Effective teaching test questions

 Effective teaching benefits. see page 16 2, effective teaching is in line with the times and the construction of the positive value of the individual under the premise of the efficiency of a certain time and space of not less than the average level of teaching. see page 20 3, the effective amount of guidance is not a concept, but we five key words can be used to judge the effectiveness of the guidance of teachers, that ① timely; ② moderately; ③ appropriate; ④ fit; ⑤ adapt. see page 60 4, is characterized by the efficient interaction of an interactive program ① and predictability; ② generation of dynamic and non-controlling; ③ question of activity in art and thought; ④ activities and interactive multi-directional; ⑤ interaction between the whole and the harmony of teachers and students. see page 75 5, effective classroom interaction The premise is fully prepared before class ①; effective interaction to ensure that awareness of the changing role of teachers ②; ③ effective interaction is based on equality, dialogue and exchange; an important condition for effective interaction between the teacher-student relationship is harmonious ④; effective interaction ⑤ intrinsic motivation is interest; training is necessary for effective interaction ⑥ watch and listen. See pages 78-81 6, Lessons start from three aspects: ① said materials; ② that teaching, learning method; ③ said the process of teaching. see 201 7, lecture recording includes two main aspects: First class Record; second class commentary, the way in which class includes three ① Record Jane recorded; ② details recorded; ③ documentary. see 204 8, observation and evaluation of Content generally includes six areas, namely, teaching ideas ① evaluation; ② assessment materials processing; ③ the use of teaching evaluation; ④ assessment study method; ⑤ Review the process of teaching; ⑥ evaluation of teaching effectiveness. see page 205 II Glossary
1, valid teaching: that teaching does not meet the age or value of the positive orientation of the individual teaching, or teaching the value of the individual though in line with the positive orientation of the times and almost zero, but the efficiency of teaching. see page 20 2, the negative effect of teaching: that is Although significant, but the efficiency of the individual with the times or the reverse orientation of the positive value of the line of teaching. see page 20 3, effective teaching: that the positive value of the times and the individual under the premise of building a certain time and space in the efficiency of not less than the average level teaching. see page 20 4, inefficient teaching: that teaching and individual values consistent with the times and efficient in a certain time and space below the average level of teaching. see page 20 5, effective teaching: that is highly consistent with the times and individual values efficiency higher than the average in a certain space-time teaching. see page 20 6, effective guidance: is for students to create a supportive learning environment for students with appropriate forms of psychological sense of security and moral encouragement; help students around the appropriate learning objectives, identify and coordinate the best way to achieve the target, and guide students to form good study habits and learning strategies to master; active observation, active listening, to keep the teaching process of the new situation, with particular attention to students development direction and goal of the deviation, capacity development is not in place, feelings, attitude and values into the errors and so on, provide timely guidance and teaching to ensure student learning process and goal achievement. see pages 59-60 7, effective interaction: in some forms of organization, teachers, students, teaching content, teaching media between the various elements of a stimulate students interest in learning, stimulate the students thinking, reflecting the vitality of student life, classroom teaching behavior. See page 74 8 educational wit: teaching process, the teachers how to deal with teachers and students or between students and between students of emergencies, how to capitalize on the trend in emergency guidance and education of students and teachers the ability to handle emergencies integrated use of educational tools for teachers capacity performance, flexible use of the principle of education for teachers quake skills, this ability is called education is a steadily for a specific class, their research is what this particular course steadily, to a steadily this specific class of the object, called Lesson Study. see page 218 III , short answer
1, the basic characteristics of effective teaching is what? See pages 21-24 Answer: First, the basic performance characteristics of effective teaching efficiency
① increasingly high efficiency of both teachers and students to achieve a significant purpose. ⑴ energy savings of. ⑵ performance optimization.
② good strategy to achieve efficient way of teaching rational and advanced. ⑴ structure optimization. ⑵ form of the richness and development.
two elements of effective teaching activities in the general characteristics of
⑴ students: an active, positive, happy, is the emotional characteristics of effective teaching middle school students. learning difficulties of particular concern.
