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2023年教学心得体会100字 现场教学心得体会(26篇)

格式:DOC 上传日期:2023-03-23 16:17:28
2023年教学心得体会100字 现场教学心得体会(26篇)
时间:2023-03-23 16:17:28     小编:zdfb

从某件事情上得到收获以后,写一篇心得体会,记录下来,这么做可以让我们不断思考不断进步。我们如何才能写得一篇优质的心得体会呢?以下是我帮大家整理的最新心得体会范文大全,希望能够帮助到大家,我们一起来看一看吧。

教学心得体会100字 现场教学心得体会篇一

我们将高一年级分成两个单元,每个单元又分成a、b、c三个层次。对于基础最弱的第二单元a层次,我们数学组全体教师共同编写了a层次学生用书。通过教学目标分层、教学内容分层、作业分层和辅导分层,学生的成绩突飞猛进,学习能力进一步提高。

我们不仅关心学生的学习成绩,更关心学生的学习过程,经常找学生谈心。在同a层同学谈话时,他们告诉我,分层教学中,自己感到真正成了学习的主人,而且老师降低了学习的起点,善于化解难点,使他们对学习渐渐产生了兴趣,学习自信心也大大增强,克服了对数学的恐惧感。他们感受到了被关注、被尊重,所以他们的学习积极性很高,乐于动手实践,积极发表见解,分析问题和解决问题的能力提高了,运算能力和语言能力也提高了,他们感到自己并不笨,只要努力,自己也能独立完成作业了。

c层同学告诉我,以前,有时感觉老师进度有点慢,有时练的题太简单了。分层教学中,老师在抓好基础的同时,经常训练一些测水平拔高题,更有利于激发我们学习数学的兴趣,提高逻辑思维能力。一名女生在学习体会中这样写道:以前,我对数学很厌烦,一看数字就头痛,几次考试中数学都得了很难堪的70分,正当我苦恼时,我们的数学课堂实施了二三四分层教学。我开始喜欢数学,也适应了这种模式,老师上课幽默而高效的的方式总会使我听得入迷,我喜欢做题,更喜欢去问老师问题,我的运算能力和审题能力进一步提高。这次考试我的成绩取得了很大的进步,119分这个足以使我激动的分数,使我更加坚定了下次取得更好成绩的信心。

我们同组老师的体会是,教学效果明显,学生养成了良好的学习习惯。教学目标和教学进度符合学生的实际,优化了课堂教学结构,学生都有了适合自身特点的学习方法,待优生成绩明显提高,也培养了一批尖子生和特长生,有效地实施了素质教育。有的家长在电话中告诉老师:“通过分层教学,孩子能坐住板凳了,回家能主动完成作业和复习功课了,这是以前从来没有的事。”

“海阔凭鱼跃,天高任鸟飞”,分开层次,承认差距,拓宽更广阔的发展空间,这为学生提供了更多的机遇。分层不是目的,而是为了更有利于因材施教,以达到最佳的教学效果。分层教学中,我们用发展的眼光看学生,鼓励成功。在今后的实践中,我们将不断完善和优化分层教学策略,使之更适合我校的实际情况,达到更理想的教学效果。

教学心得体会100字 现场教学心得体会篇二

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教学心得体会100字 现场教学心得体会篇三

课程名称:

速写课程类型:

课程编号:

学时数及学分:

教材名称及作者、出版社、出版时间:《艺用解剖与透视》黄元甫西南交大出版社20xx年出版

本大纲主笔人:本大纲审定人:

1.课程目的

《速写》是高等院校艺术本科专业开设的一门重要专业基础课。速写是绘画造型艺术的基础,学习速写是进行造型艺术设计的第一课,本课程重点分为两个板块,其一为速写中人体的基本知识和绘画表现技巧,其二是空间透视的基本知识和绘画表达训练。通过本课程的教学,应达到以下目的:

理解认识空间透视现象,把握透视基本规律,了解人体动态和人体结构部位,经过临摹学习,可通过理解人体的头、胸、胯和四肢的相互关系,让学生理解和掌握手绘的方法和技巧、并且能够根据所学知识将速写能力应用到造型设计中去,提高运用手绘造型能力,为以后的专业课打下基础,提高戏剧影视美术设计的表现能力。 2.课程要求

(1)该课程按照从简到繁、循序渐进的原则进行教学,将课堂讲授、案例分析和实践作业三者相结合。

(2)堂上授课、集中讨论、课后作业实践的方式进行教学。(3)平时作业不少于10次,期末作业2个大系列。 3.课程任务

通过理论与实践训练,教师应该使学生懂得透视与人体结构的作用和意义,理解并且掌握透视与人体结构的基本原理和方法,能够应用透视与人体结构的基本原理与视觉语言进行有目的的视觉形象创造,从而培养学生对戏剧影视美术艺术视觉形态的创造能力和审美能力,为以后的专业课程打下基础。

一、色彩透视

二、消逝透视

三、线透视

一、基本概念

二、观察方法

三、平行透视

四、成角透视

五、倾斜透视

一、移动视点

二、以大观小

三、高视位

一、骨骼与肌肉

二、结构与比例

三、形体与运动

一、了解常用的方位术语

二、了解骨的分类

三、关节及其活动

一、头骨及其造型

二、躯干骨骼及其造型

三、上肢骨骼及其造型

四、下肢骨骼及其造型第七讲人体肌肉4课时

一、人体肌肉名称

二、人体肌肉的起止穿插

三、人体肌肉的造型。第八讲人体造型分析6课时

一、体块变化

二、节奏韵律

三、与其他课程的关系

本课程《速写》作为美术设计专业基础课之一,是每位学生必须掌握和熟练运用的基本技能。它从理论上直观地解释了物体在平面上呈现三维空间的基本原理和规律。使初学者能很快地判断所画对象哪些线与面应该产生透视变化,哪些仅有大小变化。在进行造型艺术创作时,就可以很好地处理画面上人、物体、风景之间的远近、大小的空间透视关系。因此,全面地认识透视现象熟悉人体结构,把握透视基本规律是每一位学生学习过程极为重要的一环,为以后的专业中所有的造型设计和绘画课程打下坚实的手绘基础。这些专业课程之间既有理论上的相互联系,也在实际操作上具有千丝万缕的关系。学生可以在这些课程之间进行知识与技术互通,这对学生艺术创作素养的培养能够起到积极关键的作用。

1.期末进行考试,占总成绩的100%;

[1]《伯里曼人体结构教学》乔治伯里曼广西美术出版社20xx年出版[2]《绘画透视基础》菲尔梅咨格上海人民美术出版社20xx年出版

[3]《艺用人体运动解剖》路易斯上海人民美术出版社20xx年出版

1有多媒体教学系统,能容纳40个学生以上的专业教室。

2学生需自备包括铅笔、钢笔、毛笔、画板、素描纸、黑色卡纸等绘图工具。 3人体全身骨骼(模型)

教学心得体会100字 现场教学心得体会篇四

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教学心得体会100字 现场教学心得体会篇五

所谓“有效”,是指通过教师的定向教学,学生能获得知识积累,也就是说,学生的知识积累是教学有没有效的标准。所谓有效教学,并不是指教师有没有教完内容或教得认真不认真,而是指学生有没有学到什么或学生学得好不好。如果学生不想学或者学生没有收获,即使教师教得很辛苦也是无效教学,同样,如果学生学得很辛苦,但没有得到应有的知识积累,也是无效或低效教学。

以往的教学观念存在一些误区:

不少教师认为:只要多教、教细,就可以帮助学生减轻学习负担,就可提高其学习效果。这样即使学生没有学好,也自感问心无愧。这种教学,由于把学生当成了存储知识的容器,尽管教师煞费苦心,但往往向学生“灌”得越多,他们就越不愿意动脑筋,效果常常适得其反。有位名人说过,只要教师能把自己的一碗水一滴不差地端给学生,那么这位教师就是成功的,他的教学就是有效的!

