After entering high school, many students' enthusiasm for learning is worse than that of junior high school, which shows that they are unwilling to think, dislike asking questions and are not good at answering questions. As we all know, influenced by exam-oriented education and traditional teaching methods, teachers completely instill in the classroom, and students passively accept that they can't ask for a long time, and gradually evolve into those who don't want to ask, don't like to ask, don't want to ask, or even don't ask. The author thinks that undemocratic classroom teaching and the lack of teachers' problem consciousness are the fundamental reasons for the failure to develop students' problem consciousness.
First, create a relaxed and harmonious classroom democratic atmosphere, so that students dare to ask questions.
In the research-based learning class, if students lack problem consciousness, it is impossible to touch their thinking factors, thinking and feeling are naturally out of the question, and real learning cannot exist. Therefore, to cultivate students' problem consciousness, we must first let students dare to ask questions. However, many high school students generally have this kind of psychology: they are afraid that their questions are simple and naive, which will lead to ridicule, or they are afraid that their questions will cause teachers' displeasure, so most of them are silent. After a long period of silence, students' thinking naturally became inactive, and there were fewer and fewer "problems" in their minds, and finally the whole army was wiped out. In addition, in the classroom, the authoritative position of teachers and textbooks, such as Mount Tai, often makes students stop at the top of the mountain and dare not cross the line. Teachers, on the other hand, take teaching as the sole center and the college entrance examination as the ultimate goal, completely ignoring students' feelings about text learning, which leads to students' inability to really participate in learning. This series of actions makes most students afraid to ask questions in class. I have personally taught in a county middle school for many years, and quite a few students come from rural areas. Many students dare not ask questions or answer them in class. Once the teacher asked about himself, even if he barely stood up, he mostly bowed his head and said nothing. Students in the city are only cheerful and dare to ask questions, and few are bold and active. Simply investigate this phenomenon, students are generally afraid of teachers, and some people are afraid of students (divided into poor students and rural students who are afraid of urban students). Therefore, it is necessary to create a truly relaxed and harmonious democratic classroom for students and truly achieve equality between teachers and students and life.
The equality between teachers and students in the classroom should be that teachers explore and communicate with students as participants, rather than appearing in front of students as authorities. Teachers should respect all students' personalities, thoughts, emotions and personalities, even their tiny creativity in class. In class, no matter how superficial and naive the questions raised by students are, and even have nothing to do with Wan Li, we should not simply deny them, but give enthusiastic encouragement, so as to stimulate students' enthusiasm for learning, enhance their self-confidence in learning, and guide them to re-recognize, discover and create. In this democratic and equal learning environment, students can gradually liberate themselves, gallop freely in the space of thinking, and gradually dare to think, be diligent in thinking, be brave in asking questions and be good at asking questions.
Second, teachers should be "problem experts", strengthen their awareness of problems and let students ask more questions.
To cultivate students' problem consciousness, teachers should first have a clear problem consciousness. If teachers themselves are not good at finding and asking questions, they will not only fail to stimulate students' enthusiasm for finding and asking questions, but even stifle students' original problem consciousness. Therefore, in order to cultivate students' good problem consciousness, teachers should first become "problem experts". When I was teaching The Most Beautiful Tomb in the World, I asked myself this question: The "most beautiful" mentioned by the author many times in the article is obviously "simplicity", "striking" and "immortal simplicity", but "simplicity" is just without name and luxury? Obviously not only that, the author is praising Tolstoy's popular thought and personality, that is, he never wants to be great above the ordinary, so although his grave is just a small rectangular mound, it is "the most beautiful, impressive and moving thing in the world", and Tolstoy will always be admired by people. Because I can ask questions along the text, think deeply, have a deeper understanding of Tolstoy's ideological development, integrate high-capacity information outside the text, and inspire students to ask more questions and be good at asking questions in the teaching process of guiding students to understand the text and Tolstoy's personality. The students put forward a series of questions: "Is simplicity human nature?" "Isn't it good to pursue simplicity?" "How is simplicity reflected in modern society?" ……
Third, based on innovation, mining texts, so that students ask questions
Every student constructs his own understanding of new things based on his own experience and existing knowledge, so different students will ask different questions about the same text in their study. At this time, teachers should be innovation-oriented, excavate texts and guide students to ask valuable questions. If some students ask simple questions, they should be allowed to find the answers themselves; If some students' questions really sparkle with the sparks of innovative thinking, it is worth discussing. Teachers should first affirm students' questioning spirit and take this as an opportunity to ignite the fire of innovation for all students. When I was in the preface of Tolerance, some students asked this question: What exactly does "beautiful stone in the distance" mean? What does "hungry jackal" mean? Why does the author describe exploring new fields as "a challenge to the darkness and terror of the unknown world?" Why is "disappointment" a prerequisite for "people who quit because of fear" to gain "courage"? Is every innovation necessarily a rebellion against conservatism? The law cannot tolerate treason, but innovation must have rebellious spirit. How to understand this contradiction? Wait a minute. Because these questions are exploratory, they inspire students to understand the text more deeply and enhance their grasp of the main idea of the article. With the exploration and understanding of these problems, students' problem consciousness is gradually formed. At this time, I made corresponding guidance, instead of using a so-called "standard answer" to solidify students' thinking and stifle their creative instinct.
According to different texts, it is the teacher's duty to give corresponding guidance, so that students can experience what kind of questions are most valuable in constant questioning and answering, so that students can continuously improve their ability to ask high-quality questions and gradually understand how to ask questions. The cultivation of question consciousness is helpful to stimulate students' interest in learning, guide students to actively participate in teaching and give full play to students' main role. It is the main means to cultivate students' innovative consciousness and creativity, and it is also an effective way to cultivate students' good study habits and character, develop students' intelligence, improve their self-study ability and change learning into learning.
To cultivate students' problem consciousness in class, I think we should grasp the following steps:
First, encourage students to question boldly. When a student has cognitive needs such as asking "why" and "how to do it" in learning activities, and has the desire and psychology to explore the problem of "why", he will concentrate all his energy and actively mobilize his own thinking. Therefore, in classroom teaching, I encourage students to question boldly, look for doubts seriously and dare to ask questions. For example, when teaching goodbye, relatives, I focus on guiding students to ask questions from the topic. After a little thinking, the students raised their hands and asked, "Who are relatives?" "Why did you say goodbye to the person you love?" Wait a minute. In this way, students will have clear thinking goals and the classroom atmosphere will be more active.
Second, look for doubts in the old and new contacts. There is a certain connection between things. Teachers guide students to find similarities between the known and the unknown, draw inferences from others, and learn a little from others, so as to achieve the purpose of reviewing the old and learning the new.
As we all know, the basis for students to learn Chinese is not zero, and they have a certain knowledge stock and accumulation. Finding the combination of old and new knowledge can not only promote the new with the old, but also form a new knowledge system. In this way, students will find old knowledge useful, new knowledge will be entrusted, and their thirst for knowledge will be stronger.
Third, explore the doubts of appearance and essence. As a primary school student, my knowledge is relatively narrow, my reading ability in life is relatively shallow, and my understanding of problems is relatively simple. Therefore, it is necessary to guide students from the outside to the inside, from the superficial to the deep, to explore doubts in appearance and essence, to see the essence through phenomena, and to continuously improve the depth and breadth of knowledge.
Fifth, guide students to solve doubts and doubts and finally solve them.