⑵ Teachers: Teachers must have two characteristics: First, be fully prepared before teaching, including all aspects of preparation; Second, there is a wealth of teaching and innovative teaching wisdom, including interactive, direct, manage other aspects of intelligence.
⑶ teaching agency: effective teaching you have the following two characteristics: First, flexibility, teachers activation materials, prepare a variety of programs, fully prepared for flexibility. II generation, in the teaching activities of teachers, students and the teaching environment to generate a new constant interaction between the elements of teaching, the traditional teaching methods continue to be abandoned.
2 Today, we are concerned about what is the significance of effective teaching? see pages 25-27 Answer: First, effective teaching helps students improve their learning efficiency and learning ability.
Second, effective teaching to students in the non-intellectual factors. < br> c, effective teaching can improve the teaching skills of teachers and professional level.
Fourth, the implementation of effective teaching is conducive to quality education.
five, effective teaching is conducive to the smooth implementation of the new curriculum reform.
3, we explore the process of effective teaching, what principles must be followed? see 27-28 A: First, the low energy principles
Second, the difference-effective
Third, the principle of overall quality
IV the principle of teachers and students together
4, summarized in Yi teachers advocated the to see what other people think and he did not think to think about why people like the design to absorb the wisdom of others to add their own instructional design; the third time in class preparing lessons, in accordance with the actual situation of the classroom after school to write reflection, adjustment their teaching strategies.
5, outlined the basic requirements for effective lesson planning. see page 40 A: i ii
clear teaching objectives of the grasp of the situation
students to learn the effective use of materials
iii iv effective resources for the default method of examining
v: Preparation of goal, the core aspects of preparedness, preparedness exercises, prepared blackboard, prepare lesson planning can be taken to change
vi flexible and diverse forms: 1. prepared to modify the case 2. the textbook excellent summary of the Department, Reflection regret fragments.
⑵ reflect on their own whether the conduct of education and teaching students would be hurt.
⑶ teaching is to reflect on different students have different development.
7, teachers What are effective ways to listen to? see pages 71-72 A: First, we must respect each other, let the other feel safe and trust. Second, we must in good faith, visual each other focused. Third, the process should be listening to feedback, such as on the other issues that make a nod or a corresponding reaction. Fourth, have patience, tolerance and understanding each other's feelings and expression. Fifth, while listening to good use empathy, multi-position stand up the feelings of students student's language and psychological.
8, teachers for effective teaching principles and methods of what? see page 63 A: The principles of effective teaching is an attractive ⑴ ⑵ ⑶ clarity the rhythm.
according to the way teaching , content, purpose of the different can be divided into: ① the system, organized, methodical way of teaching the content of lectures taught in the organization of orderliness; ② very clear and unambiguous in their statements so that students clearly perceived the purpose of teaching and a clear grasp of the teaching content clarity of instruction; ③ the teaching of scientific method; ④ promote student understanding rather than teaching students to just memorize the contents of teaching for understanding; ⑤ vivid use of language, a variety of non-verbal expression and enthusiasm to make teaching lively and interesting , full of vivid and attractive teaching; ⑥ subordinate taught by vivid language, emotion, action and other shows on the subject, teaching, student enthusiasm, so full of infectious enthusiasm for teaching instruction.
9, teachers can design What type of work, enable students to practice more effective? see page 102-117 A: Teachers can design the job types are: 1. differentiated practice design 2. Design 4. interesting practice for design 5. group practice collaborative design 6. highlight the practical operation design 7. autonomy of the creative design work 8. and What is the significance? see page 75-76 A: Characteristics of an effective interaction: interactive planning and foresight; features two: dynamic generation of and not controlled; characteristics of three: the art of questioning and thinking of the activity; Features Four: Active and interactive multi-directional; characteristics of five: an interactive relationship between the whole and the harmony of teachers and students.
