How to play the leading role of teachers in the efficient classroom

Huangmei County, Huanggang City, Hubei Province, Yucai Experimental School Hu Wensheng [Abstract] The traditional classroom exists in the teacher's role is misplaced, misplaced, misplaced goals and many other problems. We want to return the classroom to the students, so that they become the master of the classroom, the main body of teaching, learning protagonist, but the leading role of teaching can not be weakened, deflated. In the efficient classroom, we should give full play to the leading role of teachers, teachers let go without giving up, give way without missing. Teacher-led role can be achieved through a variety of ways: learning planning before class - to write a high-quality introduction; organization and control of the class - to play the role of the teacher's director, supporting role; the key issues of the point of view - to do the "three lectures, three learning". -To do "three lectures and three no lectures"; guidance for learning evaluation - to learn to assess teaching, to learn to promote teaching. [Keywords] efficient classroom; teacher leading role to play Comenius said, "Find a teaching method so that the teacher can thus teach less, but the students learn more." Ye Shengtao pointed out that "the responsibility of the gentleman is not to teach, but to teach students to learn." According to William Arthur Wood: Mediocre teachers tell, good teachers explain, excellent teachers demonstrate, and great teachers inspire. We need to return classroom time and space to the students, who are the protagonists or lead actors, the masters or subjects of instruction, who discuss, explain, question, or demonstrate. On the surface the role of the teacher seems to be weakened, in fact, it is not, the role of the change, the leading role of the teacher put forward higher requirements. Teaching, the leading role of the teacher can be realized through the following ways: 1, before the class learning planning - to write a high-quality introduction to the school plan and the teachers used to be commonly used lesson plans are fundamentally different. First of all, the object of service of the school program is the students rather than teachers, which is a fundamental shift, is the basic requirements of the school to the student-oriented and embodied. Secondly, the preparation of the school plan is to facilitate the learning of students, rather than to facilitate the teacher's teaching, the school plan is "student"-based to facilitate "learning" as the starting point. From a national perspective, the lesson plan has been the yellow flowers of tomorrow, more than 90 percent of the region are in the implementation of the "case study" mode of teaching. The guide to the preparation and use of the level, is to judge the teaching skills of teachers and professional attitude of the litmus test. If the students' classroom activities are compared to a drama, then the drama is wonderful, depending on the teacher's script there is no drama. If the teacher's script is good, the students will be able to live up in the classroom, and there will be a lot of highlights. The teacher's script is not good, the students will be at a loss, the class can only be carried out in a chaotic and disorganized state. So the leading role of the teacher is first reflected in the design and production of the introduction. Guide is a student learning steering wheel and road map, but also to reach the final "destination". The difficulty of "compiling a guide" and "writing a lesson plan" is also a world of difference. Optimize the design of the case, that is, the case should reflect the "six" "five prevent": specific objectives, knowledge problems, problem inquiry, inquiry level, level gradient, process targeting; anti-exercise, anti-simplification, anti-cut-and-paste, anti-quantity, anti-difficulty. Guide must grasp the textbook "translation", the textbook rigorous, logical, abstract knowledge, translated into readable, easy to accept, popular, specific knowledge, to help students determine the appropriate learning objectives, and give the best way to achieve the goal. The function of the guide focuses on "guide", the core in "learning". Guide to achieve the case from the teacher with the book to the students, to teachers with students to the book, students with questions to the teacher's transformation. 2, the class organization and control - play the role of the teacher's director, supporting role without a good script of course, can not play a good show, but if only a good script, the teacher classroom directing effort is not good, it will not have good results. There will not be good results. The leading role of the teacher is also reflected in the organization of classroom teaching. Whether it is the traditional classroom or the new curriculum reform, teachers have to organize the teaching. Teachers should not only pay attention to the knowledge and ability, but also pay attention to the students' life state and spiritual growth, which is reflected in the classroom that becomes the students' expression, voice tone, and physical movement. In the new curriculum reform, the teacher's organization and control of the class, embodied in the "stare, watch, follow" three words. The so-called "stare", stare at the first is the learning objectives and learning tasks; the so-called "view", view is the students' learning status and learning process; the so-called "follow", refers to the tracking progress, tracking The so-called "follow" refers to tracking progress, tracking efficiency, tracking development. Teachers should change from acting to directing, from in front of the stage to behind the stage, from hosting to supporting, letting go but not giving up, giving way but not missing. Teachers should fully trust students, let go and let students learn, think, question, cooperate, discuss and improve by themselves. Believe in students, emancipate students, mobilize students, utilize students, develop students, this is the teacher's teacher ethics. To "hand over the learning to the students, leave the responsibility to themselves". Teachers in the class "put", can also be understood as "curtain", around the class "four main" that is, the case leading, learning initiative, the main line of the problem, the main axis of the activity to lead. This process, teachers should learn to do "motivator", to use as much as possible, such as "try your hands, you're the best", "do a do, you must be able to pass", "Compare and contrast, which group approach more" and so on motivational language. 