1. Stimulate learning needs:
On the one hand, our teaching problems should set the difficulty in the students' recent development field. The so-called zone of proximal development refers to the range of students' ability to solve problems independently in the learning process, but with the help of teachers. Set the difficulty of teaching questions within this range, that is, the questions should not be too difficult or too simple. In addition, satisfying students' individual needs and their sense of autonomy, ability and belonging is also conducive to stimulating students' learning needs.
2. Create a good environment:
Situation has not only cognitive and material levels, but also cultural and immaterial levels. It can influence personal motivation, stimulate curiosity and interest, and a safe and exciting learning atmosphere is also conducive to promoting students' learning. At the same time, teachers can use the positive role of feedback to give effective support to students in situations. As supporters, teachers can effectively help students learn in situations.
3. Form positive qualities:
The positive quality of students is also conducive to stimulating students' learning motivation. So how are positive qualities formed? For example, we can make students have a correct judgment and expectation of their abilities before they act, and help students form positive qualities by improving their sense of self-efficacy; It can also guide students to positively attribute the results and problems of events, cultivate students' growth-oriented thinking mode, and thus promote the formation of positive qualities.
Teaching is both a science and an art; There are rules to follow and teachers' creation is needed. Thinking teaching attaches importance to teachers' creativity, instead of putting forward rules and regulations, it puts forward five basic principles: motivation stimulation, cognitive conflict, self-construction, self-monitoring and application transfer.
The basic principle of thinking teaching is not produced out of thin air, but based on the summary of relevant research. At the same time, the five basic principles have also gone through the process of substantive research, including brain science, psychological behavior, educational experiments and so on. It supports the core idea of thinking teaching-the core of teaching is thinking, and the key to learning is thinking.