the meaning of the effective interaction: effective interaction is to overcome the traditional classroom teaching behavior of single and boring, dull and anxious to break the classroom, students in a state of pleasure and excitement of active learning, positive thinking. pursuit of teaching vitality, for all, enhancing the overall interest of students, improve teaching quality. cultivate creativity in our students and practical spirit, and laid a solid foundation for lifelong learning. classroom interaction is the essential characteristic of the classroom, classroom communication is the premise of classroom interaction. classroom activities to seek dialogue is itself a practical activity, is actually a process of exchange of information. Whether the acquisition of knowledge and experience of students, open mind, capacity development, or classroom teachers to improve teaching quality, class activities will depend on the effective transfer of information and communication. From this sense, the classroom is a classroom activity information exchange activities the center of the communication determines the effectiveness of the effect of classroom activities. Classroom management is constantly adjusted through classroom activities, to stimulate students to actively participate and promote classroom exchanges. while the classroom through effective communication, promotion and maintenance of classroom interaction. < br> 11, classroom teaching, interactive invalid What performance? see pages 76-78 A: The problem of ineffective performance of interactive one: a few people move, most people do not move; problems II: Student Activity, the teacher does not move; question three: form of action, in essence, fixed; question four: There is no order in the interaction.
12, the common style of teaching Lesson Study report which generally includes several parts? Lesson study should pay attention to? see 216-217 Page A: The common teaching style lesson study reports generally include: First, the background of instructional design, ideas and intentions that (answer to the actual process (the answer is focus. Third, the teaching process and the effects of reflection and discussion (the answer is whether the educational part; describe their feelings and experience of teaching to find exciting and excitement, frustration and confusion of the place, a place of success to sum up the place of failure to diagnose, analyze, and propose solutions to problems The ideas and suggestions. on the teaching process and the effect of reflection and summary, both adopted, absorbed the views of experts or peers, but also can be made peers or experts, to refute some of the practices for their own reasonable defense.
Lesson study should be noted: 1, presentation of the form of lesson study is diverse and can be Classroom Record, the full description of a class, from the design and implementation reflect the context of teachers; also be subject to deliberations, and is Some view a class description of the problem in-depth discussion on a .2, lesson study should focus on enhancing the practice of the collective wisdom of teachers, .3, teachers, lesson study is needed to prepare, this preparation is not only from professional on the (theory and experience), but also from the behavior.
13, classroom study, lesson study, case studies of several research methods What is the difference? see 217 A: The three are generally special, abstract and concrete relations. The classroom is the teaching activities of the place or environment, is the phenomenon of teaching presentation and teaching law in areas of curriculum and teaching activities of the complex, it is the Pedagogy of the important objects! classroom study a discipline (field) research, the main subject is a professional research workers. development theory is the important mission of professional researchers.
primary and secondary school teachers of the classroom, but its purpose is not to point the generation of new theories and new laws findings, but based on solving classroom problems, change the bad situation of classroom teaching to enhance the quality and level of classroom teaching. and professional research workers of different primary and secondary school teachers faced with a steadily specific classes, This is what they studied a specific course steadily, to a steadily this class is the object of specific studies, we call Lesson Study. Lesson apparently specific and specialized classroom, if , classroom study is theoretical research, focusing on answering the br> teaching case is a specialization is teaching cases. Lesson is a complete show around a class of a class or series of teaching activities, is a teaching panoramic Record, the real, specific and complete. Lesson is the case sources, gathering and case development must come from Lesson, from the real life classroom teaching, but the case and is the Lesson of the processing and refining, which originated from classroom life, but at the same time than classroom teaching life. relative , the weight is the lesson study to improve and enhance their lessons, and case studies are collected and re-development is the case. From the classroom to the Lesson to the case, this is a basic part of school-based research and practice.
14, we teaching how to write diary? pay attention to what principles? see page 220-221 Answer: Write teaching diary, generally available from the following aspects: 1, note the famous aphorism 2, 3 successful practices in mind, note the failures 4, students in mind 5 views, 6 events in mind the students, denoted by learning experiences.
teaching journal writing, attention to five principles: 1, each of the Diary of .2 to have a theme, each of the diary should have a title .3, duplicate .4 do not mind, over time, the center should have a record of .5, we should always put my education journal.