在当前教学改革的浪潮中,一些教师只重形式不重内容,常常搞一些花样。比如,为追求师生互动,重点内容也用问答式代替讲授式。这种演技式的课堂教学,实际上把学生当成了演戏的观众,其教学效果难以保证。

大量的试题可以用来巩固基础知识,但是很多题不断重复做,并不能有效的加强知识的拓展和能力的提高,浪费了学生的很多时间和精力。题海战术的确能在一定程度上提高学生的考分,但考试分数并不能等同于教学质量。因为教学质量不仅包括学生的分数和升学率,更包括能使学生受益终身的自学能力、学习方法、学习兴趣、学习习惯和健全的人格。教师为社会培养的不是“考生”而应是可持续发展的人才,即使一时能获得较高的考分,也并不是有效教学的体现。

打破传统观念,实现有效教学,我觉得应该做到:

要经常思考自己到底应该给学生一些什么东西,怎样教学才是最有效的,要时时提醒自己不当那种一心只顾加班加点、两眼只盯着分数教学的教师。要钻研高效课堂理论进行高效教学的实践,积极研究高效教学,借鉴经验,互相学习,加强交流,实现自己课堂时间的有效性。

要实现教学的有效性,一是在课堂教学的理念上,应明确教什么。我们应当围绕问题而教,而不是单纯为知识而教、为考试而教。二是明确怎么教。师生应选择最适合自己的教法———引导法,只有引导学生实现由“学会”到“会学”,学生在课堂中的主体地位才会体现出来。三是如何实现有效教学。我们应当加强集体教研,实现教学活动的有效性,减少各种虚拟教学行为,不乱抢占本该属于学生在课堂上的学习时间和思维空间,让课堂教学更加和谐有效,使师生的教与学能最佳的呈现互动、互助、互进的效果。

我们要多和别人交流有效教学的经验,经常反思自己课堂的优势和不足。

只有教师按照新课程标准的要求,从关注学生终身发展的高度,不断优化课堂教学结构,积极营造民主、平等、和谐的教学氛围,就能达到事半功倍的教学效果。

教学心得体会100字 现场教学心得体会篇六

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教学心得体会100字 现场教学心得体会篇七

计算教学对于小学生来说要结合情景,体验计算的合理性。既解决实际问题的需要,其次是利于学生发展思维能力和感悟数学思想等,并且还有利于学生培养专心、严谨、细致的学习态度和计算审题、细心计算、书写工整、自觉检验的学习习惯等。

比如在一年级的《加减混合》教学中,教材充分利用直观图,通过生动的情境和丰富多彩的画面来呈现活动的内容,帮助学生理解加减混合的意义及计算方法,让他们在愉快的氛围和学习情境中感受学习的乐趣。教师在教学中渗透集合的思想,用点来表示天鹅,并用圆圈将其围住。像这样从实际情境中抽象出加减混合计算教学问题的过程,直观地理解加减混合计算的意义。

在瑞安实验小学郑依茹的《多位数乘一位数的乘法估算》中体会颇多。她说:“人生就像站在不满灰尘的镜子前,在不停地擦拭着灰尘。”是啊,特别是我们教师职业的,每天面对的是我们可爱的学生,需要不停地解其惑。擦其镜子的灰尘,打开明亮的一扇窗。教学上她充分体现五实:扎实、充实、温实、平实、真实。通过这五实,使本堂课的教学思路非常的清晰。情景的创设,重难点的突破,显得如此的自然而充分。因此计算教学中材料要多用,对学生要适度开放,重视培养学生的思维能力等。

瑞安市教育局教研室吕志明老师说:“精算是数的计算,估算是量的计算,估算需要具体情景。“体现了新课标说的:数学来源于生活,应用于生活。使学生亲身经历应用估算来解决实际问题,并获得成功的喜悦。

《小学数学研究》中指出,小学阶段基本内容是完成小数、整数、分数的四则运算,对于这些基本知识要严格遵守不能随意创新变动。在小学阶段要四个经历:一,经历数学画图建立数学模型;二,经历自主探索的过程;三,经历解决问题过程;四,经历计算技能形成的过程。六个处理关系:一,算法和算理的关系;二,新旧知识的关系;三,算式图形与实际意义的关系;四,数形关系;五,讲于练的关系;六,运算技能策略与学生思维能力的关系。

计算,不仅仅是一种技能或能力,它是一种基本的数学方法和数学意识,同时也是人们应该具备的数学素养之一。

教学心得体会100字 现场教学心得体会篇八

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教学心得体会100字 现场教学心得体会篇九

课程设计是培养学生综合运用所学知识,发现,提出,分析和解决实际问题,锻炼实践能力的重要环节,是对学生实际工作能力的具体训练和考察过程.随着科学技术发展的日新日异,虚拟仪器已经成为当今仪器发展,应用中空前活跃的领域,在生活中可以说得是无处不在。因此作为二十一世纪的大学生来说掌握虚拟仪器的开发技术是十分重要的。

回顾起此次,我仍感慨颇多。的确,从选题到定稿,从理论到实践,在一个星期的日子里,可以说得是苦多于甜,但是可以学到很多很多的的东西,同时不仅可以巩固了以前所学过的知识,而且学到了很多在书本上所没有学到过的知识。通过这次课程设计使我懂得了理论与实际相结合是很重要的,只有理论知识是远远不够的,只有把所学的理论知识与实践相结合起来,从理论中得出结论,才能真正为社会服务,从而提高自己的实际动手能力和独立思考的能力。在设计的过程中遇到问题,可以说得是困难重重,这毕竟第一次做的,难免会遇到过各种各样的问题,同时在设计的过程中发现了自己的不足之处,对以前所学过的知识理解得不够深刻,掌握得不够牢固,比如说不懂一些元器件的使用方法,通过这次课程设计之后,一定把以前所学过的知识重新温故。

虚拟仪器是一门应用性和实践性很强的学科,基于我学习虚拟仪器和这次课程设计的过程和愉快经历,使我知道,要学好虚拟仪器可不是一件容易的事,倒不是因为虚拟仪器很难学,而是要把学到的知识用于实际解决实际问题。翻一下身边的虚拟仪器教材,都好像是虚拟仪器的实际应用书籍,一般先介绍虚拟仪器的硬件结构和指令系统,再是系统扩展和外围器件,之后讲应用设计。而且应用领域多种多样,涉及了国名生产的各行各业。所以学习使用虚拟仪器是相当重要的。

这次课程设计终于顺利完成了,在设计中遇到了很多编程问题,最后在老师的辛勤指导下,终于游逆而解。同时,在同学们那里我学得到很多实用的知识,在次我表示感谢!同时,对给过我帮助的所有同学和各位指导老师再次表示忠心的感谢!

