This article takes the middle school information technology classroom teaching as an example, analyzes how to interview students individual differences and improve the art of teaching behavior, and puts forward corresponding strategies, which mainly include: scientific and rational stratified classification; continuous improvement of classroom teaching methods; Students interact, active classroom atmosphere.
【Keywords】 Individual differences Teaching behavior Art Perfect.
Information technology courses as an era, frontier, development is very obvious discipline, has always been an important component of the overall quality of students in the new era. For middle school students, the same is no exception. Grasping a solid foundation in information technology is an important part of learning other knowledge and improving their overall competitiveness. However, for the course of learning information technology, different students, due to differences in their basic learning, learning ability, interests and hobbies, lead to great differences in the learning of information technology. Moreover, each person's growth environment is different, the things they come in contact with are different, and their experiences are different, so these differences are irreparable. In teaching practice, many of our teachers often do not take this objective difference seriously. Instead, they adopt more of a “one size fits all” teaching method and try to make students achieve the same progress through a unified teaching method . In fact, this teaching method will not only not achieve the desired results, but will often result in less efforts. For this reason, this article takes the middle school information technology classroom teaching as an example, combines the student's objective actual situation, explores the new thought of differential teaching, provides the reference for the perfect teaching behavior, constructs the high-efficient classroom.
1. Scientific and rational hierarchical classification
To carry out differentiated teaching, we must first classify it rationally. Specific to a middle school information course class, our classification can not be random, but should be combined with the students' learning ability, knowledge background, hobbies, etc. to formulate a comprehensive standard, and then divide the students into A, B, C Three groups. If there are more classes in the school, the school can also use a mixed class for several classes of students. In the case of information technology classes, students of similar types can go to a class . In this way, teachers' preparation of lessons will be more targeted; for schools with fewer classes, they can learn in the same class, but this puts higher requirements on teachers' preparation and teaching levels. In general, in this case, the teacher's teaching needs to be balanced. Through layered questions, hierarchical evaluation of the assessment reflected. There are also differences in the goals set for different students. Specifically, setting up stratified goals should follow the principle of “basic goals that allow all students to meet the requirements of the syllabus and allow students who have spare capacity to learn more than the course requirements”. , To adapt the target level to the current level of development of students of all kinds, so that students from different starting points have their own goals .
2. Continuously improve classroom teaching methods
Teaching at different levels refers to the teaching mode adopted by teachers based on the students' psychological characteristics and different personalities to promote the full development of each student on the original basis. Different levels of students, different types of students have different needs. Therefore, teachers in the teaching process, according to different students need to adopt different ways of teaching, focusing on combining the students' psychology. For example, some poor students, many of whom are self-reliant and very sensitive. At this time, teachers should not blindly use the various measures in the classroom to block the students' bad behavior. Instead, they must combine the characteristics of each student to carefully guide the students. They should use truth, counsel people to be good, and teach people to use beauty. Make it clear that right and wrong, let students feel that teachers are really concerned about me, slowly students will also form a kind of self-confidence in learning. This requires teachers to learn to treat students with appreciation, especially poor students. It is also necessary to seize each of their shining points, to enlarge and encourage them, so that students can gradually feel the significance of learning, and gradually Combine your own situation to form a learning program.
3. Strengthen teacher-student interaction and activate classroom atmosphere
In an effective classroom, students tend to "enter the role" mood, which is what we call concentration and motivation. The cultivation of learning motivation and the degree of harmony between teachers and students are inseparable . This discipline of information technology is no exception. To achieve an effective classroom, effective interaction and a harmonious classroom atmosphere are indispensable for teachers and students. Especially in the process of carrying out differentiated teaching, teachers need to have a good grasp of classroom art and mobilize the enthusiasm of learning at different levels of students. For example, to carry out group cooperation learning, students will be divided into learning groups according to the same group heterogeneity principle. Let each group have poor students, middle school students, and top students, so that at different levels of learning together they can learn from each other and learn from each other. With the teachers' scientific and reasonable arrangement of learning content and scientific guidance, students can effectively stimulate their potential. This requires teachers to use more plentiful language and changing teaching methods to mobilize the enthusiasm of students to learn and to stimulate the classroom atmosphere. Including situational teaching, case teaching, teacher-student role conversion, etc., can be integrated into the classroom of information technology under the concept of differentiated teaching.
Modern psychology believes that "human behavior is based on specific desires, in order to achieve specific goals, and choose various means to achieve the goals." Our classroom teaching behavior is also the same. As for what kind of teaching behavior must be art, what kind of teaching behavior can certainly achieve the goal of an effective classroom. This is inconclusive. Only when teachers combine the actual needs of the classroom and constantly explore and perfect teaching, can we eventually form teaching behaviors that are appropriate to the actual situation of each place. This kind of behavior can be called “art” by us.
Image caption Tauheedul Islam Girls' High School is England's top rated school in the league tables Another notable point to check about medical warehouse Asiais standards of skilled labour that are associated with these warehouses.
