Class discussion is not about quantity, but about quality and timing. The discussion works best when students are in a state of incomprehension. I think the design of class discussion questions must be carefully arranged by teaching students in accordance with their aptitude. Don't mechanically arrange discussions on unnecessary or simple issues; The unfathomable problems that students can't start with don't need to be discussed. We should seize the opportunity of discussion, put the discussion on the key and difficult points of learning, and put it in places where students are easily confused. The difficulty should be appropriate, otherwise it will become formal, performative and meaningless.
Case 1 In the teaching of Plants and Us, the teacher first drew a complete picture of tomato plants.
Then the teacher organized the students to discuss: "This is a panorama of green flowering plants. How many parts does it have? What's the difference? "
Students discuss in groups for nearly 3-4 minutes, pointing out various parts of tomatoes (five parts, namely, roots, stems, leaves, flowers and fruits). )
Then the teacher showed the plant table. Among the plants we eat, which parts of the plants are eaten by us? Discuss and communicate in groups and complete the form.
This is a failed case. As can be seen from the above cases, the teacher has arranged discussion sessions many times, but the questions raised by the teacher are too simple, and most students have mastered them in real life, so the quality of discussion is not high.
Case 2, such as teaching the fourth grade "Flowers of Plants", focuses on the anatomy of rape flowers. The teacher carefully designed the discussion questions before letting the students observe and experiment.
Before students dissect rape flowers, the teacher organizes students to discuss: "What should we pay attention to when dissecting rape flowers?"
Through discussion, some students said that all parts of rape flowers should be torn off layer by layer from the outside to the inside. Some say that in order to reduce the damage of rape flowers, tweezers should be used when dissecting; Some say that after dissection, the same parts are arranged together on white paper for comparison and so on.
In this session, the teacher will generally tell the students directly what to pay attention to when dissecting. Although it takes less time, it is not impressive, because it is not the students' thinking, there will still be problems in the experimental operation. From this case, we found that through discussion and communication, the teacher turned the operational requirements for students into students' self-needs. When doing so, students will pay more attention.
Second, use a variety of methods to enrich the discussion form.
The form of classroom discussion is single, which easily makes students bored, so they do something unrelated to the classroom in the discussion. Therefore, teachers should constantly enrich the forms of classroom discussion, maximize the enthusiasm of students to participate in the discussion, improve students' comprehensive quality, and obtain the maximum discussion benefits.
1. Group discussion and consultation. Before the discussion, the group members think independently, then express their ideas separately, others listen, then discuss and form their own group opinions. This form can ensure that every member has the opportunity and time to think. For example, in the sixth grade "Looking for the Home of Creatures", the teacher first created a discussion scene: If the rescued tiger is released into nature, what conditions should be provided for its continued survival? Students first think and write their own living conditions, then discuss in groups, supplement and improve them, and finally each group forms a relatively unified and recognized result. The participation and efficiency of this discussion are also relatively high.
2. Debate and discussion method. This discussion method can not only consolidate the knowledge learned, but also activate students' thinking, which students prefer. Because primary school students are competitive, they will pay more attention to the content of discussion, look for evidence to support their views, ask difficult questions for each other, listen to their classmates' speeches more carefully and stimulate students' interest. For example, in the teaching of "Seeking the Secret of Heredity and Variation", when students are asked to analyze the advantages and disadvantages of biological variation, I divide the whole class into two camps in the form of approval and opposition, and the debate is very fierce. Even the students with learning difficulties who don't even like to raise their hands are eager to try, and the discussion effect is very good.
In addition, you can concentrate on "shooting". After each student in the group thinks independently, draw lots to decide one member to state his opinion, and other group members will express their opinions with his opinion as the goal. In such a group debate, students are more likely to find differences and collide with each other, so as to have a deeper understanding of the problem.
Three, clear discussion requirements, establish a discussion routine.
Classroom discussion can enliven the classroom atmosphere, but it also brings difficulties for teachers to control the classroom order, which easily leads to a seemingly lively but chaotic situation in classroom teaching. This requires the establishment of a set of "live and orderly" cooperation routines and the formation of habits through training.
Think before discussing. Teachers can stipulate that after discussing the problem, 1 minute is not allowed to raise hands or communicate with classmates, giving students a "buffer" stage to think independently and deeply first. Once students have their own ideas and viewpoints after deliberation and reflection, they can start discussions so that students can have something to say and opinions to talk about. After class discussion, they can gain something and develop.
2. The discussion process is better than the method. During the discussion, whoever speaks first, supplements and concludes last should have a good order. Only when students have a clear division of labor in the discussion and have a sense of listening, respect, equality and cooperation can the discussion carried out in class be carried out smoothly.
3. The discussion time should be controlled. The longer the discussion, the better. Teachers should adjust the discussion time according to the actual situation.
In addition, in the process of group discussion, teachers should patrol and strengthen targeted discussion guidance. For example, when some students are not active enough and cooperation is not friendly enough, they should be enlightened in time and taught how to communicate with others; At the same time, we should also pay attention to the breadth and depth of students' participation in discussion activities. Give specific guidance to students' discussion methods, so that students can discuss successfully and improve their self-confidence in discussion.
In short, as long as we all attach importance to the problems existing in the discussion, actively improve them and use them boldly in teaching practice, we will certainly improve the efficiency of scientific classroom discussion, give full play to the unique role of classroom discussion, promote students' active learning, stimulate students' subjective consciousness and cultivate students' innovative spirit.