15, the development and use of curriculum resources What are the main aspects of the way? see 224 A: Development and ways to use curriculum resources are:
first, carrying out social surveys to determine or reveal the participation in social life should have the knowledge, skills and qualities;
Second, the review in the daily activities of students can benefit from a variety of course materials;
third of adolescents in general and the specific situation of students taught to understand that they already have and not have the knowledge, skills and qualities, and thus determine the basis for the development of teaching programs. < br> four essay questions
1, change the new curriculum emphasizes student learning, promote self-learning, which is in contradiction with the instructor do? see page 61: In fact, independent study is precisely to strengthen the effective guidance of teachers, and effective guidance is bound to be conducive to promoting independent learning teaching behavior.
independent study, emphasized that students are learning the owner was thinking of the students to pursue an active, active participation, not the surface, the form of the active and participation. Learning is the autonomy and the effectiveness of gravity of the watershed. autonomous learning needs of teachers, effective guidance and organization. Teachers need to address the effective guidance of Students need rigorous training. whether the content of independent study or self-learning method, manner, are necessary for teachers over a long period of training and multi-penetration.
example: Most subjects in the new teaching materials increased the number of exploration activities Some provide a lot of analysis and reflection for students examples or material, not only to analytical thinking and concluded directly in teaching materials intended to promote active learning and exploration of students. For these exploration activities, teachers should guide students to experience the inquiry process, providing opportunities for students and space activities independently, do not pre-empt, on behalf of, not to do not ignore the guidance of teachers. Teachers should emphasize timely, necessary, prudent and effective guidance in pursuit of the real gain something from the inquiry, including the promotion of world understanding and continuous improvement of the quality of students to explore, so that the students to explore the practice of constantly improved and perfected.
2, in the classroom teaching, effective implementation of teacher-student interaction, students interaction should pay attention to a problem, how effective solution? see page 76-82 A: In the classroom, effective implementation of teacher-student interaction, students interaction one should pay attention to the problem: few people move, most people do not move; problems II: Student Activity, the teacher does not move; question three: formal action, in essence, fixed; question four: There is no order interaction.
solution is fully prepared before class ① is the premise of effective interaction class. class before the teacher prepare? First, the teaching content, focus, difficult, an accurate grasp of curriculum standards; second, students to learn the full understanding of the situation; Third, a clear and thorough teaching thinking; Fourth, teaching methods and teaching aids supporting the careful selection; fifth, predictable classroom emergencies. ② the role of awareness of teachers change is to ensure effective interaction. In the traditional teaching activities, teacher's role is to preach, Tuition, FAQ, under the new curriculum students learn the role of teacher is the organizer, guide, collaborator. teachers that student learning who is a teacher for the most obvious and direct role in most of the times characteristic feature is the role of teachers in core features. Teachers should be the flamboyant promoter of the students. ③ equality, dialogue and exchange is the basis for the implementation of effective interaction. success or the success of classroom interaction and cooperation, harmony between teachers and students can not do without communication and equal dialogue. ④ harmonious teacher-student relationship is an important condition for effective interaction. only to establish the green channel of communication between teachers and students in order to create between teaching and learning, liberal, democratic and harmonious atmosphere in order to create the conditions for the teacher-student interaction. ⑤ effective interaction is to stimulate student interest in the intrinsic motivation. teachers in the process should be to stimulate students interest in learning, motivation is important to cultivate an interest premise. ⑥ attention and listening is essential to achieve effective interaction between the classroom training. Teachers should not only their attention to the students, but also concerned about the students learn. Students are not only concerned about the teachers, but also concerned about other students. teachers not only learn to listen to themselves, but also Students learn to listen. ⑦ superb artistic questions in order to activate the students thinking, to achieve real and effective interaction. ask questions in class needs to reflect the following characteristics: First, arouse the interest of students, provide students with a curiosity, desire for knowledge generation; The second is inspired by the thinking of students, so that under the guidance of teachers, the students learn to actively question the inherent power to mobilize the students consciously to participate in teaching activities; third, the courage of students to enable students to think, say ; Four that students can create new problems, questions have generated the best classroom results. ⑧ dynamically generated effective interaction is the starting point and destination. teaching needs by default, but the default is not a teaching of all, the vitality of teaching in So the next generation of teaching by default. Teachers have enough patience and wisdom, the problem becomes the new teaching resources into teaching highlights. for not challenging the wisdom of classroom teaching is a generative, and each section *** courses are not repeated the process with the wisdom of integrated generation.