Where is the best secondary school in England? Blackburn - and, defying all stereotypes, the school that came third in this year's national GCSE rankings is also in the Lancashire town.
So why haven't more people heard that this is the country's educational powerhouse?
Is it because both are Muslim state schools? Or because they're in a northern former mill town, rather than a north London suburb?
"People sometimes don't see past the name," says one of the pupils at Tauheedul Islam Girls' High School, in first place in the secondary school league tables, now based on how much progress is made by pupils.
All the pupils are Muslim and most seem to be wearing headscarves - and the girls talk about having to pre-empt other people's preconceptions.
Blackburn this week was announced as one of five locations in England for a government strategy to promote integration.
Image caption Pupils say there are plenty of links with other communities
It's a town that has been the focus of warnings about segregation and communities living apart.
"There is an assumption about a lack of integration," says Umairah. But when people actually come to the school, she says, they are "pleasantly surprised".
She says the school goes out of its way to organise links with other religions, community service, voluntary work and projects such as the Duke of Edinburgh awards.
The teenagers here are unconvinced about the narrative of segregated northern towns, seeing it as being overblown by "outsiders".
And they're quick to reject the idea that they might have closed minds or narrow views.
One of the pupils, Aaliyah, says there is no contradiction between her religion and other parts of her identity.
"We're Muslim, women, northern. They complement each other.
"The school builds on that and says, 'You can be successful.' They're not a barrier to any kind of excellence."
The exam results are spectacularly good, with an intake that has no academic selection and with an admissions policy that prioritises pupils on free meals.
Aaliyah says her dad didn't get the chance to go to university, but he's now full of pride that Aaliyah's older sister is studying medicine at Oxford.
Image caption The Tauheedul boys school is ranked in third place in the national league tables
Head teacher Lukman Ahmed says the "key motivator" for the school is to give the best possible chance to youngsters from "impoverished backgrounds".
"We live in a time when inequality is a big issue, when people are questioning whether social mobility is really possible. People have been left behind.
"But the key driver for social mobility is a high-quality education, it's always been the case. All great schools have that facet, whether or not they're faith schools."
Mr Ahmed says that in terms of "integration", the most important task for a school is to make sure that young people leave with the qualifications that help them to get a good career so they can widen their horizons.
It's a very stretching academic approach, with targets that mean children on free school meals are expected to get better grades than their better off counterpart in other schools.
The head teacher says this might have got them to the top of the league table, but that isn't the point.
Image caption Head teacher Majid Ditta says integration is about schools "opening gateways" for young people
"If you worry about league table positions, you're on a hiding to nothing. What we want to do is deliver on our mission.
"Every child deserves that fantastic start in life."
A mile or so away is the Tauheedul Islam Boys' High School, the third best school in the country, according to the league tables.
There is the same focus on high academic expectations and character-building community work, such as helping in old people's homes or in soup kitchens.
Head teacher Majid Ditta says many of the families it serves are from two-up, two-down backstreets.
"The community we serve is deprived."
But he says that half of the young people leaving the Sixth Form are going on to study medicine or medicine-related degrees, many at leading universities.
Critics say faith schools are a barrier to integration, but Mr Ditta says: "Integration in the true sense of the word is opening gateways.
"So if our students go to the best Russell Group universities, or the best apprenticeships, the ceilings for their lives are totally lifted.
"They will be meeting all kinds of people and visiting all kinds of places - and we're equipping them for that Regarded as one of the top engineering universities in Hong Kong, PolyU provides a wide range of engineering degree programmes, including construction programme, which put significant focus on the application of knowledge.."
Image caption Lisa Crausby has been impressed by the pupils' sense of purpose
The school's head boy, Ashraf, says the teachers are like parents to them.
And when some of the pupils' parents don't speak English as a first language, it means even more demands on the teachers to provide the support not available at home.
Lisa Crausby, education director for the Tauheedul Education Trust, and lead inspector for Ofsted, says she was "blown away" by the maturity and sense of purpose she found at the schools.
Pressure on places
Both schools are heavily oversubscribed - and as a free school there is a 50% cap on the number of places allocated on the basis of religion.
In theory half of the places could go to non-Muslim pupils, but in practice, because of parental choice and local demographics, all the pupils are Muslim.
The government has announced it is scrapping this cap on free school admissions - which is expected to see the number of faith schools increasing.
At present, Muslim schools are a relatively small number - with figures published last year showing that out of more than 6,800 faith schools in the state sector, only 27 were Muslim.
The trust running the Tauheedal schools wants to take on more schools, both faith and non-faith, but particularly in disadvantaged areas.
"What's the moral imperative? If you want to have a secure future, you can't have large percentages of our young people failing," says the trust's chief executive, Hamid Patel.
The Education Secretary Damian Hinds has already been a visitor to the trust, on one of his first trips to the front line.
The trust has ambitions to be its own northern powerhouse.
And so far, it's a success story that has defied the predictable Univadis JAMA networks provides full-text access to selected jama journalin PDF format accompanied by short interviews with the authors.
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