What role does classroom response system plays in the classroom?

With the development of science and technology, various electronic teaching instruments have also appeared in the classrooms of schools. While tools are getting smarter, many educators are skeptical that this is the right thing to do. Many educators wander will the classroom answering machine cause obstacles to communication between students? This question led to another core: How to correctly view classroom response system?

The use of “classroom response system” in classroom teaching seems very fresh, especially, each student can answer the multiple-choice questions and judgment questions given by the teacher. Teachers can also use this method to easily understand the mastery of students, but the question is, is such a configuration necessary? How big are the benefits? It is undeniable that the use of answering machines in the classroom has indeed mobilized the enthusiasm of students to answer questions to some extent. Compared with raising hands to answer questions, rush answering has the nature of competition, students have a sense of freshness and high participation, and it can also save students’ time in class answering questions. Teachers can keep abreast of the learning situation through the big screen in order to give targeted explanation and guidance. However, the “classroom response system” is a teaching aid after all, and its role should not be exaggerated.

Classroom teaching is a bilateral activity in which teachers and students communicate with each other. It is highly interactive and unpredictable. Teachers should adjust teaching arrangements and progress in a timely manner through the expressions of students listening to the class, their performance in answering questions, and the effect of group cooperative learning. To achieve good results in classroom teaching. Many problems that teachers did not think of when preparing lessons will be exposed through the communication between teachers and students. Therefore, when designing classroom problems, teachers should not only create certain problem situations, but also mobilize students’ enthusiasm for thinking through persuasive inspiration, and handle the relationship between classroom teaching presupposition and generation through effective teacher-student communication, so as to achieve The effect of teaching and learning at the same frequency resonance. Using classroom answering machines to answer questions, in most cases one question and one answer, obviously cannot achieve such an effect.