3, in the teaching work, why should we promote teacher collaboration? you will take the initiative to co-teaching with your colleagues? Do you know how my colleagues Cooperation? see 226 A: facing the new curriculum reform, teacher in addition to carefully read and understand the new curriculum ideas, establish a correct conception of education, a variety of teacher training, have the requirements under the new curriculum, changes in their own work time way. In this context, teachers should implement effective classroom teaching, teacher collaboration is a new curriculum reform must work. Socialization a big step forward on the road. should be a transformation of their own education and teaching for the conduct of the study is a study from practice to theory. ii cooperation around the Lesson of the teachers. iii Sharon's teachers around the theme of cooperation: we can for their own interest topic of discussion, you can pour out teaching confusion, to exchange, reflection and problem-solving purposes.

effective teaching of a second test questions, fill in the blank.
1, the so-called teaching, from the perspective of constructivism starting it as a (double Brunei students were in) the construction activities around the event, related to methods, means, strategies, skills, wisdom and principles of things are income within our sight. P15 < br> 2, the definition of effective teaching at home and abroad, we can be divided into three perspectives, the first, from the perspective (teachers teaching behavior) point of view the level of quality; the second (of human rights by students) point of view results effectiveness; third (from the teaching of the consumption of inputs or teaching or teaching and teaching output of the proceeds) to define the relationship between effective teaching. P15
3, explore effective teaching strategies, should follow the low energy, (difference in benefits principle, the principle of overall quality, the principle of teachers and students together). P27-28
4, effective management should include three levels of management (classroom management, teaching time management, curricular and operations management) P86
5, Classroom principle of need: ① (classroom needs rules, orderly classroom environment) is a prerequisite for effective management;, ② the classroom need to encourage (students Internal Drive) is a manifestation of the vitality of effective management; ③ classroom need for coordination, (Harmony harmonious classroom relationships) is the effective management of the productive forces; ④ classroom needs authority (the teacher to establish the prestige of teaching activities) is a necessary condition for effective management; ⑤ need to control the class, (class discipline) is an important guarantee for effective management of ; ⑥ classroom needs guidance, (creating a learning environment and responsible) is the starting point for effective management; ⑦ classroom need for safe, effective classroom management needs (to reduce student anxiety). P87-91.
6, effective teaching requirements reflect the following basic job management features: fun with (scientific), (hierarchy) and the incentive, effectiveness, and (initiative), practical and exploratory. P94
7, the previous education management theory, teachers are the teaching. in the teaching process and teachers have made series of different destination types of problems and tasks, guide students to take the initiative to discover, explore, practice, problem solving, in order to grasp and deep understanding and application of basic knowledge to solve problems effectively , from the ability to achieve overall development of personality, and become creative spirit of a teaching model of learners. The question approach because it is the most effective flow of unifying the thinking both teachers and students to become the first choice for effective teaching strategies.
2, self-learning strategies.
autonomous learning strategy is a master of the status of the students put themselves on the learning status of students once they are placed on the owner, learning will become its own thing, it may become a totally voluntary things. independent study with initiative, independence and induction of the three major characteristics.
independent learning strategies to study and establish the independence of the people on the basis of. autonomous learning teaching strategies to respect individual differences among students, students can fully understand their on the basis of objective conditions, according to their needs, identifying specific learning objectives, select the relevant learning content, learning outcomes and make a self-assessment, and scenario teaching strategies.
experience to help students understand the material, and to develop the students the methods of psychological functioning. The core is to stimulate students feelings.
4, cooperative learning strategies.
cooperative learning is relative to the Introduction of a learning organization, but also teachers to help students learn to achieve a common goal in the group implemented a teaching organization. cooperative learning is a learning group as the main learning activities; it has a clear goal oriented, emphasizing the factors in the learning community interaction and cooperation, focus group evaluation of the group.
5, constructivist teaching strategies.
the core of constructivist concept of teaching strategies can be summarized as: a student-centered, emphasizing students knowledge of the active exploration, discovery and active knowledge of the active construction of meaning. constructivist teaching is student-centered emphasis in the teaching process, teachers only as organizers, mentors and role of facilitator, teachers to use situation, cooperation, conversation and other elements of the learning environment, give full play to the initiative and innovative spirit of students, and ultimately to achieve educational purposes.