首先,衷心感谢老师在这一学期给我们辛苦地教学这门《虚拟仪器设计》课程。在授课期间,还亲自以自己的工程作案例详细给我们讲解,以实践的角度来教学,让我们理解更深刻。曾一度举出 各种例子,让我们真正接触到虚拟仪器的概念。

这次设计实验的目的为单片机与labwindows的应用与熟悉,在整个设计过程中涉及到了工程的创建,面板设计,串口调试,上下位机程序编写等几个主要过程,是一个综合的应用实习项目。

开始的时候,刚做该课程设计,心情很恍惚。那种感觉正如老鼠咬乌龟——无处下手。还一度抱怨,课程的重要性。但是经过多位老师的开导与鼓励,我静心地一步一步地去下手。刚编译的时候,还不停的报错,几度让我失去动力再继续搞下去。可是,时间没让我停下手去,每天晚上拿着老师的案例结合书本来读,模糊的思维开始变得明朗。皇天不负有心人,最后,凭着努力与毅力,最后都攻克每个难点。虽然,这课设存在一些问题,但是,经过努力出来的成功,已经很开心了。“没有最好,只有更好!”希望在日后的努力中,继续完善本设计,继续深入学习虚拟仪器。

通过这次的实际动手使我对labwindows软件的认识更加深刻了,能够熟练操作。同时也体会到了labwindows软件的许多优点,它的界面逼真,操作简单,使其有了广阔的市场空间,更增加了我们学习的兴趣。labwindows软件是一种专门为虚拟仪器应用而设计的操作软件。它其中有许多图库可供我们使用,这次设计中我就用了不少,大大减少了我的绘图时间,是我快速的搭建了我的设计系统。

这次的设计我完成了设计任务,包括程序编写和调试,感觉获益匪浅。其中程序的编写在这次设计中使我感觉最费力的过程,几经调试,排查才终于写好了符合要求的程序,使整个系统按要求运行,可以顺利完成各种设计目标,也锻炼了我的分析问题,解决问题的能力。当然了,还有暴漏很多不足,在以后的学习中我会加以改正,进一步熟悉labwindows软件,充分的学以致用,努力提高自己的动手能力,不辜负老师的期望

最后,再次感谢老师在这学期在我们身上的付出!

通过此次课程设计,使我更加扎实的掌握了有关虚拟仪器方面的知识,在设计过程中虽然遇到了一些问题,但经过一次又一次的思考,一遍又一遍的检查终于找出了原因所在,也暴露出了前期我在这方面的知识欠缺和经验不足。实践出真知,通过亲自动手制作,使我们掌握的知识不再是纸上谈兵。

在课程设计过程中,我们不断发现错误,不断改正,不断领悟,不断获取。最终的检测调试环节,本身就是在践行“过而能改,善莫大焉”的知行观。这次课程设计终于顺利完成了,在设计中遇到了很多问题,最后在老师的指导下,终于游逆而解。在今后社会的发展和学习实践过程中,一定要不懈努力,不能遇到问题就想到要退缩,一定要不厌其烦的发现问题所在,然后一一进行解决,只有这样,才能成功的做成想做的事,才能在今后的道路上劈荆斩棘,而不是知难而退,那样永远不可能收获成功,收获喜悦,也永远不可能得到社会及他人对你的认可!

课程设计诚然是一门专业课,给我很多专业知识以及专业技能上的提升,同时又是一门讲道课,一门辩思课,给了我许多道,给了我很多思,给了我莫大的空间。同时,设计让我感触很深。使我对抽象的理论有了具体的认识。通过这次课程设计,我掌握了串口调试和运用方法;熟悉了虚拟仪器;了解了虚拟仪器基本组成和设计思路;掌握了labwindows软件的使用方法和技术,通过查询资料,也了解了虚拟仪器的光明前景。

回顾起此课程设计,至今我仍感慨颇多,从理论到实践,在这段日子里,可以说得是苦多于甜,但是可以学到很多很多的东西,同时不仅可以巩固了以前所学过的知识,而且学到了很多在书本上所没有学到过的知识。通过这次课程设计使我懂得了理论与实际相结合是很重要的,只有理论知识是远远不够的,只有把所学的理论知识与实践相结合起来,从理论中得出结论,才能真正为社会服务,从而提高自己的实际动手能力和独立思考的能力。在设计的过程中遇到问题,可以说得是困难重重,但可喜的是最终都得到了解决。

实验过程中,也对团队精神的进行了考察,让我们在合作起来更加默契,在成功后一起体会喜悦的心情。果然是团结就是力量,只有互相之间默契融洽的配合才能换来最终完美的结果。

教学心得体会100字 现场教学心得体会篇十

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教学心得体会100字 现场教学心得体会篇十一

“草翠花开,花红柳绿,鸟语花香,小朋友们在大地妈妈的身上‘撒着娇’欢快的玩耍着。”这是我心中的文明城市。

“文明城市,什么叫文明呀?”这是我起初听到时问的第一句话。文明就是看见一片废纸主动捡起;文明就是不乱扔一片废纸;文明就是看见小朋友摔倒了将他扶起来;文明就是不在墙上乱涂乱画。文明太多了,以至于把我的嘴说烂也说不完,我们身边的每一个不经意干的事也许都是文明,相反,也许我们不小心干的事就是一些不文明形象。比如:

场景一:一位小伙子不小心碰了一下一位老奶奶,老奶奶没说什么,那个小伙子却斤斤计较起来了:“,没长眼吗?走路不会看着点吗?”可那个老奶奶却慢慢地走开了。试问一下,假如你的老妈妈受到了这样的语言伤害,你的心里会怎么想?

场景二:小红喜爱学同学,同学买什么,她也跟着买什么。一天,他看见同学把一页纸撕下来,随手扔了,她看见了,觉得很酷,也学着同学的样子,撕下来,随手扔了。在这里,我想问一下小红:“你那页纸还没有用完,为什么要撕了它,难道你不心疼吗?”

场景三:小明买了一瓶饮料,走到了濮水河边,饮料正好喝完了,小明随手把饮料瓶扔进了濮水河中,随着“哐啷”一声,河面上溅起一层水花。你想一下,假如大家都像你一样把瓶子扔进河中,那河里的小鱼怎么办?小虾怎么办?

