语文论文语文课堂教学的调控艺术_5329（The _5329 language arts classroom teaching of Chinese）.docVIP

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语文论文语文课堂教学的调控艺术_5329（The _5329 language arts classroom teaching of Chinese）.doc

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语文论文语文课堂教学的调控艺术_5329（The _5329 language arts classroom teaching of Chinese）

语文论文语文课堂教学的调控艺术_5329（The _5329 language arts classroom teaching of Chinese） The regulation of Chinese classroom teaching art Xinyu Education Department Huang Rong To achieve the purpose of the students learning, teachers give students a proper help play a decisive role. If the teacher to help students gain is not enough, also dampened the confidence of students; on the other hand, too much help, students have nothing to do, no problem can be thought of, not only the effect is up, will encourage students dependence. Therefore, with the help of teachers to be just perfect. This requires teachers to have certain regulation of art. Regulation of content One of the characteristics of Chinese teaching in middle school is the teaching, and the content of an article is very rich, if not taught in transient regulation, 45 minutes, it is difficult to achieve good teaching effect. I found it in class, some teachers and regaling about the content, it is the students already know, or students can learn by themselves completely solve themselves; and those students do not understand, or, or local understanding is not deep not thoroughly understand, but the teacher did not say it; or want to talk about no time to speak, the time-consuming and effective micro conflict is a common phenomenon in Chinese classroom teaching. The solution is to carefully arrange the teaching contents, to grasp the main points, solving the difficulties; strengthen the foundation, timely rapped; new development. To achieve this level of the premise is: teachers must have a thorough grasp of the two. Only in this way, the teaching and learning to keep harmonious resonance, thus greatly improve the efficiency of student learning. Two, the regulation of law The regulation of the level of teaching art is the key to the success of a lesson. Psychology research shows that teaching lively, not only can attract students, but also can stimulate interest in learning. Methods of changing and updating, may arouse the