How do teachers find teaching blind spots?

Due to the lack of teaching experience, new teachers mainly pay attention to teaching skills and teaching tasks during their entry, but can't pay attention to students. Therefore, new teachers are easy to fall into two misunderstandings: over-explanation and teaching blind spots, which seriously affect the effectiveness of classroom teaching. New teachers must realize these two misunderstandings and take appropriate measures to avoid them.

First,? The new teacher avoided the misunderstanding of over-explanation.

1. Explain excessive and its harm

Some new teachers mistakenly think that efficient classroom teaching means that teachers speak what they teach comprehensively, thoroughly and clearly, so they explain it to students indiscriminately, for fear of any omission, for fear that some knowledge points are not explained thoroughly enough, which often backfires. Timely, appropriate and moderate explanation is necessary, but if the teacher's explanation and guidance exceed a certain limit, he always leads the students by the nose, depriving them of the right and opportunity to think independently and explore actively, and they will fall into the misunderstanding of "over-explanation". For example, when teaching "the characteristics of multiples of 3", the teacher first asks the students: "The single digit is a multiple of 3, such as 13,/. "To judge whether a number is a multiple of 3, can you just look at one digit?" Then the teacher asked, "Let's add up all the digits of these numbers and see if their sum can be divisible by 3." "What are the characteristics of students summing up multiples of 3?" It is easy for students to draw conclusions when they start to calculate. This book should be a process of students' independent exploration, cooperation and exchange, guessing and verification, and then summing up the rules, which is completely handled by the teacher's excessive guidance.

Suhomlinski has long criticized this phenomenon: "Those teachers who think that the clearer the teaching content, the fewer students' questions and the more knowledgeable they will be are all wrong. "The harm of over-interpretation is proved by examples. He talked about a junior female teacher who was regarded as a math expert. In order to let students fully understand the conditions of arithmetic problems, they often prepare charts in advance, and even bring the objects involved in some problems to class. But in the fifth grade, what shocked the teachers was that the students taught by this teacher could not solve math problems at all. Suhomlinski said: "This result is inevitable, because in four years, the problems that children should solve were solved by this teacher, so they never learned to think positively. "If teachers pay too much attention to the comprehensiveness, thoroughness and clarity of the teaching content, and rarely give students the opportunity to explore independently, cooperate and communicate, students will often develop the habit of being tireless and not thinking. They only remember the ready-made conclusions and don't think independently, which seriously hinders the development of learning ability and runs counter to the new learning style of "autonomy, cooperation and inquiry" advocated by the new curriculum. More importantly, it is difficult for them to get the pleasure of seeking knowledge and lack positive emotional experience in the learning process, which also weakens students' interest in learning.

2. Explain the cause analysis and prevention strategies of the surplus.

One of the reasons for over-explaining is that teachers don't understand the textbook thoroughly, are not sure about the important and difficult points, and have no concept of what to say and what not to say, so they often "read the book"; The second reason is that I don't know much about students and can't be student-oriented. Mathematics Curriculum Standard points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. "Students are the masters of mathematics learning, and all teaching activities of teachers should be based on students and for students. Teachers know little about students' existing knowledge, experience and ability level, and lack accurate evaluation of students' knowledge base and cognitive level. They take it for granted that students don't know this and that, and underestimating students' learning ability will lead to excessive questioning, excessive help and arranged substitution in teaching.

Therefore, to prevent over-explanation, first of all, teachers should be good at being lazy and leave room for students to think and explore. Experienced teachers attach great importance to the art of "blank space" in classroom teaching. In the classroom, teachers consciously leave some knowledge, giving students a temporary knowledge gap, in order to mobilize the enthusiasm and initiative of students' thinking and cultivate their ability of independent thinking and exploration. "In the course of the lecture, it seems that only a window leading to the endless scientific world was slightly opened, and some things were deliberately left behind." This will leave space for students to explore knowledge and bring endless fun to students' mathematics learning. As Qian Shouwang, a special teacher, said: "In class, I try to give students more time to think, more space for activities, more opportunities to express themselves, and more pleasure to experience success, so that students can participate in the whole process of knowledge formation from beginning to end, and strive to do: what students can explore by themselves, teachers will never replace them; Teachers never hint that students can discover anything independently. " Of course, this does not mean that teachers should give up explanations and give appropriate explanations and guidance to the key, difficult, error-prone and confusing places in the textbook, so as to prevent students' existing knowledge and experience from negatively transferring new knowledge, resulting in the misconception of "preconceptions".

Second, be clear about how to speak. Teachers should establish a "student-oriented" teaching concept, and make it clear that even the explanation is not "centralized", but only the organizer, guide and collaborator in the process of students' learning. "Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, cooperation and exchange, and gain rich experience in mathematical activities. "Teachers should fully understand the learning situation and believe that students have the ability to learn and explore independently. According to different teaching tasks, explain in various ways, such as "teachers should explain new knowledge points"; "Exploring the law, teachers should' lead the class'; Teachers should' talk' when thinking is blocked; Divergent thinking teachers should' expand classes'. " For example, when teaching "the circumference of a circle", the difficulty is to explore the calculation formula of the circumference of a circle by using the method of "turning a curve into a straight line". Teachers should use the method of demonstration and explanation to guide students to wrap the circle with thin rope, then straighten it and measure the rope with a ruler, so as to experience the process of "turning the curve into a straight line", understand the meaning of the circumference of the circle, guide students to measure, calculate and compare, and finally summarize the calculation formula of the circumference of the circle.