以后,只要我们不再乱扔一片废纸,不再说一句骂人的话,不再乱扔饮料瓶,文明城市就会在我们一点一滴的努力中创建成功的!

教学心得体会100字 现场教学心得体会篇十二

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教学心得体会100字 现场教学心得体会篇十三

刚刚教完六年级上册第一二单元《分数乘除法》之后,结合自己的教学实践,谈谈这部分知识教学的得与失:

得:一、教学时充分调动学生已有的知识经验,运用知识迁移,自主感悟出计算方法。

教学分数乘法是在分数加法的基础上学习的,教学时启发学生借助同分母分数加法法则和整数乘法的意义自主探究与合作交流出分数乘整数的计算方法。由于充分运用学生的旧知经验,让学生经历了知识的发生、发展过程,学生对算理理解得透彻,算法掌握得扎实。分数除法的教学充分运用了分数的意义和分数乘法的计算方法,启发引导学生合作探究出分数除法的计算方法,在小结分数除法的计算方法时,启发学生感悟出新知识可以转化成旧知识,借助旧知识来解决新问题。学生在学知识的同时,还学到了有价值的学习方法。

二:教学时充分运用数形结合,帮助学生理解意义与算理。

教学一个数乘分数时,为了帮助学生理解意义与算理,首先我注重引导学生找准每一步的“1”,弄清楚把谁平均分成多少份,表示其中的几份;然后让学生动手折一折、画一画,形象地感知意义和算理的发生、发展过程;最后我又在黑板上画出了学生动手操作的过程,帮助学生进一步理解一个数乘分数的意义是“求这个数的几分之几是多少”。经历了充分的体验过程,学生深刻地理解了一个数乘分数的意义。在理解意义的同时,学生也形象地感知了一个数乘分数的计算过程,计算方法的学习也迎刃而解了。

失:在学完分数乘除混合运算后,少数学生出现了被除数颠倒或除号未变成乘号的问题,反思教学时这部分题目练习的少了,总感觉一步的分数乘除法会做了,混合运算应该没有问题。发现问题后,我着重引导学生进行了错例的分析,效果好多了。

反思教学实践,我深感备教材的同时,还要备好学生。只有真正了解学生的认知情况,才能从实际出发,设计出符合学生认知规律的、有实用价值的教案。

教学心得体会100字 现场教学心得体会篇十四

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教学心得体会100字 现场教学心得体会篇十五

近日,中央电视台推㈩的一档节目《朗读者》火遍大江南北,其前三期的主题分别为“遇见”“陪伴”“选择”。今天,笔者就想借着这三个主题词聊一聊中高年级朗读教学的策略,以期培养更多学生成为酷爱朗读、懂得朗读、善于朗读的“朗读者”。

一、“遇见”——走进文本

《朗读者》说,人们朗读的不只是文字,朗读的同样是人生。而这正是这档节目能牵扯亿万观众心灵的魅力所在。我们不难发现,其实电视节目中的`不少“朗读者”普通话不标准,声音也不好听,但就是能打动观众。一个根本的原因是,朗读者的经历“遇见”了朗读的内容,并产生了共鸣,他的声音自然成了最好的诠释。因为懂得,所以慈悲。

由此观照中高年级的朗读教学,学生能不能真正“遇见”文本,哪怕是走进文本,这是中高年级朗读教学的起点。说得再直白一点,我们只有让学生理解了文本,理解了文本的内容、主题乃至表达,才能进行“有感情朗读课文”的指导。可叹的是,我们很多老师在阅读教学刚刚开启,学生“正确流利”都未达到的情况下,就大声疾呼“谁能比他读得更有感情?”,殊不知,只有走进文本,从理解到表达,才是开始一篇课文的朗读准备。

我们都知道,教材中的很多文本无论时空还是情感,都距离学生较远。所以,要想学生用声音表达自己对文本的理解,就必须为他们架构起与文本之间的桥梁。

我们来看于永正老师执教《第一次抱母亲》的教学案例。我们在课堂上发现,不少学生在于老师的朗读声中泪流满面,接着他们的朗读也情深意切。于老师是怎么做到这一点的呢?首先,于老师在指导学生有感情地朗读课文前,先扣住两个重点词“翻山越岭”“重担”进行教学,并有意识地引导学生联系自己的生活理解这两个词语:“同学们,‘乳哺三年娘受苦,移干就湿卧娘身’,说的是母亲养育儿女的艰辛;‘儿病恨不将身替,调理汤药不离身’,说的是母亲在儿女生病时的焦虑和对儿女的照料;‘昔孟母,择邻处,子不学,断机杼’,说的是母亲为了教育子女所做出的巨大贡献;‘慈母手中线,游子身上衣。临行密密缝,意恐迟迟归’,说的是母亲对远行的儿女的体贴和牵挂。同学们,母亲的重担里面装的东西实在是太多太多,母亲所挑的不是一百多斤的重担,她挑的实际上是大半个天!同学们,当我们理解了重担的意思之后,再回过头来看前面这句话,翻山越岭,母亲仅仅是翻过一座座山、一道道岭吗?”读懂了文本的言外之意,何愁学生不能有感情地朗读?其次,于老师在指导学生有感情朗读课文前,先自己深情地范读:“于老师备课的时候也读了好多遍,但我读得不一定有你们好,我也不一定读得正确,但是我想读一遍给你们听,好吗?”此时台上台下鸦雀无声,大家都在静静地听着于老师的朗读,都被于老师绘声绘色的朗读带进了课文所描绘的情境之中,也深深地被课文中的母子之情感动着。当读到最后一段时,于老师按下了录音机,一段舒缓的音乐渐渐响起。当于老师把课文读完,台上台下都报以热烈的掌声。台上更有不少学生红着眼睛在哽咽。此时情感之弦被拨动了,何愁学生不能有感情地朗读?最后,于老师在指导学生有感情地朗读课文前,一直在观察学生的表情:“我发现同学们第二遍读课文的时候,表情和第一遍不一样,你们的表情告诉我,你们把课文读懂了,我从你们的表情上看出来了。”“这一次我又认真地看同学们的表情,和第二次又不一样,我一看这表情,我知道这一次你们读进去了。”情动于中而形于色,何愁学生不能有感情地朗读?

