Research On The Effects Of Classroom Teaching Presentation And Optimization Strategies

With the rapid development of educational technology and the increasing number of teaching tools,teachers are constantly improving their teaching in the classroom,and strive to show students multi-form,large-capacity,high-quality teaching content,so that students are rich in teaching content.Give full play to the enthusiasm of independent learning and inquiry learning.The presentation of classroom teaching refers to the way in which teachers use verbal and non-verbal presentations in classroom teaching,actively interact with students,and feedback each other to guide students’ self-learning activities.Among them,non-verbal presentations include gesture presentation,posture presentation,Video presentation and sub-language presentation.Classroom teaching is rich in content and can be divided into different types from different angles.From the classroom teaching presentation subject,it can be divided into teacher presentation,student presentation and teacher-student interactive presentation;from the classroom teaching presentation content,it can be divided into the knowledge provided by the textbook,the teacher’s personal knowledge and the knowledge generated by the teacher-student interaction;From the form of classroom teaching presentation,it can be divided into speech form presentation and non-verbal form presentation(form expression,posture presentation,audio and video presentation,and sub-language presentation).The research methods are mainly video analysis,classroom observation and questionnaire.Selecting two high-quality teaching videos of each of the three primary teachers of Xue Fagen,Sun Shuangjin and Guan Jiangang from Jiangsu Province,and using the classroom observation scale to analyze and analyze their classroom teaching behaviors;select N high school and low school in N City,Jiangsu Province Each class in the three grades was observed in the classroom.A total of 4 regular Chinese classes were recorded.The class teaching observations were used to analyze and analyze the classroom teaching behavior of the three Chinese teachers.307 students from J Elementary School in N City,Jiangsu Province were selected.For the questionnaire,investigate the students’tendency to present behavior in classroom teaching.Comparing the gender and grade of the students,it is found that the male and female students have different attitudes towards the teacher’s posture;the lower the grade of the students,the more the teacher likes to present the contents of the textbook,and the more the teacher likes to present the text on the blackboard or PPT,the more I like the teacher to use the image presentation;the students in the lower grades of the primary school prefer to interact with the teachers in the middle and upper grades of the primary school;the students in the lower grades of the primary school prefer the teachers in the upper primary grades to use the physical teaching in the teaching.All the students analyzed the relevance of the classroom teaching tendency and found that the teacher’s classroom questioning not only has great help to the students who are questioned,but also has guidance and feedback to other students in the class;the students hope that the teacher will explain to them.Textbook knowledge,rather than self-exploration;students hope that teachers can have a life language to guide and guide students when they ask questions in class;students hope that teachers can use body posture to help them understand when they ask questions in class;students hope teachers can use more Speech forms are used for teaching presentation,especially for sub-language presentation and audio-visual presentation.Based on the analysis of the statistical results of the observation scales of the quality courses and the regular classes,the differences in the behaviors of the two teachings in the classroom and the tendency of the students to present behaviors in the classroom teaching are analyzed.The reason is that the teacher is the main body of the strategy,and the countermeasures include:1.the classroom teaching presents the main body and timeliness(focusing on the intrinsic value of the student’s subject presentation;the teacher’s class interaction and teacher interaction);2.classroom teaching presents content life and concrete(completely excavating the life materials of textbooks;teacher-student interaction from encouraging feedback to specific guidance or summary);3.classroom teaching presentation form diversification and aestheticization(ingeniously exerting multiple presentations)The best effect;make full use of the aesthetic effect of audio and video presentation).