The full text is 6300 words and the reading time is about 8 minutes.
In teaching theory, teaching method is a very importa
The full text is 6300 words and the reading time is about 8 minutes.
In teaching theory, teaching method is a very important issue. In general teaching theory works, "teaching methods" mainly include: teaching method, conversation method, demonstration method, discussion method, experiment method and so on. In order to promote the change of students' learning style and guide students to learn actively and individually, teachers boldly reform traditional teaching methods and try new teaching methods in the teaching process. One of the essential characteristics of efficient classroom construction is to return the classroom to the students, leave the process to the students, throw the questions to the students, and give full play to the enthusiasm and initiative of the students. The methods of autonomy, cooperation, communication, inquiry and demonstration are widely used, and the classroom is "alive", showing a vibrant mental state, with strong thinking atmosphere, blending of reason and reason, interaction between teachers and students and full of interest. However, some classes have temperature, but no depth. Although they make people feel active, they are rarely exciting.
Only when students think freely, express their opinions freely, argue freely and demonstrate facts freely in class, will they collide with countless "wonderful ideas" and turn the learning process into a wonderful "production journey", which will truly produce "classroom vitality" Regardless of students' creativity and teaching productivity, it is just a repositioning of knowledge of formal innovation. How can such "classroom vitality" have "vitality"? The reason is that teachers lack a deep understanding of advanced teaching methods and skilled implementation of operational strategies, which leads to a lack of thinking and spiritual pleasure in the classroom.
There are diversified teaching methods, but it is undeniable that behind the diversification, there is a tendency of impetuousness, blind obedience and formalization. Teachers do not really understand and master effective strategies and methods, and students' inner feelings and thinking are not really activated. At present, most classroom learning activities, such as cooperation, communication, inquiry and demonstration, are in a spontaneous and random state. Many teachers emphasize the form when using the organizational form of group cooperative learning, and lack a deep understanding and reflection on its connotation.
So, how to choose diversified teaching methods?
First, correctness is the best-choose teaching methods reasonably.
Teaching is a two-way interaction between "teaching" and "learning". Teaching and learning are inseparable, and "teaching" cannot be separated from "learning" and "learning" cannot be separated from "teaching". They are interdependent and dialectically developing. The fundamental purpose of "teaching integration" is to promote the full play and effective combination of teachers' leading role and students' main role. In teaching practice, diligent and dedicated educators have summed up many effective teaching methods, such as "guidance", "participation", "discussion", "interaction", "case", "situation" and "inquiry". Different teachers have different names and statements, but the ways are similar. There is no objective difference between these methods, only the appropriateness of teachers' choice. The general spirit is to break the teacher's "word for word" in class, fully mobilize students' enthusiasm, participate in the teaching process, change passivity into initiative, inspire students' thinking and cultivate humanistic quality.
No matter which teaching method is chosen or adopted, the purpose is only to teach students better. Although it is often said that "there is a law in teaching, it is impossible in teaching" and "there are rules in teaching and there is a law in teaching". Be sure to be in awe of the classroom, be cautious and not do whatever you want. There are two basic "rules": teachers should study and train solidly and use flexible methods; Students should have solid gains and deep feelings. So, how to determine or choose teaching methods?
(1) Choose teaching methods according to teaching objectives. What directly affects the choice of teaching methods should be the teaching objectives-the teaching objectives of semester, unit and class hour. The effective realization of teaching objectives in different fields or at different levels depends on the corresponding teaching methods. Teachers can choose and determine specific teaching methods according to specific operability goals. Different teaching contents and different levels of students all affect the teaching objectives, and then affect the choice of teaching methods. Multimedia tools can present text, sound, graphics, images, animations and other information. Our teaching content is varied in type and nature. Some words are more profound, some pictures are more intuitive, some sounds are more vivid, and some videos or animations are more vivid. Teachers can constantly explore and reflect on teaching methods suitable for achieving their goals.
(B) according to the characteristics of teaching content to choose teaching methods. Different subjects and different stages of knowledge have different requirements for learning; The contents and requirements of different units and classes are also different, and the learning objectives and requirements of different classes and classes are also different. All these require diversification and flexibility in the choice of teaching methods. Under the single teaching system, teachers are generally good at teaching methods, questioning method and heuristic teaching methods. In order to build characteristic courses, many schools are discussing the innovation of course types, innovative methods and strategies. After changing from a single course type to a multi-course type, teachers must innovate teaching methods according to the characteristics of course types, and adopt new learning methods such as independent inquiry, group discussion, cooperative inquiry, display dialogue, thinking training and problem generation.