二、“陪伴”——走进文法

中高年级的学生朗读技巧要不要进行训练?答案是肯定的。有人说,写文章就是玩文字游戏,话糙理不糙,不同的词语、词组、句子按照不同的顺序组织就构成了不同的文章,这就是文法。所以学生要想朗读好文章就必须讲究方法和技巧,把握语速,处理好停顿,注意重音,要有语势,要有节奏。这个过程是一个漫长的过程,是需要老师在每节课里的“陪伴”(指导、示范、陪练)。只有这样,学生才能走进文法。

教学心得体会100字 现场教学心得体会篇十六

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教学心得体会100字 现场教学心得体会篇十七

他是公认的差生,各科成绩均不及格,作业鲜少完成,背诵的东西大部分背不上来,语文两个小时的考试时间别人一半时间就够用了,他却连作文的一段也写不完,真的是名副其实的差生。

这是开学刚一周后我就明了的事实,所以我并没有给他太多关注,课后辅导一次也没找过他。我知道教师的职责是促进和保障每个孩子健康全面发展,但,毕竟教师的精力和能力是有限的,与其将爱和帮助平均分散给所有后进生身上,还不如将精力集中用到有可能进步与提高的孩子身上,这样一点带面,促进全班发展,毕竟,教育不仅要靠一颗热诚的心,还需要策略与手段,我认为这是很好的教育策略,而事实也证明,这确实有效。

直到一次综合实践课,我布置实践活动课的作业是围绕我们的课题“立足生活之源,挖掘松树奥秘”用不同的形式来展现松树的底蕴和内涵,看着学生茫然的双眼,我提示说:比如可以写报告、作标本、画版画等形式,结果第二天全班同学包括那些我一向认为的好同学都无一例外地照我提示的那样制作了精美的版画、标本,写了妙笔生花的日记,却只有他,小小地站在我面前,高高地举着的手里攒着一样东西,热烈地对我说:“老师,你看这个行不行?”我定睛仔细一瞧,不觉吃了一惊,那是一个用小的还未成型的松球制作的士兵,士兵手握长矛,四肢居然可以活动,仔细一瞧,才发现原来身体和四肢之间用细细的牙签连接起来,整体工艺十分精致。当这个小士兵在我手中向全班展示时,全班顿时响起一片赞叹声,我听到班长在和他的同桌小声地说:“真漂亮呀,咦,怎么我就没想到这个办法呢?”惊讶之余,我不禁问他:“赵亮,你怎么想到用松树制作士兵呢?”或许不太习惯我的提问,他站起来有些惶惑地回答:“这个……恩,不是书里都说松树代表坚强吗?我想士兵也是坚强的,就用松球做了一个士兵。”顿了顿,有些迟疑地不敢开口,我向他鼓励地笑了笑,他便说了下去:“老师,我本来是想制作一个坦克团的,可是我手工太慢了,只做一个出来,要做一排再加上大炮、战马就肯定好看了。”话音刚落,班里顿时好多个孩子的声音:“老师,我们和赵亮一起来做吧。”这种局面是我很高兴看到的,于是便说:“好啊,那么你这个组就叫骑兵小组,赵亮为组长。”登时,赵亮的脸因激动而闪闪发光。

第二日课外活动,刚进教室,我便看到一堆孩子围着赵亮,赵亮从口袋里掏出了大把大把的松球和牙签,他把东西分给周围的同学,然后指导那些成绩要比他好得多的同学怎么做地比较好看,俨然一副军事总指挥的样子,当时我心里一热,在心里对自己说:“现在,他是个天才!”

后来,就像所有书上说的和以往经验所做的一样,我努力把这个当作一个小的切入点,来调整他的学习成绩,结果,无论是旁敲侧击的暗示还是清真意切的表扬,鼓动对他都不起作用,他还是名副其实的差生。这时,我开始思考,差生是怎样被我们定义出来的?难道只因为他的成绩差,我们就可以把他定义为差生,我们就可以忽略他在手工制作上的才能,有多少个孩子被我们这样评价定义,忽略了本来很了不起的才能?更可怕的是我们这种的错误评价直接带动了孩子自己和家长的评价与定义,整个学习时期都把自己当成是差生。

只是谁会记住此刻他眼里的渴望,又有谁会留意他心中的梦想,等他长大,这一刻过去,恐怕连他自己也不相信他此刻的辉煌,他心中也会认定自己是一无是处的差生。差生后进生无论我们给起了多少冠冕堂皇的名称,也不论我们如何去文饰自己对待这些孩子的评价,可同班孩子的评价,他在班里的地位,一次次的成绩已经牢牢地将它钉在差生的位子上,这个称呼可能要伴他一生,对他一生的成长都有影响。

数百年以来就提倡的“两耳不闻窗外事,一心只读圣贤书”。而到了近代在中、高考的压力下又变成了“惟考试论”,这深深影响了我们的教师的评价,而我们的评价又影响了孩子对自己和他人的定位。长此以往,他们和他们的家不以手工做得好,篮球打得棒,美术画得美,歌唱得动听为荣,反以为耻,认为这是没用的东西,甚至以为就是这些没用的东西,耽误学习,影响智力。似乎合该成绩差的学生什么也不会,这才老实。他们这样否定自己,这不仅是他们的悲哀,也是我们教育工作的悲哀。

教学心得体会100字 现场教学心得体会篇十八

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教学心得体会100字 现场教学心得体会篇十九

为学习者终身学习与发展打下基础。教学原则强调以学生为中心,发展学生综合语言运用能力,尊重学生的个性与情感,引导学生积极运用学习策略完成学习任务。评价作为英语课程中的一个重要组成部分,在英语课程发展中起着十分重要的作用和影响,甚至在某种程度上决定外语课程改革的方面、力度与效果。

一、更新了观念,重视教学评价的目标与功能

随着课程改革的深入与发展,课堂教学的方式和方法发生根本的变化,而教师的教学理念也发生变化。过去的课堂教学模式是教师认真地讲,学生静静地听,强调死记硬背,机械训练。现在要求学生听课的同时,有更多的机会去亲自探索、操作和实践。使学生更好地理解知识,运用知识,形成了一定的英语交际技能,使学生在教师的引导下进行自主、合作、欢乐中学到知识;评价是英语课程的重要组成部分,科学的评价体系是实现课程目标的重要保障,通过评价,使学生在英语课程的学习过程中不断体验进步与成功,认识自我,建立自信,促进学生综合语言运用能力的全面发展;使教师获取英语教学的反馈信息,对自己的教学行为进行反思和适当的调整,促进教师不断提高教育教学水平;使学校及时了解课程标准的执行情况,改进教学管理,促进英语课程的不断发展与完善。

二、评价的激励作用,更新了简单、枯燥的教学方法

新理念犹如春日里的阳光,给我们的教学改革带来了温暖和活力。在传统的教学中,较为普遍的现象是课堂气氛的沉闷,教师照本宣科满堂灌,一节课下来教师讲得累,学生瞌睡,教学效果极差。经过培训班的学习,认识新理念的课堂较之传统课堂的一个重要区别就是“活”,课堂充满了生命力,呈现出了生气勃勃的精神状态,思维活跃,情理交融,师生互动,兴趣盎然。英语课,作为一种语言教学。它的过程实质上是一个语言感受、文化感受、生活体验和情感体验的过程。在新理念的指导下让英语课堂活起来。活教。教无定法,教师在教学过程中应不拘一格,综合学生、教材、教法及自身的特点,创造性地开展教学活动,激活学生的学习热情,强化学生的自信,培养学生的学习兴趣,唤醒学生的语言潜能。教师要充分备课——备学生、备教材、要体现英语课堂教学方法的多样性、创新性,永葆英语课的新鲜、有趣,切忌“为法所缚”、“照本宣科”。在教学中要本着用爱心、热心、耐心、同情心,求新、求活的原则,不光要教语言,还要教方法,教做人,要体现出教学的灵活性、多样性。活学。以活教带活学,充分发挥学生的主体性,树立教是为了不教的思想,改过去死记硬背的机械性学习为合乎语言学习规律和小学生年龄、生理、心理特点的自主性学习,使眼、耳、鼻、舌、身、意全员参与,交替互动;开发学生听、说、读、写、综合运用语言的能力。

