Educational institutions and teachers use practical teaching methods to double the number of likes from students!
Time:2025-12-30
Source:Artstep
The basic teaching content of teachers includes three parts: preparation before teaching, classroom teaching process, and extracurricular teaching.
Classroom teaching is the basic form of school education, and classroom teaching skills are essential skills for teachers. Therefore, exploring teachers' classroom teaching skills is the prerequisite, foundation, and guarantee for doing a good job in teaching.
Classroom teaching is the process of information dissemination, therefore, the behavior of teachers in the process of teaching information exchange is a constituent element of teaching skills, which includes the following aspects.
01. Introduction of new courses
It is to introduce the topic to be discussed through various methods. Successful introduction of new courses can attract students' attention, stimulate their interest in learning, serve as a bridge between the past and the future, prepare students for and purposefully engage in new course learning, and create learning contexts for the development of new courses.
There are many methods introduced in the new course, including poetry based, fun based, practice based, outline based, inducement based, experimental based, transitional based, contradictory based, questioning based, self reading based, exposition based, warning based, intuitive based, questioning based, comparative based, associative based, and game based methods.
How to effectively introduce new courses? Firstly, the important role of introducing new courses should be emphasized in terms of ideology; Secondly, sufficient attention must be paid during lesson preparation. When preparing for class, it is necessary to deeply explore the content of the textbook, grasp the key and difficult points of this lesson, and then determine the corresponding introduction materials based on the knowledge content of this lesson, and determine the introduction form according to the psychological characteristics of students; Thirdly, it is important to collect information and improve one's own quality in daily life.
Rich materials rely on daily accumulation. Teachers should pay more attention to reading popular science magazines and books, broaden their knowledge, and make good records and excerpts. I also need to constantly improve my communication skills, including public speaking, blackboard drawing, experimental skills, etc. Only in this way can the introduction of materials be presented more fully and vividly, making classroom teaching lively and engaging for students.
02. Teaching Language
Language is the main medium of information for teachers to complete teaching tasks, and it is the primary means and means of communication between teachers and students. Therefore, regardless of the teaching method, the teaching language of teachers is the most basic and essential teaching tool.
The quality of a teacher's teaching language is not only related to the imparting of knowledge, the enlightenment of students' wisdom, and the cultivation of their abilities, but also affects the cultivation and development of their non intellectual factors. Therefore, regardless of how education is reformed today and how modern teaching methods are improved, it is still very important to use teaching language effectively.
Teaching language should have both the commonality of scientific language and the individuality and characteristics of teaching language, scientific, accurate, concise, vivid, and easy to understand. If teachers can carefully design and skillfully use it, they can encourage students to think actively, and achieve ideal results through active thinking, experimentation, and struggle.
On the contrary, if a teacher's teaching language is vague, messy, and dull, students will feel bored and bored, and their interests will be lost.
03. Teaching patterns
Board writing and drawing are silent teaching languages. Teaching drawings have the characteristics of intuitiveness and imagery. If fully utilized, they can save complex language descriptions. Therefore, designing good blackboard writing and drawing is an important part of a good lesson for teachers, which helps them to elaborate and explain teaching content.
It can divide the learned content, especially the more complex textbook content, into levels and paragraphs, with clear priorities, making it easier for students to understand and master. It can expand and consolidate students' perception, is the logical mainline of classroom teaching content, and is the main basis for students to take learning notes.
Different teaching content has different board drawing content and composition forms. Generally speaking, blackboard writing and drawing should include: titles and content requirements for the topic and each section of teaching content; Sketches with text and explanations, diagrams or illustrations of physical objects, process and phenomenon diagrams, charts, images, etc.
Formulas and their derivation process, as well as the expression of concepts, laws, and principles; The process of solving or proving examples and exercises, as well as the relevant content of assigning homework, etc.
To do a good job in blackboard writing and improve the quality of classroom teaching. Teachers should first pay attention to the organic and close coordination between blackboard writing and the language of explanation and body language, and write while speaking in a logical and natural manner. Secondly, blackboard writing should be planned, with clear outlines and strong organization. The numbering of each outline should be unified, and key content can be appropriately marked.
The content of the blackboard should be correct and error free, the words should be smooth, the punctuation should be appropriate, and the written content should be concise and to the point. The handwriting should be neat and generous, and the font size should be moderate. The writing content in the main area of the blackboard should strive to be one lesson at a time, in order to maintain the systematic nature of knowledge.
04. Changes in teaching style
Body language is a series of symbols or codes that express meaning through human movements and expressions. The application of body language in teaching refers to the teaching attitude, which is the form of teachers in education and teaching. A good teaching style can not only enhance the effectiveness of knowledge transmission, but also stimulate students' non intellectual factors through emotional influence.
In educational practice, some teachers may give students incorrect understanding due to unclear gestures; Some students are disgusted due to poor teaching style; Some students may misunderstand due to inappropriate facial expressions. Therefore, the importance of teachers' teaching style is self-evident.