6, inquiry teaching strategies.
inquiry teaching strategy is to create a similar teaching Academic research on the scene, through the students own, independently discovered the problem, testing, operation, investigation, collection and processing of information, communication and other exploration activities and expression, access to new knowledge, skills, emotions and attitudes. it can effectively develop students the spirit of exploration and innovation.
7, beyond the Third, the short answer questions.
1, was the world's teachers are divided into four types: the first easy to understand, the second is a deep depth, and the third is a light out into the light, a light into the fourth deep out. you think you own what kind of major?
the first easy to understand, very profound truth, to put it easy to understand., the second is a deep dark out, very knowledgeable, but lack of good method, can not speak so sophisticated easy to understand, students to learn, harder to charge. The third is the light into the light out, knowledge is not deep, but it can be realistic. The fourth is the light into the deep out, posturing, the Qian Jin this is the truth about the mysterious., people do not understand. I think I was the first teacher.
2, you can see from the list of teaching practice, not less than five low Teaching effective or ineffective, the phenomenon of teaching.
(a) of the traditional teaching, teachers due to their own reasons, basically ensure the quality of teaching is only the effectiveness of teaching are lower. ;, teachers, inefficient and speak in addition to other special lectures, a large number of inefficient practice is the main reason for teacher professional suffering. untargeted , pledged moral Science decoupling, leading to very low or even zero efficiency of teaching. ineffective classroom teaching is often dead, after-school training large ; to strengthen. Teaching is often said that the performance of the invalidity does not talk about training for teachers, students consolidate and deepen the lack of links that have been dashed to teach what the students lack of discussion and exchange. just to process the form without discussion, but denied independent learning, self study, self-perception, individual inquiry opportunities. and in the various manifestations of ineffective teaching, ineffective training is particularly noteworthy: First, training, third, poor management lead to a false operation of the you?
not the same thing. Effective Teaching: the individual is in line with the positive value of time and under the premise of building a certain time and space in the efficiency of not less than the average level of teaching. effective teaching: that is highly consistent with the times and the value of the individual orientation, efficiency, higher than the average in a certain space-time teaching. P20
4, effective What are the basic characteristics of teaching. P21
A: We believe the following two characteristics come from the most basic. First, effective teaching The basic performance characteristics of .1. efficiency increasingly high mm, both teachers and students to achieve the purpose of efficiency significantly. include (1) conservation of energy. (2) Performance Optimization .2. Strategy mm to achieve good efficient way of teaching rational and advanced. including (1) structural optimization, there are three variables affect the effectiveness of classroom teaching environment they are field variables, process variables and outcome variables, (2) Form of the richness and development. Second, elements of effective teaching activities in the general search characteristics. (1) student, active, positive, happy, is the emotional characteristics of effective teaching middle school students. (2) teachers. effective teachers have common personality traits to motivate personality to successfully oriented, professional quality. the parents, school principals mind, the quality of teachers is seen as the quality of teaching page factors. (3) teaching you. Today's teaching you have the following two characteristics: first, flexible, teachers activation materials, prepare a variety of programs, and fully do Good flexibility to prepare. Second, generation, in the teaching activities of teachers, students and the teaching environment to generate a new constant interaction between the teaching element, traditional teaching methods continue to be abandoned. We believe that effective teaching is the development, and its standard is dynamic history.
5, What is the nature of teaching wisdom?
original random tacit
6, the effective management of the classroom What are the characteristics? P86
A: Feature One: Teaching Objectives the achievement of teaching objectives
the core of classroom teaching, in any way and means, must start focusing on the teaching objectives. As classroom teachers, managers, in the classroom, of all management measures, including organization, coordination, motivation , evaluation and other means, should strive to serve the educational objectives set; classroom management success or failure, but also to the teaching goals should be as a measure of the extent of basis. departure from the teaching objectives of teaching, no matter how wonderful the classroom, they should say is invalid.
features two: the orderliness of classroom activities
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