There are various teaching forms and methods of sharing review class, but to be effective, it should have the following basic characteristics. (1) "Connect", achieve mastery through a comprehensive study, link left and right, and move back and forth, so as to find out the ins and outs of knowledge, and be able to draw inferences from others; (2) "Rationalization", that is, systematizing the knowledge learned, building a knowledge system, eliminating "fragmentation" and making it "vertically aligned" and "horizontally blocked"; (3) "make up", make up for students' learning defects, diagnose error-prone points, scan blind spots, eliminate doubts, strengthen consolidation and improve students.
(C) according to the actual characteristics of students to choose teaching methods. The actual characteristics of students directly restrict teachers' choice of teaching methods, which requires teachers to study students' characteristics scientifically and accurately, choose and apply corresponding teaching methods to adapt to students' learning, and then improve learning efficiency. The actual characteristics of students are mainly divided into two aspects: one is psychological characteristics, and the other is knowledge-based characteristics. Emphasize the individual differences of students and teaching students in accordance with their aptitude, and emphasize the adaptability of teaching. Teaching should adapt to students' individual differences and teach students in accordance with their aptitude. In the teaching process, teachers should regard each child as a different individual with a unique development model and maturity speed, and on this basis, let children acquire important skills at their own development speed.
Choose teaching methods according to teachers' own qualities. What is suitable is the best. Only when any teaching method adapts to teachers' literacy conditions and can be fully understood and mastered by teachers can it effectively play its function and role in actual teaching activities. Teachers should optimize the combination and comprehensive application of the selected teaching methods according to the teaching practice. For example, in-class and out-of-class combination, teaching and self-study, homework, data collection, problem research, investigation, experimental practice, group discussion, report summary and other teaching methods and means are used together. Therefore, when choosing teaching methods, teachers should also choose the most suitable teaching method according to their own actual advantages, so as to foster strengths and avoid weaknesses.
(5) Choose teaching methods according to the conditions of teaching environment. When adopting teaching methods, we don't choose a single teaching method, that is to say, teaching methods are not isolated, but combined with teaching organizational forms, which is the sum of teaching methods and teaching organizational forms. When choosing teaching methods, teachers should cooperate with the reform of teaching organization and highlight the integrity of teaching. The reform of teaching methods also involves the application and innovation of various teaching methods. What kind of teaching method to choose and how to guide learning methods depend on teachers' understanding, comprehension, control and execution ability, which varies greatly from teacher to student, from time to time and from teaching content. Different courses should adopt different teaching methods, and different teaching contents should also adopt various teaching methods. If time permits, the purpose of teaching teachers' choice of teaching methods should be fully utilized and brought into play, that is, effectively used in actual teaching activities.
(6) Combining with the cultural background, choose Chinese and western teaching methods reasonably. Western education attaches importance to the cultivation of students' creativity, the flexible use of knowledge and the "wide" and "wide". Education in China attaches importance to the consolidation of basic knowledge, the inculcation and mastery of knowledge, and the "essence" and "depth". Generally speaking, the advantages of western education are to attach importance to students' ability to learn to think and live independently, to cultivate students' innovative ability, to cultivate students' thinking habits and methods, and to prepare for entering a society that attaches importance to creative thinking. Its shortcomings are that students' basic skills are not solid, their personality is laissez-faire and their discipline is lax. China's basic education is the opposite. The biggest difference: China trains candidates (only focusing on solving "known" problems, while foreign developed countries, taking the United States and Germany as examples, mainly train students ("exploring unknown problems"). Education is the hope of a nation, and a promising nation must be a nation of constant innovation. Problems with known answers do not need to be solved repeatedly, which is precisely the defect and failure of our education. Try and experience, indoctrination and coercion are two different kinds of education and teaching, and the projected educational concept, essence and effect are also very different. The correct and reasonable approach is to compromise the advantages of Chinese and western education and teaching.
Different subject characteristics and knowledge types have different teaching methods, different periods and students have different measures, and different problem situations have different teaching strategies. There is no right or wrong strategy and method, no good or bad, only appropriate.
Second, what is effective is worthwhile-promoting students' deep learning.