三、教学评价的实施与运用,学会了创设情景,如何激发学生的兴趣肯定性的激励评价能够更好地沟通师生感情,融洽师生关系。教师是根据小学生好奇活泼、善于模仿的特点,在备课中根据教材的结构,教师通过认真思考、精心设计对不同的内容创设不同情景进行教学。如:游戏、对话、表演、歌曲、歌谣、扮演角色和直观的教具等。为了创设有利英语学习的情景,吸引学生的学习兴趣,我对不同的内容创设不同的情景,注意运用正确的评价方法,如:.及时给予表扬,这时,学生一定会受到鼓舞。努力让每一位学生都走向成功,即使是一个小小的成功,也会增强人的自信心和热情,激励人们去追求更高的目标。如教学三年级上册的英语let’slearn部分,我在教学中创设了各种真实自然的情景,并以连环画的形式出现。目的在于分散教学难点,循序渐进,便于表演。符合儿童的特征就是爱玩、好表现自己。因此,用表演和游戏的形式来进行交流和学习。在表演中教师既是导演,又是演员。1、语言的示范性表演,用自制的木偶配以不同的声音进行,或以边画简笔画、边说的方式进行。2、语言的巩固性表演。可在双人或四人小组中进行。为了激励主体学生参与,可将头饰或名片卡贴在黑板上,以学生集体表演的形式进行。3、发展语言技能的创造性表演。在教学会话中教师充分利用教具、头饰和各种人物的名片卡的形式进行。表演中鼓励学生灵活组合,扩展会话。能运用c部分故事中语言的学生加以表扬。

兴趣是学习的动力,成功的教学方法和教学效果,“知之者不如好之者”。让学生始终保持学习英语的浓厚兴趣,在愉快、轻松的氛围中更有效的掌握知识。为了激发小学生学习英语的兴趣,教师在备课中深入钻研教材、钻研教法;设计真实自然的情景,根据内容的需要,选择适量的游戏形式丰富课堂教学。让学生心中充满快乐并对学习的内容产生浓厚的兴趣。这种兴趣使学生保持强烈的好奇心和旺盛的求知欲,使英语教学活动不断进行下去。

教学心得体会100字 现场教学心得体会篇二十

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教学心得体会100字 现场教学心得体会篇二十一

1 朗读有助于培养初中生的语感

我国著名的教育家吕叔湘曾说:“培养学生的语感能力是初中语文教学的首要任务”。心理学研究表明:人的语言能力的强弱主要体现在语感上,何谓语感?就是对语言的“敏感度”心理学称其为直觉思维。在教学实践中,发现朗读对于初中学生的语感的提高起到很大的促进作用,初中语文教材都是由优秀的文学作品组成,初中语文教学正是以这些优秀的作品语言通过学生的朗读,使学生感受语言的美感,同时带动学生的听读语感能力的增强,并借此达到培养学生的语言表达能力。而初中语文教学中朗读训练的活动正是适应了培养学生听读语感活动的要求,所以我们在进行初中语文教学活动中要关注学生朗读的作用。

1.1朗读可以提高初中生语感的直觉性

经常有的人说话是“出口成章”,看书是“一目十行”,写文章是“下笔如有神”,这些都是形容某人语感的直觉性水平高。心理学解释:“直觉是对特定情境下的特定情况的突如其来的一种顿悟或理解”,因此,个体语感的直觉性就是个体对特定情境下语言的悟性,是个体对言语的顿悟和理解。体现在语文课堂教学上,首先教师要明确,在进行语言教学时,不能固守语法规则,因为,没有学生会在说话前,先核查一下自己所要说的话是否规范,与语法规则冲突与否。朗读对初中生的语文朗读语感的直接性水平的提高有很大的促进作用,经常对初中生进行朗读的训练,以致在学生的大脑皮层上,留下连续的、完整的、符合语言逻辑规范的印迹。因此,学生通过对规范文本的朗读训练,使大脑对语言的感觉反映就会变得快又准,从而节省了学生较多的时间去分析和判断。在初中语文教学中,也有这样的情况,学生往往凭语感的直觉性来正确感知语言对象的。比如:教师讲解课文时,没等教师讲完学生表示文章的意思已把握,还有,对要求学生理解的文章,学生有的是只需朗读一遍,就把握文章的中心意思了,这些都是给学生进行朗读训练的功效,因为朗读而培养了学生语感的直觉性。

1.2朗读可以提高初中生语感的整体性

学生语感的整体性水平指学生对语言,词汇,语法等的具体的有条理的分析,然后对言语现象的整体的了解。初中生正处在由小学到高中的过渡时期,感知能力和注意水平已达到比较完善的高层次,因而对学生的语感的整体性要加强培养。如:苏教版八年级下册中的《陋室铭》,这是一篇古代经典的好文章。传统的“常规化”教学,语文教师在课堂教学时,一字一词一句或者字词落实地给学生把文章的内容翻译一遍,这样学生的学习效果,应付期终考试,也是不成问题的了,刘禹锡的这篇文章的写作特色是“条理清楚,思路明了,行笔简洁”。所以在实际的语文课堂教学时,教师应引导学生采用朗读的方法:首先是教师范读,然后带学生进行反复朗读。要求朗读的标准是语音标准、合适的语调,让学生在朗读中感悟作者高洁傲岸的节操,安贫乐道的精神状态,隐逸情感。一堂语文课堂教学后,成效往往很显著,学生既能正确的翻译整篇课文,还能把握文章的内涵,对作者的文章风格也都有整体的把握。

2 合理规范的朗读训练可以帮助初中生说好普通话

在教学普通话的实践中,大家都有这样的共识,普通话训练对象是字和词,这种学习难免呆板,教学中严肃的正音是难以让学生的学习积极性提高的,之所以不持续地吸引学生的学习注意力。这也表明对学生进行单纯的字词训练对与普通话的训练来说只是“杯水车薪”而已,只有将具体的汉字和词语放入具体的语境当中,在丰富多彩、生动活泼、富于变化的语言表达之中,才能让学生更好地体会普通话中语音的各种变化规律,达到培养学生良好的普通话语感的标准。在普通话教材中,篇幅较多的课文都是一些具有丰富情感的文章。教师,将朗读与普通话训练结合起来,可以充分利用课文的情感因素,激起他们学习普通话的兴趣,引导学生入情入境。当前初中语文教学实践中,教师要教学生学会使用标准的普通话,教师还要善于发现学生的地方方音中的各种不正确语调,光靠呆板常规教学的一字一词的正音训练也脱离学习的实际了,激发不了学生的学习兴趣,学生更乐意用普通话去表达他们的情感体验,用普通话朗读他们喜爱的作品,这正是学生利用朗读进行普通话学习的最有利时机。因此,朗读是学生掌握标准、规范普通话的最好阶梯。

