How to use classroom thinking to carry out student-oriented education in the first and second grades of primary school

In the first Chinese class in the morning, I was debugging the courseware when I suddenly heard the children shouting in unison: "Hello, headmaster!" " "Looking back, turned out to be the principal to attend the lecture. After class, I told my colleagues that the headmaster was coming to attend the class. Colleagues asked me which lesson to teach, and I told them truthfully. Colleagues then asked: "Have you conducted student-oriented education?" I was speechless, and my colleague asked, "Are you a team?" I said, "No way." In fact, I have been thinking about student-oriented education these days. Because of the holiday last semester, I missed the training of student-oriented education. I also asked my colleagues about student-oriented education. Through the explanation of my colleagues, I understood the meaning at that time: student-oriented, teachers talk less about students and talk more; Design and completion of preparatory work; Group cooperation and demonstration. Recently, I read the information of the student-based education and training school, and it seems that it is not that simple. There are many examples of student-based classrooms in high school and junior high school. The classroom example of the lowest grade I saw in primary school is the third grade, which is very different. So I was thinking, do you want to carry out student-based education in the first to third grades of primary school? How to carry out student-oriented education in the lower grades of primary school? If the lower grades are really student-oriented, is it necessary to cooperate in groups? I think the student-oriented education in primary school should be divided into four stages, which can be gradual. The first day: the habit training stage for children who have just entered school, there is no good study habit, and there is no subject thinking feeling. At this stage, teachers focus on grasping the characteristics of students and cultivating their good habits. I don't think it is necessary to cooperate in groups because they don't have such a sense of cooperation and listening. Even the cooperation is superficial and can't achieve the expected results. Teachers should first learn about each student one by one. Grade two: After a year's study in the thinking formation stage, students can master a certain way of learning thinking, but they still need to strengthen and consolidate, so that thinking can be transformed into independent thinking. At this stage, some group cooperation can be carried out. Because students' development is different, their self-control ability is still poor, and there is a big gap in the completion of the previous homework, which may take a long time. Grade three: gradual release stage. At this stage, students' autonomous ability is gradually formed. Try to design homework before each class, focusing on students with differences, and the teacher will help while putting it. Grade 4 and 5: In the stage of completely letting go, students will explore a wider field and form a classroom in full swing.