Classroom teaching reform is ever-changing, and the only constant is to let students learn to add value. There are four value-added indicators: first, how to make students want to learn more-strong interest; second, how to make students learn more-practical; third, how to learn more and better at the same time-efficient; and fourth, how to make learning more meaningful-sustainable. From then on, no matter what form, as long as it is conducive to students' learning value-added strategies and methods can be adopted. Under the background of cultivating students' "core literacy", the selection of teaching methods should establish an idea: thinking is more important than memory, imagination is more important than recitation, problem consciousness and discovery consciousness are more important than memorization and recitation of knowledge, critical innovation is more important than imitation and reproduction, and humanistic cultivation is more important than achievement.
The most concerned and controversial part of classroom teaching reform is the change of students' learning style. Supporters, with the attitude of "reformists", vigorously promoted the construction of new learning methods with autonomy, cooperation and inquiry as the core, and accumulated a lot of practical experience; Opponents, as "empiricists", try their best to maintain and inherit the "effective practices" in traditional teaching methods, try their best to explore the problems in classroom teaching reform and oppose new learning methods. In fact, both supporters and opponents should examine the reasons and methods of classroom teaching reform in essence, explore what students lack and need, and fundamentally solve the disadvantages in classroom teaching. For example, "What is the real problem in current classroom teaching?" "What is the root of students' unwillingness and dislike of learning?" "What kind of learning can help students grow up?" "What is development and what kind of learning contributes to sustainable development? "I don't understand what this is, so I don't know why, and of course I don't know how to do it.
So, what kind of method is effective? "I will forget what I heard, remember what I saw and understand what I did." The classroom is the most important place. The vitality of the classroom comes from the feeling and experience of events and facts, from the interest and curiosity of questions, from involuntary guesses, assumptions and intuition, from the collision, argument, inspiration and recognition of different viewpoints, and from the thinking and understanding of confusion in the process of inquiry.
"Learning as teaching" should be the logical starting point for the choice of teaching methods. The basic spirit of "learning as teaching" is to change from "teaching as the center" to "learning as the center" to realize effective teaching. It emphasizes that the teacher's "teaching" must point to students' "learning", settle down to students' "learning" and promote students' "learning". Its charm lies in its incisive summary of an ideal logic of teaching activities, which has the functions of inspiration, encouragement and warning. The fundamental purport of this "student-based theory" and "learning-based theory" is to teach students in accordance with their aptitude. "Xue Ji" emphasizes: "A good singer makes people follow his voice; A good teacher makes people follow their ambitions. " "Therefore, the teaching metaphor of a gentleman is also: Tao and symbols are the forerunner, strong and restrained, open and open." Tao leads students, but does not lead them by the nose. He is strong but restrained. It is strict with students, but it does not suppress personality development, and it is open and ambitious. It inspires and induces students, but it doesn't simply tell the answer.
Practice is the only criterion for testing truth. Effective teaching methods should have the following characteristics.
1) Strong logicality —— It conforms to students' cognitive laws, embodies discipline characteristics, is gradual and logical, and knowledge construction is hierarchical and systematic.
2) Inspirational-use inspiring and effective questioning skills to set questions with exploratory value, stimulate students' positive thinking, stimulate students' interest and motivation in learning, and guide students to actively study, explore, innovate and practice.
3) Strong popularity-understanding students' inner needs, simple content teaching and learning guidance, close to life, close to society, close to students, and easy to be accepted by students.
4) Strong openness-no closed doors, no scripted, open content, open methods, open processes, no suppression of indoctrination, respect for students' personality, development of students' potential, development of students' personality differences, allowing students to have objections, "detour" and "make mistakes".
5) Strong experience-paying attention to students' experiences, experiences and feelings in the learning process, teachers' diversified teaching methods, students' active participation, substantive understanding and rich emotional experience, forming strategic knowledge to solve problems, and students' learning is pleasant, relaxed, orderly and harmonious.
The essence of learning is creation rather than passive acceptance. It is impossible to be creative without questioning, reflecting, speculating and denying the existing knowledge. For example, independent inquiry should not only simulate the "shape" of scientific inquiry, but also penetrate the "spirit" of scientific inquiry. The spirit of scientific inquiry is mainly manifested in-(1) curiosity, (2) skepticism (critical spirit) and (3) verification spirit. The "form" and "spirit" of scientific inquiry are interdependent unity, with "form" as the foundation and "spirit" as the soul. Without the former, the latter will lose its carrier, which is vague, difficult to grasp and operate in practice, thus leading to the generalization and hollowing out of "inquiry" Without the latter, the former will lose its motivation and direction and become an "empty shell" without connotation and spirit, leading to the formalization and mechanization of "inquiry". It should be admitted that this is also a prominent problem in the current research-based learning and teaching practice.