3 朗读有助于初中生的口语交际能力的提高

口语交际,是中学语文教学的重点之一,是交际双方或几方在特定的活动情境中,特定的交际目的驱使下,各方凭借标准的有声语言和得体的体态语言进行听、说的互动交流活动,是常见的双向或多向交流的一种实践活动。通过朗读训练,可以培养学生的逻辑思维能力、语言概括能力和组织交流沟通的语言的能力,使学生通过朗读积累丰富的汉语言词汇,熟悉汉语言的构成与规则,当这些能力学生具备了,在口语交际的说话上自然学生能把语言运用的得心应手,把话说得流利自然。时常训练于口语交际之中,从而丰富学生的表达能力,提高词汇量的积累,提升学生的口语表达能力。例如:苏教版七年级下册中《春》的朗读教学中,教师可以引导设计多种方式,带领学生朗读这篇美文。首先,教师让学生独自朗读,小组交流体会文章中春的美丽,然后在小组中进行分角色朗读,教师依据教学设计将文中六幅美丽的图画:春醒图、春草图、春花图、春风图、春雨图、迎春图。通过课件展现给学生,让学生犹如身临其境的感受春的气息,最后教师在及时启发诱导:通过朱自清先生描绘让我们感受到了万物复苏、争奇斗艳的春天。难道我们的家乡就没有这么美的景色吗?能否借鉴本文的写作方法来描绘我们家乡的春天的某一处美景呢?这样,学生通过前面的反复朗读训练,再水到渠成过度到口语表达的训练上,一方面,为学生创设了口语表达的机会,另一方面,学生通过前面朗读的借鉴,积累了自己的词汇,丰富了自己的语言,使学生能说话,会说话得到了训练,从而达到培养学生口语交际能力的教学目标。

教学心得体会100字 现场教学心得体会篇二十二

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教学心得体会100字 现场教学心得体会篇二十四

武术教学经验,基层武术课安排是阶段性,很难使学生达到“形神兼备”、“内外合一”所以要合理安排武术动作来进行课堂教学。首先根据体育教学大纲合理安排教学计划,其次要充分利用课堂的准备部分。第三,在武术教学时,要根据武术的特点进行归类记忆有助于学生掌握武术套路。第四,在武术教学时,要选择适合于武术教学特点的教法:(1)对初学者采用分解教学法。(2)在授课时,口令与运动相结合。(3)练习和呐喊相结合。(4)新授课时,学生的站位和练习方向要固定。(5)灵活多样的教法。

基层教学不同于高校教学,基层体育课堂的教学时间是四十五分钟或五十分钟,一节体育课,一般需要安排两个不同的教学内容,这就使得在课堂教学过程中,一定要充分利用时间,把课时计划好、完成好,达到预期的目标。这往往给基层的体育老师带来一定的难度,尤其是武术教学。人们都知道武术内容多种多样,其套路错综复杂,要求内外合一,形神兼备,而中学体育教学大纲要求武术教学课时比例又很小,且又是阶段性的。所以基层武术课堂教学很难使学生达到“形神兼备”、“内外合一”。

1、根据体育教学大纲合理安排教学计划

对初学者来说,首先应知道什么是勾、掌、拳及弓步、马步等,先学会手形变换、步型和手法变换等基本功,然后才能顺利学习套路。例如,初级长拳的教学,其动作表面看似简单,但实质上该套路具备了长拳的穿、蹦、跳、跃、方向变化等运动特点。所以必须先教武术基本功以及相关的组合动作练习。然后教学生五步拳。因为五步拳包括了武术的主要步型和手法、动作少而简单、方向变化少,初学者易掌握,也有利用培养学生学习的积极性。最后进行初级长拳的完整教学。只有对基本功有针对性地进行强化练习,才能清理在套路练习中的“绊脚石”,学生也会轻而易举地掌握长拳等武术套路。

2、充分利用课堂的准备部分

要合理安排好武术课的准备部分,改单一的徒手操为武术操,同时做一些武术基本功的练习,如:弹腿冲拳、弓步冲拳、马步冲拳的转换、双臂绕环、仆步轮拍、正、侧压腿等。这样做会使准备活动和基本练习衔接得紧密而充分,使学生建立初步的动作概念,具备良好的武术基本功,便于今后进一步学好套路。

3、根据武术特点,归类记忆

武术套路功防特点体现在一招一式中,因此在讲解时可以进行模拟示范,这样使学生既提高了学习效率,又增强了记忆。为使动作教学简单化,应首先帮学生找出套路动作的规律所在。例如套路起势与收势方向应一致且位置相同,一般练初级拳时,拳在腰间、拳心向上,冲拳时拳心向下等。

在套路教学中为了巩固所学套路,在复习课上,教师应采用启发和提问式来提高学生对套路的理解记忆。如在初级拳的教学中,不防这样提问:本套路中冲拳动作有哪些?推掌动作有哪些?亮掌动作有哪些等等。通过这样归类提问使学生能够理解和记忆套路,使表面看来无规律可循的套路变成有序可循,同时也提高了学生的抽象思维能力,实现教学的真正目的。

4、选择适合于武术教学特点的教法

(1、)对初学者采用分解教学法 在武术课堂教学中,一般先采用分解教学,如学初步拳时,先一招一式学会,再串联在一起,使每个运动衔接起来,最后达到“形神兼备”。在学套路前可先学会基本功,如在学长拳时,可先练一练跳跃练习,再学大跃步前穿、击步腾空飞脚等时就容易多了。

(2)在授课时,口令与运动相结合 使学生既能掌握动作节凑,又能记住动作和名称。例如弓步冲拳、弹腿冲拳……。在复习时,教师可只喊口令,让学生边练习边说出动作名称,使学生进一步掌握所学动作。

(3)练习和呐喊相结合 在练习初拳过程中,学生可大声齐喊“哈”或“嘿”等。一是能齐;二是能增添力量和气势,达到以气推动,以声助势的效果。

(4)新授课时,学生的站位和练习方向要固定 否则容易使学生动作路线产生错误,示范面最好是背面示范,这样容易使学生看清方向、路线,以免产生站位和方向错误。

(5)灵活多样的教法 武术种类繁多,结构复杂,但有它自身的规律性、系统性和科学性。只要抓住其固有的特点,因势利教,就不难完成教学任务,如针对它结构上的特点,就可以把有难度的单个动作分散来教,实施“各个击破”的战术,还可以把武术动作的名称,术语大大形象丰富,如“望月平衡”;有的直接反应了动作结构和方法,如“跃步冲拳”,教师就可以“开门见山”直接讲述动作的要领,再结合生动的比喻和恰当的夸张,教学气氛就更活跃了。