Finally, teachers should deeply study textbooks, especially the intention of textbook writers. A lot of information provided by the mathematics textbook of People's Education Edition contains specific teaching purposes, so teachers should scrutinize it more and ponder it carefully. Understand the function of illustrations, and reveal words and marginal notes according to teaching reference books. Generally speaking, revealing language and marginal notes are used to reveal teaching ideas and methods, which can help teachers to distinguish between primary and secondary, grasp the important and difficult points of teaching materials and guide teachers to adopt correct teaching methods; Illustration, on the other hand, makes abstract concepts, principles and other knowledge more concrete through materialization, which can play a role in turning the difficult into the easy and play a role in prompting and demonstrating teachers to break through the difficult points.

Second,? New teachers avoid the misunderstanding of teaching blind spots

1. Blind spots and dangers in teaching

New teachers are also prone to fall into the misunderstanding of teaching blind spots. Teaching blind spots are knowledge that students can't understand in the teaching process, which needs teachers' explanation and guidance, but teachers have no intention to ignore them. The teacher ignored the key points, difficulties and emphases of the explanation and did not guide the students to study and explore. In teaching, they either avoid the important and neglect the important, so that students can't grasp the key points and really understand the difficulties. For example, when teaching the addition and subtraction of different denominators, the teacher mainly introduces the calculation methods of addition and subtraction of different denominators to students, but it is difficult for students to understand that the scores of different denominators can not be added or subtracted directly, but can only be added or subtracted after passing the scores, without guiding students to operate and explore independently to make them clear. For the key points of correctly calculating "total score" and understanding arithmetic "fractional unit", it is taken for granted that students have learned it before, so there is no need to review and explain it. As a result, some students can't correctly calculate the addition and subtraction of different denominators (for example, they can't "total score") because of the problems in the connection between old and new knowledge. Many students only apply the algorithm mechanically even if they can complete the corresponding exercises, but only know why. In this way, it is difficult to achieve the process and method goals advocated by the new curriculum, not to mention the emotional attitude and values goals.

2. Analysis of the causes of teaching blind spots and preventive strategies

One of the reasons for the "teaching blind area" is the rich professional knowledge of teachers. Teachers' rich subject knowledge is the basis of effective teaching, but it is not always beneficial to teaching, and it will also have a negative impact on teaching. Most new teachers have rich professional knowledge, which is highly organized and structured. They have a broad and in-depth understanding of the subjects they teach and formed a relatively complete knowledge system. They are familiar with the internal relationship between knowledge and knowledge. So they always think that the content to be taught is very simple, so they take it for granted that some knowledge can be understood by students without in-depth explanation, so some knowledge is easily ignored by them in teaching. They may not realize that the knowledge they impart to students is still not enough for them to establish their own independent knowledge base, because the connection, extraction and application of a large amount of knowledge have become almost intuitive, and they don't even realize that these are also part of their knowledge base. The second reason for the blind spot in teaching is the lack of teachers' "student consciousness". Whether teachers' subject knowledge has a negative impact on teaching depends on whether teachers have a sense of students. "Student consciousness means that teachers believe in and experience the student-centered psychological tendency in education and teaching." If teachers lack students' awareness, are unaware of the huge difference between their knowledge and students' knowledge and experience, do not empathize, do not look at the teaching content from the students' point of view, and still judge the difficulty of knowledge condescendingly as "subject experts", they will be blinded by their rich subject knowledge and ignore the main body of learning-students. The result is that students' knowledge level and acceptance are often overestimated. We can't see the difficulties that students encounter in learning knowledge, and we can't foresee the prejudice and misunderstanding that students may have in their study. Therefore, teachers need to spend time explaining or guiding students to operate, observe, guess and think, which will be ignored by teachers, and there will be "teaching blind spots" in teaching.

The key for new teachers to avoid teaching blind spots is to strengthen students' consciousness.

First of all, the new teacher should have "someone in mind" and students in mind. We should fully study and understand students, students' hobbies and study habits, students' existing knowledge base, ability level and potential development level, so as to determine students' "nearest development zone", and accordingly determine the difficulty of teaching content and choose appropriate teaching methods.

Secondly, new teachers should develop the habit of empathy. New teachers can't pretend to be the authority of knowledge. They should look at the teaching content from the students' point of view, analyze the problems that students may encounter, possible misunderstandings and prejudices, so as to determine which content needs to be explained by teachers and which content can guide students to practice and explore independently and draw conclusions. As Suhomlinski said, "Students' mental work is a mirror of teachers' mental work. When teachers prepare lessons, textbooks can't be the only source of knowledge in any case. The master who can really control the teaching process looks at the teaching materials from the students' eyes. "