So how to promote students' learning? How can we promote students' deep learning? The key to deep learning is the self-transformation and innovation of information. In the information society, there is no need for teachers to instill and spoon-feed information in the classroom. The role of teachers is to help students realize information self-conversion, process information, understand information, evaluate information, apply information and reflect on their own learning. In this process, students self-process, self-process, self-experience and self-innovation information. This practice can effectively improve students' critical thinking ability and promote the development of students' critical thinking.
Third, relevance is rewarding-paying attention to students' experience construction.
A considerable number of classroom activities are sloppy, casual, superficial and limited to the surface. Activities lack a clear purpose and tend to be formal, superficial and absolute. In the classroom, students are busy for a while and busy for a while. The classroom is messy and noisy, but it is called "learning in action". This kind of "activity" is more external than internal, with disjointed hands and brains and poor purpose. It is positive for the activity, but there is no experience and reflection. We should be clear that teaching is not equal to learning, and learning is not equal to learning. Many teachers' activities are not designed according to learning, nor are they promoted through teaching. They are still designed for their own glory, and they are still centered on teaching materials, teachers and teaching plans. The reason is that it is not clear that the teaching goal is "students gain" rather than "teachers shine". Unfortunately, many teachers don't realize this and often complain because students are "stupid" and "don't work hard".
A good lesson is really good if you learn well, but not if you teach well. Teachers teach well and students don't learn, which is equivalent to ineffective teaching. Therefore, as far as a class is concerned, we should pay attention to whether the students really understand it, not whether the teacher has finished it all. For example, classroom dialogue and interaction, spiritually speaking, advocates the concept of equality, communication, mutual benefit and common development, and pays attention to the openness and generativeness of teaching. From the perspective of methodology, it requires us to change too many ways of "transmitting information" and "monologues" in the past, and move towards interaction and communication, so that knowledge can be generated in dialogue, reorganized in communication and multiplied in enjoyment. Judging from the effect of communication, efficient classroom communication is real and effective. The authenticity of communication means that students' communication questions are valuable. In fact, there are many problems to be solved in a class, some of which are simple problems of judging right or wrong, and students can solve them by themselves without communication. In order to make the class look active, some teachers will take the form of competition to solve it, without giving students enough thinking, communication and cooperation. They only communicate for the sake of communication, which is actually a misunderstanding of efficient classroom and reduces the efficiency of classroom. In practice, many teachers equate dialogue with questions and answers between teachers and students.
Whether classroom activities meet the teaching objectives or not, we should pay attention to the following two aspects when pointing to efficient classroom.
1. Student activity: (1) Did the students move? (Focus on the minority and the overall effect); (2) Is it moving by itself? (Pay attention to the relationship between individuals and groups); (3) Is it moving inside? Or is the surface moving? (Focus on the field of thinking and spirit).
2. Teaching benefit: (1) High-quality utilization of teaching resources; (2) Developing teaching potential effectively; (3) The practice process is carried out organically; (4) Dynamic generation of useful information; (5) Development needs are met in time.
Rote memorization can only consolidate knowledge, not enrich and add value to knowledge, nor make people wise. There are no standard answers to these questions in classroom cases. Its answer needs to be thought by oneself, discussed by peers, searched online, and some may need children to find it all their lives. It is in this kind of questioning that teachers guide children to think about social and historical phenomena, pay attention to the fate of mankind, guide children to establish their own values, and then think deeply about humanity, humanity and humanity, and cultivate the spirit of questioning and speculation. Do these problems deviate from the teaching objectives? Not only did they not, but they also promoted students' autonomous learning and contributed to the cultivation of students' academic literacy.
Some people will say: there are various methods. What if the teaching progress is not completed? Such a question is * * *. We only need to establish three points of teaching cognition: first, the completion of teaching content does not mean the achievement of teaching objectives, but the emotional input and learning effectiveness of students are the basis for judging; Second, teaching is open, generative, meticulous and appropriate, with clear priorities and appropriate choices. Some teaching tasks have not been completed, which does not mean that students have not gained and grown. Third, the knowledge-centered era has changed into an era with literacy as the core. The guidance of family (values), the shaping of moral character (necessary character) and the cultivation of high-level ability (key ability) to deal with problems are more prominent and important.
Author | Wang Gui, Bachelor of Law, Master of Education, full-time senior teacher, host of Guiwang Master Studio in Gansu, master tutor of Northwest Normal University, principal of Lanzhou New District Senior Middle School.
The principal sends the submission email: xzpxzzk @163.com.
Author Wang Gui
Editor of Zhikujun
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