1, definition: Teachers mainly use language to systematically impart scientific knowledge to students, spread ideas, develop students' thinking ability and develop their intelligence.
2. Specific implementation form:
(1) Explain the teaching methods.
(2) Dialogue teaching method
⑶ Discuss teaching methods.
(4) Teaching methods of speaking and reading.
5. Lecture teaching method
3. The basic requirements of applying this teaching method are mainly reflected in the following aspects:
(1) Organize the teaching contents scientifically.
⑵ Teachers' teaching language should be clear, concise, accurate and vivid.
⑶ Be good at setting questions to solve doubts and stimulate students' desire for knowledge and positive thinking activities.
Second, the question inquiry type
1, definition: teachers or teachers guide students to ask questions, and students seek answers to questions and acquire knowledge through independent inquiry and research activities under the organization and guidance of teachers.
(1) problem teaching method
⑵ Inquiry teaching method
⑶ Discovery teaching method
3, the use of discovery teaching method and inquiry teaching method, should pay attention to the following requirements:
(1) Strive to create a good teaching situation conducive to students' exploration and discovery.
⑵ Select and determine the problems (topics) and processes discovered through inquiry.
⑶ Organize teaching in an orderly way and actively guide students' exploration and discovery activities.
4, the implementation of the basic steps of problem teaching method:
(1) Create a problem situation.
(2) Selection and determination of problems
⑶ Discuss and put forward assumptions.
(4) Seeking results through practice
5] Verify and draw a conclusion.
Third, training and practice.
1. Definition: Students consolidate, enrich and improve their knowledge through student-centered practical activities, such as internships, experiments, internships, social practices, research-based learning, etc., and cultivate their ability to solve practical problems and various practical abilities.
2. The connotation, basic requirements and practical teaching methods of various specific teaching methods in training.
1), demonstration teaching method
In the teaching process, teachers enable students to acquire knowledge and skills through demonstration and explanation. In demonstration teaching, teachers demonstrate the actual operation content on the spot, explain while operating, emphasize key steps and precautions, let students learn while doing, pay equal attention to theory and skills, better realize the interaction between teachers and students, and improve students' interest and efficiency in learning. The demonstration teaching in this course is mainly used for the teaching of creative variational method. For example, cross-pollination technology, artificial mutation technology, protoplast separation, hybridization technology, genetic engineering operation technology and so on.
2), simulation teaching method
It is a teaching method of practical operation training in simulated situations. Simulation teaching method is usually carried out after students have certain professional theoretical knowledge and before actual operation. The practical teaching of this course is strictly limited by the growing season of crops, and a complete practical teaching project needs at least one growing season or even several years. Therefore, we should attach importance to the application of simulation teaching method in teaching. The simulation teaching method of this course is mainly applied to practical teaching projects such as the selection of hybrid parents and the treatment of hybrid offspring.
3) Project teaching method
A teaching method that aims at practical application and enables students to acquire knowledge and ability through the joint completion of teaching projects by teachers and students. In fact, to give a group as a learning unit, the steps are generally: consultation, planning, decision-making, implementation, inspection and evaluation. Project teaching method emphasizes students' dominant position in the learning process, advocates "personalized" learning, and advocates taking students' learning as the main body, supplemented by teachers' guidance. By completing the teaching project, students can effectively mobilize their learning enthusiasm, master both practical skills and relevant theoretical knowledge, learn both courses and working methods, fully tap their creative potential, and improve their comprehensive ability to solve practical problems. Project teaching method can be applied to the establishment of crop breeding objectives, the selection of hybrid offspring, the selection of strains and the determination of combining ability of inbred lines.
The study of teaching mode is a comprehensive subject in contemporary teaching theory. Its core is to study various ways and methods in the teaching process from the perspectives of system, structure and function, and to investigate its theoretical or practical basis, thus forming a teaching mode system with the unity of systematization and diversification. There are many different understandings of teaching mode in theoretical circles. A popular view is that teaching mode is the transformation form of teaching theory and the basic framework for designing topics, selecting teaching materials and revealing teachers' activities.
As far as Chinese is concerned, classroom teaching >>
Question 2: What (1) links does the method of kindergarten teaching activities include?
First, the process of the link. There are five types of health teaching activities in kindergartens, including physical education, safety education, physical protection and self-care ability education, diet and nutrition education, and mental health education. And each type has different forms and methods of activities. Now give some examples to illustrate several typical forms of activities.
