Research On The Effectiveness Of The Lecturing In Classroom Of Primary And Secondary School

The lecturing in classroom has suffered a long-standing criticism. Since the new curriculum reform,"Changing the situation of presently curriculum implementation which emphasis too much on learning by rote, mechanical training, promoting the participation of students, the willing to explore, the ability of hands-on, cultivating students’ability of collecting and processing information, obtaining new knowledge, analyzing and solving problems and the ability of communication and cooperation" are emphasized. In this context, the voice of "returning the classroom to the students","teacher-student role conversion" is advancing wave upon wave. The criticism of the traditional lecturing in classroom also once reached a climax. In the classroom, lecturing is replaced by autonomous learning, cooperative learning, even appeared the tendency of deliberately downplaying the lecturing in classroom. the traditional lecturing has been questioned and challenged which never had been like this. However, it is no exaggeration to say that lecturing is still the most commonly used teaching methods in teaching activities. In the current society,people demands to improve the quality of education, in order to improve the quality of perspective, to study and explore the lecturing effectiveness in classroom of primary and secondary school still has realistic significance.The dissertation can be divided into seven parts:Part one:Introduction. This part mainly introduce the origin of the research, contents, literature review, purpose and significance, research ideas and methods, the difficulty of research and the innovation point. Part two:The classroom lecturing content validity and features. The first part analyzed and defined concepts like "lecturing","the method of lecturing","the lecturing in classroom","effectiveness","lecturing effectiveness" and other related concepts. Secondly, the interpretation of the classroom lecturing validity connotation, that the effective classroom teaching should be:regular, effective, efficient, cost-effective. Finally, analysis of the classroom lecturing effectiveness of the basic characteristics, namely:cognitive resonance, synchronization of thinking, emotional resonance.Part three:The theoretical basis of the effectiveness of classroom lecturing. This part mainly includes:the theory of all-round development of people, the effective teaching theory, the theory of the zone of proximal development.Part four:Analysis of the factors which affecting the effectiveness of classroom lecturing. This part mainly uses the effective teaching research analysis framework, four most essential elements from the classroom lecturing activities in four aspects:the characteristics of teachers, students, teaching contents, class features characteristic to analyze its impact on the effectiveness of classroom teaching. That the teachers’ teaching ideas, gender, personality, experience; students’ gender, age, personality, family environment; the class scale, structure, culture, members of the society; the teaching content, how much difficulty, old and new, type will be on the classroom lecturing effectiveness to produce certain effect.Part five:Strategies exploration of enhancing the effectiveness of classroom lecturing. This part mainly elaborated the teacher lectures, students explore the strategy strategy, dialogue strategy. The teacher explains the strategy embodied in the four main keywords "fine","transparent","thick","real". To explore strategies on students, we think that the inquiry learning should be a non inquiry individual classroom short-term, led by teachers and guidance, students take the initiative and actively participate in classroom lecturing, effective in. And put forward the inquiry learning should have the plan to have the step, should cultivate the ability to inspire students, presents high quality problem exploration interest, cultivate students’ ability of communication and cooperation, to play the role of teacher strategies in in classroom lecturing; teacher-student dialogue strategies, we believe the dialogue teaching cannot do without the necessary teaching, effective classroom lecturing is similar to the deep core of dialogue teaching, the students spirit encounter. In the practical teaching process, teachers to ensure the validity of classroom lecturing, between teachers and students is bound to the existence of communication, communication and dialogue. We proposed four types of classroom teaching Naka Shio dialogue:listen to the dialogue, question and answer dialogue, dialogue, reflection dialogue topic, and put forward the corresponding dialogue strategy.Part six:The conclusion. Reflecting the whole text, summarizing the advantage and the shortage. Pointing out the further research directions.