教学心得体会100字 现场教学心得体会篇二十五

作为教师,在教育教学活动中,对学生的缺点、错误进行批评指正是常有的事,正所谓“爱之深,责之切”。但如何在“责”的同时让学生从感情上感受到爱,从心理上乐于接受,就需要从心理学的角度来分析“责”的目的、分寸、时机、方式。

批评是为了让学生完善自我的一种手段和方式。作为教师,要使批评奏效,既达到教育目的,又不引起学生心理上的对立,首先,要从自身的角度明确地树立起一个观念,批评的目的不是为了“杀一儆百”,不是为了“一棍子打死”,而是为了有利于学生认识到自身不足,加以改正,并逐步完善自我形象,即批评是为了帮助学生不断修正自己,完善自我形象。

所谓自我形象,是指学生对自己整体和各方面形象的自我批价,许多研究表明,一个有良好自我形象感的学生更富于自信,在学习活动中更容易自觉督促自己,取得进步与成功,因此,批评既要注意保护学生的自我形象,又要促进学生完善自我形象。

根据不同批评对象和不同批评内容要分别坚持如下两项原则:

1.公开性

可以就班级中普遍存在的一种普遍性不良现象或学习中的不良风气开展讨论活动,班队活动,让正确的集体舆论代替教师单一的批评,形成正气,这样,存在不良行为的学生就在活动中惊觉,反省并悄悄地加以改正,从而消除与教师情绪上的对立,达到师生情感融洽的目的。

2.隐蔽性

对于个别的错误行为,或在公开活动中不能自觉改正的行为,应本着保护学生自我形象的原则,采取一对一的批评教育方式,注意隐蔽性,保护学生的自尊心,并告之这样做的原因,学生在情感上感受到教师爱的同时自然也就从心理上接受了老师的批评,并愿意为了改正错误付出努力,也达到了师生情感融洽的目的。

批评的方式有很多,但当众不留情的数落,苦口婆心的劝说,粗暴的训斥,无声的责罚,都将给批评罩上一件冷漠、无情的外衣,直接影响到学生的情感,导致口服心不服,甚至对立的不良后果,因此,要注意批评的艺术与技巧。

1.谈话式代替指责式

学生犯了错,教师常严厉地――指出其错误之处,并陈之以利害、晓之以利弊,希望学生明白错误对其自身的危害性,教师的出发点是好的,但一味地指责让学生在心理上与教师产生距离,他在被动中听,但未必主动地从心理上接纳。

谈话式以“我们来谈谈……”,“你能把今天的情况说一说吗……”,“我想听听你对这件事的看法”等语句拉近师生间的距离,实现平等对话,消除对立情绪,这时再晓之以理,动之以情,师生在心理上相互接近以至融洽,就成了联手克服缺点、改正错误的同盟,学生更容易在这样的交流中认识错误,体会到老师对他的关爱,尊重和信任,从而产生改正缺点,完善自我形象的信心和决心。谈话起到了批评的作用,收到可能较批评更好的效果。

2.帮助法代替责罚法

学生在成长的阶段中,出现这样那样的缺点,是在所难免的,如果教师过多地横加指责,或告之家长加以惩罚,学生的逆反心理和对立情绪既于事无补,又影响了他们健康成长。

当学生出错时,教师要深入地了解出错的原因,当时当地的情况,甚至于家庭状况,诚恳地就学生所需去帮助他们。如:对于习惯性犯错的学生,老师甚至可以帮助制订改正计划,帮助实施,帮助解决实施过程中的困难。也许是物质上的,也许是精神上的真诚的帮助能解开他们心里的疙瘩,解决实际问题,去除导致学生犯错的根源,进而起到“标本兼治”的作用。

3.利用情境批评

学生的表现,常受他们粗浅的是非观,好恶感所左右,常从“自我”的角度去考虑问题,逞一时之勇,求一时之快,对自己的缺点视若无睹。例如:

不珍惜时间,做事不严谨,学习不刻苦等等。

这种情况,可以采取游戏,小品表演,讽刺与幽默,设计师之家等活动创设各种情境,让学生适当地调换角色,成为活动的组织者、设计者、参与者,当他们感受到因自己的缺点导致活动的不成功或失败时,教师再抓住时机帮助他们分析得失,启发他们教育自己,这比教师命令、教训、要求的效果要好得多。

4.冷处理代替热处理

批评,在学生犯错误时立即进行,学生情感上难以接受,这时各种方式用尽也难奏效,使老师觉得采用纪律处分似乎是行之有效的办法。但是,纪律处分只是一种强制性的措施,它能让学生认识到错误的后果,让学生害怕、畏惧,却不一定能让学生真正认识到自己的错误及其原因。这样,纪律处分可能起到压服的作用,但不能使之心服。因此,必须以冷处理代替热处理,耐心等待、观察一段时间,在这段时间里,给学生以自我反省,自我教育的时间,再通过班干部、好朋友、家长一起疏导,水到渠成的批评,可能更能奏效。

1.要“批评”在理上

育人工作是一项十分复杂细致的工作,面对千差万别的学生和千变万化的情况,教师一定要坚持从学生的实际出发,做到“一把钥匙一把锁”,在进行思想教育时,不仅仅要做到“因人而教”,教师的批评应该是及时地“指点迷津”,析事论理,以理服人,对症下药,才能切中学生心理矛盾,改变学生情绪状态,达到药到病除的目的。

2.要“批”而有情

古人说:人非草木,孰能无情?教师要使自己的“批评”为学生乐于接受,就不但要做到晓之以理,而且要动之以情。教育心理学研究成果表明,亲其师才能信其道,情通才能理达。否则,理虽直,情不通也是难以奏效的。只有理中蕴情,情中含理,情理交融,这样的批评才能起到警策,激励,鼓舞,教育的作用。

3.批评注意分寸

批评有的宜在课堂上或大庭广众中公开“说”;有的宜在课后个谈心时悄悄“说”;有的宜点到为止,留点“空白”,让学生自己去思索领会;有的宜条分缕析,讲清利弊教会学生分析得失,恰如其分,不侮辱挖苦。寓批评于尊重之中,于表扬之中,于谈心之中,于谅解之中,于自责之中,于关怀之中,于希望之中,于玩笑之中,于幽默之中,于激励之中。这样的批评,没有疾言厉色的指责,没有错一罚百的处罚,但是被批评的学生在汗颜愧疚的同时萌生的是知错改错的决心。

4.批评还要指出努力的方向

批评是为了帮助改正自身缺点,完善自我形象。批评时,教师还要注意适时地点出努力的方向和目标,即如何完善自我形象,完善自我形象使学生一步一个脚印地朝着预定目标前进,才能达到教师批评的真正目的――改正缺点,完善自我。

教学心得体会100字 现场教学心得体会篇二十六

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