3, the key issue of the point of view - to do the "three speak three do not speak" teachers can not take up classroom time wantonly perform, can not "take over the magpie. Can not "take over the magpie's nest", the time and space for learning to return to the students. Teachers in the efficient classroom, only to play a "point of reference" and "guide" role, to "disappear" in the classroom, to become a pusher of student development, to do the ignition of the students' "torchbearer". "Torchbearer". Teachers in the classroom is not forbidden to speak, but must speak. Know "do not speak" is not easy to know what content to speak, what content should not speak the most difficult. "Do not speak but speak" is a mistake, "when speak but do not speak" is a dereliction of duty. This depends on whether the speaking service to learn, is to instill or inspire, is to teach or to induce, is to inform the conclusion or to sort out the ideas, a good teacher can generally "do not teach and teach". Teacher's leading role is also reflected in the classroom talk - "pointing" on the requirements of the teacher is very clear what to say, pointing where, to be clear when pointing, pointing what content (easy to error knowledge, easy to mix the knowledge points, methods, laws, knowledge structure, Notes, expansion, etc.), can be in the right time, with the right method, speak the right questions, out of the right effect. When you know where the student problem, through the efforts of their own and can not be solved; or students "suspected" to solve the problem in fact, there is still a problem; and even students behind the problem hidden more, more meaningful problems, you certainly want to "the time to take action on the hand! ", to correct, point out, ask, point, stretch, expand, summarize, summarize, enhance. When students can not question the question, the teacher to ask; when students discuss deviation from the theme, the teacher to guide in a timely manner; when the students review is not in place, the teacher to do key comments, so that students know how to do is good, how to do is not supposed to. The key to the new classroom to see the teacher's "power": whether to seize the core, the center, the center of gravity, to solve the key points, difficulties, doubts, in the limited time "a move to control the enemy", "with the martial arts in the highest realm of the art of pointing to win! "! "Point" to receive the "dragon dot eyes", "stone into gold" effect, "dial" to achieve "The clouds to see the sun", "set things right" purpose. The language should be concise, open to the point, hit the main points. Teaching focuses on "learning", the key lies in the "talk", we should do "three speak three do not speak". "Three speak": easy to mix points, easy to wrong points, easy to miss points; "three do not speak": students will not speak, students can learn not to speak, how students will not learn not to speak. "Three speak three do not speak" is the end of the "full irrigation". To do "three speak three do not speak", the classroom should adhere to the "seven let the principle": the problem so that students mention, the error so that students analyze, right and wrong so that students discern, similarities and differences so that students than good and bad so that students assess, think so that students want to think about the method so that students to look for. 4, guide to learn! Evaluation - learning to assess teaching, learning to promote teaching the leading role of teachers is also reflected in the classroom teaching evaluation of the guidance. The new classroom evaluation view is not to see how wonderful teachers speak, to see whether the students learn actively. Classroom teaching evaluation from the evaluation of teaching to evaluation of student learning to guide the teacher's teaching, that is, how teachers teach, to see how students learn. Reconstructing classroom teaching evaluation with such a perspective is an important aspect of promoting classroom teaching reform. We need to understand: it is more important to teach students to learn than to impart knowledge, and it is more important for students to learn than for teachers to teach. We should "evaluate teaching by learning, determine teaching by learning, promote teaching by learning", and construct new evaluation standards: the class that allows students to learn and will learn is a good class, and the teacher that allows students to learn and will learn is a good teacher. Du Langkou Middle School used to evaluate the classroom with this standard: the classroom atmosphere requires harmony and democracy, students dare to ask, dare to say, dare to climb the blackboard, dare to discuss at the table, to form a proactive, first-to-first atmosphere, students read, talk, discuss, evaluate and write throughout. Do not concentrate on memorizing answers and doing practice problems. The classroom should be expanded, excavated, improved, and emphasize the cultivation of ability. Students have many activities, high density, everyone has a part, classroom efficiency, good results, high rate of attainment. It can be seen that such evaluation criteria focus on evaluating student learning. Classroom evaluation of students' ability to produce expectations, that is, to see whether the students will ask questions, whether they can learn on their own, whether they can show, whether they can listen, whether they can evaluate, whether they can question, whether they can discuss, whether they can summarize, whether everyone participates, whether they all have a successful experience, and whether they can really get the ability to develop, to guide the formation of a new type of classroom with such an evaluation. In short, in the efficient classroom, to give full play to the leading role of teachers, we must pay attention to mobilize the initiative of students to learn, cultivate students' meaningful learning, to cultivate students' learning ability and improve their thinking ability as the goal of the students to guide, and pay attention to grasp the "guide" timing, master the "guide" method, in order to achieve the "guide" method. The purpose of optimizing mathematics teaching can only be achieved by grasping the timing of "guidance" and mastering the method of "guidance". In fact, the teacher's guidance of students can be carried through all aspects of teaching, guidance should be in the smallest detail, focusing on the development of each student, and really do the guide, organizer and collaborator of student learning.