers who study small topics actively participate in the research work. In the teaching practice, they find the crux of the classroom by listening to each other, evaluating lessons and preparing lessons collectively, discuss the improvement methods, sum up experience, form unique teaching countermeasures and methods, and share their experiences with other teachers. After attending classes or lectures, each teacher actively writes a case reflection on the cultivation of students' attention in Chinese classroom teaching, exchanges feedback in teaching and research activities, and forms a phased summary after finishing by the teaching and research team leader. At the end of the semester, on the basis of theoretical study, classroom practice and discussion, each teacher writes a short paper to summarize the research on strategies to improve students' listening efficiency.

Seven. Difficulties and puzzles in special research

Some achievements have been made in the research, but there are also the following problems that need to be paid attention to and constantly improved in practice.

1. Although some participating teachers in the research group have changed the traditional teaching mode in teaching, they still can't let it go, for fear of affecting teaching quality and academic performance, and students' dominant position in the classroom has not been fully reflected.

2. How to make the scene design of classroom teaching alive and how to make the classroom practice design efficient need to be improved.

3. The research on primary school students' classroom evaluation is not enough.

Eight, the future research ideas

1. Continue to do a good job in theoretical study and constantly change teaching concepts.

2. Conduct serious and timely investigation and diagnosis on the special research status.

3. Strengthen collective lesson preparation, discuss teaching experience with each other in the implementation process, and exchange experiences.

4. Strengthen lectures, evaluate classes and study teaching modes. Every semester, the teachers of the research group will listen to each other for no less than 10 class and evaluate each other. Every semester, we evaluate each teacher's special research class from the aspects of the link, process, status and role of teachers and students, students' learning style, participation and classroom effect.

5. The results should be displayed concretely: research reports, papers, teaching cases, teaching stories and experience summaries.