In classroom teaching, emotional factors between teachers and students play a significant role in learning outcomes. Therefore, the teacher's expression during teaching should be a smile, giving students a warm, kind, and trustworthy feeling. Students will develop interest in the teacher's teaching, which will bring encouragement and confidence to them.
In teaching, teachers' gestures are also very important. Through gestures, metaphors can be used, such as when explaining power, hands can be used to represent movements such as lifting, pulling, pushing, and pressing; Gestures can also increase the expressiveness of language, such as appropriate and rich gestures that can attract students' attention and enhance teaching effectiveness.
So, teachers must consciously use information tools such as facial expressions, gestures, and movements in teaching. In addition, teaching whips can be used to guide blackboard, charts, or other teaching aids to patrol among students in the classroom at appropriate times, guiding students' learning in a timely manner and improving teaching effectiveness.
05. Teaching Demonstration
Teaching demonstration, also known as demonstration experiment, refers to an experiment in the classroom that is operated and performed by the teacher in conjunction with the teaching content. It is one of the important teaching methods, which embodies the principle of unity between concrete and abstract, and the combination of practice and theory in teaching.
Teaching demonstration experiments can provide students with intuitive and visual understanding, which is the foundation for students to form concepts and understand laws. It is a demonstration for students to learn how to use instruments and conduct experimental operations, as well as a scientific thinking method for cultivating students' observation and thinking abilities.
It is an effective way to improve their ability to discover, analyze, and solve problems.
Successful demonstration experiments leave a convincing and profound impression, ensuring the smooth progress of teaching. To ensure the success of the demonstration experiment, it is necessary to have a solid understanding of the experimental principles, instrument construction, and performance, and to carefully prepare for the demonstration.
During the demonstration process, it is necessary to ensure that the phenomena are clear and the explanations are clear, in order to improve the vividness, scientificity, and safety of the demonstration experiment.
06. Classroom explanation
Students acquire knowledge through teachers' classroom explanations, therefore, teachers' explanations are particularly important. Correct and scientific explanations can help students better understand and accept new knowledge. Teachers' explanations must:
One is to comply with scientific principles, that is, the content explained should be in line with scientific principles, the wording should be correct, and the expression should be precise.
The second is logical, that is, the explanation must be organized, the order must be reasonable, the hierarchy must be clear, and the arrangement of content must be logical.
The third is that the explanation should be inspiring, that is, the teacher's language should be vivid, and the students' learning emotions and knowledge foundation should be considered.
The fourth is to highlight the key points, that is, the entire teaching content of each class should be closely centered around one or two key points, elaborated from different aspects, and analyzed and researched from their different connections.
The fifth is concise and vivid, that is, teachers' language should strive to be concise, clear, vivid, and easy to understand.
07. Classroom Questions
The main task of teaching is accomplished through classroom instruction. In classroom teaching, teachers often ask students some questions, so it is necessary to design classroom questioning well. To design classroom questioning effectively, it is necessary to be based on epistemology, the knowledge system of the teaching syllabus and textbooks, and to address the key points, difficulties, and challenges in the textbooks, as well as the actual situation of students, and to raise questions at critical thinking points.
When designing classroom questioning, attention should be paid to individualized teaching and targeted according to students' actual situation and development level; It should be interesting and inspiring; Be purposeful, plannnking abilities.
It is an effective way to improve their ability to discover, analyze, and solve problems.
Successful demonstration experiments leave a convincing and profound impression, ensuring the smooth progress oed, step-by-step, prepared, and targeted.
08. Feedback reinforcement
Feedback reinforcement is a teaching method in which teachers use their unique adaptability to deal with various problems that arise in the classroom through feedback information, and use various teaching methods to reinforce classroom teaching content. Feedback information in the classroom includes facial expressions, gestures, answering questions, in class exercises, classroom tests, etc.
In classroom teaching, teachers should not only pay attention to the influence of their own facial expressions on students, but also be good at observing students' facial expressions and movements in order to carry out targeted ideological education work. In classroom teaching, teachers need to roughly assess the acceptance of students at various levels, provide timely feedback and adjustments, and adjust the classroom teaching structure.
Encouraging students to practice on the blackboard or assigning them to do in class exercises, observing student operations, and taking classroom quizzes are also ways of providing feedback information in teaching. Through the feedback information, the implementation of teaching objectives can be checked, the effectiveness of teaching measures can be examined, problems in teaching can be identified, and future teaching work can be adjusted and improved.
09. End of class
The conclusion of a successful class can summarize and organize the knowledge taught, deepen concepts and rules, provide feedback on teaching information, set the groundwork for the next class, activate students' thinking, serve subsequent courses or teaching, broaden students' horizons, broaden their thinking, and better grasp learning methods.
To design a good ending for a class, it is necessary to tailor it to different types of classes, based on different teaching content and requirements, taking into account the knowledge structure, intelligence level, age characteristics, and psychological characteristics of the teaching objects, and carefully designing an appropriate ending.
The ending methods of the class include: summarizing and summarizing, practicing and consolidating, comparing and memorizing, setting questions and foreshadowing, guiding and previewing, beginning and end correspondence, and stimulating interest.