Examination center of pedagogy in Tianjin teacher recruitment examination in 2020: analysis of seven common methods of ending classes in classroom teaching

The so-called emotional incentive summary means that teachers actively create situations for the purpose of stimulating students' interest in learning and optimizing students' cognitive activities to help students have positive emotional perception and experience of learning.

2. Contour type (inductive method)

At the end of classroom teaching, the teacher comprehensively summarizes the knowledge given in this class through accurate and concise language, helps students sort out and concentrate their knowledge, strengthens their memory, deepens their understanding, and cultivates their ability to summarize and summarize, thus improving classroom efficiency. This is the most common and basic way to finish class.

Teachers must grasp six characteristics when using this method: hierarchy, essence, summary, generality, emphasis and outline. The process is generally operated by teachers, guided by teachers, or discussed by teachers and students.

For example, taught? What is the scientific meaning of politics? After this question, the teacher can make the following summary: Students, to fully understand and grasp the scientific meaning of politics, we must focus on three things? Relationship? (that is, the relationship between politics and economy, politics and class, politics and state power), grasp one? Foundation? Politics is the concentrated expression of economy. Essence? Politics is a concept with class nature. Core? The core issue of politics is the state power.

practise

After the new lesson, according to the teaching practice, carefully design some oral or written homework as the summary of this lesson. Exercise design should highlight the key points and difficulties, from easy to difficult, in-depth at different levels, generally not exceeding the knowledge content of this lesson.

Step 4: suspense style

"suspense" means that at the end of classroom teaching, teachers ask new questions according to the needs of teaching materials and teaching, and on the basis of students' mastery of new knowledge, so as to arouse students? Know the old and seek the new? But come to an abrupt end, promote positive thinking after class, bridge the gap for the next class and create a thinking situation.

There are six characteristics in this way: doubt, association, memory, knowledge, logic and crosscutting. The most important skill is to explore the internal relationship between learned knowledge and unlearned knowledge, and set suspense in students' unconsciousness, thus driving students to think positively, but at the same time ending the class unintentionally, making the class the climax of teaching and leaving a aftertaste. Avoid mystifying, selling gimmicks and playing garrulous.

Like when you're done? A survey of religions in China? After that, the teacher can set a suspense to end the lesson: fight for the truth and never believe in supernatural gods, while religion requires people to worship God unconditionally. What attitude should we take towards religion? How is the religious policy of our government stipulated? What is its content and essence? If you want to know these questions, we will discuss them in detail in the next class.

5. Comparative differentiation

Comparative analysis is to link the new knowledge taught with the related old knowledge, and through comparative analysis, grasp the similarities and differences, distinguish the advantages and disadvantages, so that students can understand the end of knowledge more deeply and accurately.

Step 6 echo from beginning to end

According to the teaching content, teachers use the suspense set in the classroom introduction to echo the design of classroom summary, thus stimulating and consolidating students' interest in learning and strengthening their memory.

7. Extend and expand

Extension means that teachers guide students to extend or supplement the relevant knowledge of textbooks and real social life at the end of class according to the needs of textbooks and actual teaching objectives, so that the end of classroom teaching becomes a way to broaden students' knowledge horizons and connect with real life.

There are generally two situations in this way: First, teachers don't stay on the elaboration of existing textbooks, but ask new questions by digging and supplementing the contents of textbooks, so that students can think about and solve new problems on the basis of what they have learned, thus expanding students' knowledge, broadening their knowledge horizons, improving students' interest in learning and cultivating students' ability to observe, analyze and solve problems to end classroom teaching. Second, according to the teaching content, teachers arrange students to engage in social investigation, write small papers, hold exhibitions and publish special issues. Communicate students' life accumulation and make the end of class a link inside and outside class. This kind of class ending usually happens after a unit class.

In this way, teachers must grasp the five characteristics of development, complementarity, connection, improvement and application, and must avoid the phenomenon of abandoning the basics and usurping the role of the master, and stay away from the disorderly expansion of teaching materials; Students should be able to correctly understand and train divergent thinking on the basis of their own experience, and be good at summarizing and applying teaching contents. At the same time, under the premise of not increasing the burden on students, we should grasp the discretion and be appropriate at the right time.