An Approach To Existing Problems Of Open Classes Teaching In High School And Their Countermeasures

At present, as the in-classroom teaching mode for exploring the law of teaching and improving the teaching efficiency, the open class is an effective carrier for teachers to carry out teaching research and teaching experiment and the important activity of teaching reforms and an inevitable road for each teacher’s teaching growth as well. In the new round of course reform, different open classes and model classes are flourishing everywhere and the teaching research activities are enjoying even greater growth. As an important way for the teachers to demonstrate their graceful teaching bearings and teaching achievements and a platform of the teaching research activities, the open class plays a vital role in promoting the growth of young teachers. Many schools have elevated the importance of open classes to an unprecedented height now. Besides, the open class is also an important index for the schools to assess the teachers’ work.However, there still exist some problems in the open classes of current high school teaching, which make the open class a mere formality shown to the superiors or a form of competition or demonstration which usually requires flawless teaching design or high-quality course-wares made by computer experts. Such open classes cannot realize their supposed functions for they are moving farther from the actual classroom teaching research.With Y Middle School of P County as a sample, this paper points out the existing problems in its open classes, analyzes the causes and puts forward the corresponding countermeasures.According to this research, the main existing problems in the open classes in high schools are fixed patterns, too much dependence on multi-media, extreme requirement on perfectness and inappropriate assessing criteria.According to this research, the existing problems of open classes in high school can be dealt with from the following five aspects:1. re-orientating the open classes to make them the real open classes;2. exploring the diversified forms of open classes;3. adjusting the teachers’mindset;4. sticking to the fair and just assessing criteria with students participating in the teaching assessment;5. reforming the assessing and appraising systems in schools.