"Teacher-student interaction" advocated by "Chinese Curriculum Standards" is to completely change a single and accepted learning method into a diversified learning method, attach great importance to students' active participation, conduct independent research, and emphasize communication and cooperation between teachers and students. In our daily teaching process, the three basic teaching elements are teachers, students and teaching content. What is the teaching process? "The teaching process is carried out in the form of teacher-student interaction, with students as the main body, teachers as the leading factor and textbooks as the main cognitive objects. It is a special cognitive practice process to realize the harmony and unity of teaching, development and education. This definition summarizes three basic elements in the teaching process, and puts forward some important characteristics of the teaching process of various disciplines in the new period: attaching importance to the main role of students in the teaching process and emphasizing the interaction between teachers and students.
The Outline of Basic Education Curriculum Reform (Trial) clearly points out: "Change the current situation that the curriculum implementation overemphasizes learning, rote memorization and mechanical training, advocate students' active participation, courage to explore, and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate." This requires the Chinese classroom to create a relaxed and free exploration space for students. Teacher-student interaction means that teachers change from "speaker and executor" to "guide and manager" and from "centralization" to "centralization" in the classroom. Let every student have the opportunity to be a "little teacher". Give each student a platform to show themselves and exercise themselves. Under the guidance of teachers, through students' independent study and mutual discussion, teachers have broken the situation of "supplying water and drinking water" and learned the method of "finding water". By enhancing students' participation consciousness and changing their different roles in teaching activities in turn, students' enthusiasm for learning is greatly stimulated, students' personality is publicized, and every student can be fully cultivated and exercised.
Combined with my teaching practice, I think that in the classroom, to strengthen the interaction between teachers and students, we need to start from the following aspects:
First, preview the interaction in.
Traditional teaching emphasizes that teachers should prepare lessons carefully and study more textbooks, and the teaching content is generally confidential to students. This leads to the blindness of students' preview. They just read the text several times at most and solve some words and phrases. According to the concept of Chinese curriculum standard, teachers can design preview homework before class, such as: let students know the learning content of a new text before learning it, so that they can preview it consciously and purposefully. Effective teacher-student interaction before class can help teachers effectively adjust teaching design according to students' preview, strengthen the pertinence of teaching and help students cultivate good study habits.
Second, the interaction in classroom teaching
Equality is the premise of interaction.
Chinese curriculum standards emphasize that teachers are partners, guides and participants in students' learning, and the teaching process is an interactive process of teacher-student interaction and development. Professor Ye Lan said: "The essence of classroom teaching should be regarded as the process of interaction among teachers, students and students." In the process of communication, teachers and students are both independent individuals and people with independent personality values, and they are equal in personality. However, the interaction between teachers and students in the classroom will never happen naturally, which depends on the basis of equality, respect and understanding between teachers and students. To realize the interaction between teachers and students, teachers should first build a democratic, equal and harmonious relationship between teachers and students, completely abandon the traditional consciousness of "teachers are the most important", give students a sense of psychological security, give them full respect, and let respect enter the classroom. Respect every student and let children study in a harmonious, tolerant and relaxed mental state.
Communication means everyone's participation and equal dialogue, and teachers will change from condescending authority to "chief among equals" In the new curriculum, teachers' teaching and students' learning in the traditional sense will continue to give way to mutual teaching and learning between teachers and students, forming a real "integration of learning". Therefore, teachers have the dual relationship of "teaching" and "learning", and students should realize that they can be "little teachers", be able to study and study actively, boldly and actively, and realize "psychological compatibility" between teachers and students. Therefore, in teaching, teachers should be good teachers and good friends first. Only in this way can teachers and students respect each other and learn from each other.
2. Creating a scene is a necessary condition for interaction.
In the classroom, if teachers want to close the psychological distance with students and the distance between students and texts, they must first create situations. Students experience real social life, typical roles or certain social emotions in situations created by teachers. Students can get the real feeling of the text content by being there, so as to stimulate students' internal drive, cultivate their quality, enrich their thoughts and feelings and improve their learning effect. For example, when teaching "A lilac in front of the window", I take "emotion" as the head, call various means to create scenes, and use reading aloud to stimulate students' understanding of the characters' feelings, so as to achieve stronger effects of teachers' feelings, students' feelings, texts' feelings and "three emotions". A good beginning is half the battle. In Chinese class, the creation of scenes is the catalyst of students' emotions, which lays the foundation for teacher-student interaction and student-student interaction.
3. Motivation is the driving force of interaction.
In a large number of experimental studies, behavioral scientists have summed up a formula: job performance = F (ability × motivation), that is, an individual's job performance depends on the individual's ability and motivation level. It can be seen that in order to make students actively participate in teaching activities, Chinese teaching must stimulate students, emphasize their enthusiasm for learning, stimulate students' initiative with the help of the attraction of Chinese teaching and the driving force of teachers' emotions, and effectively change "I want to learn" into "I want to learn".
In the classroom, teachers' sincere praise and proper evaluation will make students feel like a spring breeze, and keep their enthusiasm for learning, thus mobilizing their inner learning needs and participating in the classroom. For example, in the evaluation of the characters in the text, I always take the form of students speaking freely, as long as students are reasonable, and there is no fixed pattern in writing on the blackboard. Try to use the words and sentences spoken by students as blackboard writing in class. In the process of teaching, teachers should sincerely encourage every student to make progress, establish their self-confidence, enhance their interest in learning and encourage students to actively participate. In this way, students can fully participate in self-reading, thinking, questioning, understanding, practice and other activities in class, making learning activities a "multi-directional" information exchange and the teaching process a "three-dimensional structure". Therefore, teachers and students are constantly self-constructing, self-developing and self-improving through mutual communication in the teaching process.
4. Appropriate role transformation is necessary for interaction.
Traditionally, classes can only be taught by the teachers above, while students listen and copy below. In fact, properly letting students go to the podium as "little teachers" will play a multiplier role in Chinese teaching. We should make use of students' curiosity and unyielding thoughts and give them the opportunity to perform. If we give them a chance to be teachers on stage, then their preparation work must be several times as usual. For example, in the class of Snow White, I asked the students to be teachers themselves, and it was decided by a temporary lottery, so that the students could judge the best "teacher". As a result, the students who are drawn will try their best to be "teachers" and those who are not drawn will try their best to be "judges". The materials they prepared are very abundant. It can be said that they have learned the text for seven layers before class. The teacher's role here is only to make comments after the students have finished speaking.
To sum up, Chinese teaching needs teaching interaction. Under the concept of new curriculum standards, it is a knowledge and an art to promote students' independent inquiry learning by using teaching "interaction". It is the requirement and embodiment of humanistic thought in Chinese curriculum standards. If Chinese teachers can use it reasonably, it will certainly promote students to explore the formation of personality independently, and Chinese teaching will be more vivid, practical and effective.