① Sports activities (three basic links)
The goal of sports activities: to help children carry out sports in the most effective way, improve their physical fitness, enhance their physical fitness, improve their health level and better adapt to social life. The specific contents include: basic movements, basic gymnastics, sports games, equipment activities, etc.
Physical education teaching activities: generally including the beginning, the middle and the end. These three parts have different functions and tasks. The first part is to undertake tasks such as organizing children's attention, participating in activities, defining activities, driving children to exercise, and making preparations. The time is about 3 ~ 6 minutes, accounting for 65,438+00% ~ 20% of the whole activity. The basic part is to undertake the task of learning new content and knowledge. Of course, this process needs to be effectively organized in the form of games, in order to achieve the goal of children actively participating in activities, exercising, enriching knowledge and solving problems. The time is about 2 1 ~ 24 minutes, accounting for 70% ~ 80% of the whole activity. At the end, it is responsible for activities evaluation, summing up experience, sorting out equipment, relaxing, etc. The time is about 3-6 minutes, accounting for 10%-20% of the whole activity.
② Safety education (four basic methods)
The goal of safety education: to help children establish safety awareness, learn necessary safety knowledge, develop good behavior habits and actively participate in sports activities. The specific contents include: traffic safety, fire safety, food hygiene safety, electric shock and drowning prevention safety, toy safety, life safety and so on.
Methods of safety teaching activities: scene reappearance method, that is, using CD-ROM, pictures and other methods to reproduce the problems in safety education, so that children can feel personally, guide the consequences of incorrect practices, and properly restrain their own behavior to achieve the purpose of education; Case analysis, that is, carefully analyze and discuss the things that often happen to young children, draw conclusions and know the harm, and then choose the correct game play; Comparative judgment, that is, at the same time, let children know the correct events of mistakes, let them judge and analyze for themselves, which is right, which is wrong, what to do and what not to do, and know how to abide by the rules of the game; Daily infiltration method, that is, closely combining safety education with daily life, reminding children at any time, and linking with daily behavior rules, will get more surprises if education is incorporated into daily life.
The above methods can be combined with the content of teaching activities to choose the most suitable method to achieve the goal. Of course, teachers can also carry out reform and innovation according to their own experience. As long as the purpose of teaching activities can be achieved and the development of children and the formation of safety awareness can be promoted, the methods can be adjusted at any time according to the teaching needs.
③ Physical protection and self-care ability education (three points for attention)
The goal of physical protection and self-care ability education: to help children improve their attitude towards health and public health, and to cultivate children's healthy behaviors and habits beneficial to individuals and society. The specific contents include: life hygiene, plot hygiene, environmental hygiene, organ protection, etc.
Precautions for physical protection and self-care ability education: the requirements are consistent, that is, teachers and parents should have unified routine requirements in daily life and games, and they should not change the established routine requirements with the preferences and wishes of adults, otherwise they will repeatedly cultivate children's self-care ability and routines; The combination of collective and individual, because children come from different families, has differences in heredity, quality and habits. Therefore, these factors need to be considered when making a teaching plan. The teaching plan should take care of all children and have individual education. The organic combination of the two can make children gradually integrate into and unify with the collective, gradually form class routines and behavior habits that meet the requirements, and effectively accomplish educational goals; The wonderful use of demonstration and explanation, many times, in order to influence children subtly, teachers no longer emphasize the importance of demonstration and explanation in teaching activities to avoid the negative impact of one teaching and one learning on children. Therefore, for demonstration, teachers need to skillfully use it to help children form correct concepts without trace.
The second is to design around the needs of goals and content. No activity setting can form a pattern, and so can health teaching activities, although there are certain rings ... >; & gt
Question 3: What methods can kindergarten collective teaching activities make children learn happily and effectively in a short time? The development of collective teaching activities will directly affect the acquisition of children's knowledge and skills, the development of intelligence and physical strength, and the cultivation of thoughts, feelings and behavior habits. In the process of "practical research on the cultivation of children's sense of order in central Jiangsu" in recent three years, we feel more and more that collective teaching activities need a certain order to maintain if they want to achieve better results. And order needs rules to maintain, and good rules are the guarantee of all activities.
I. Existing problems
So how do our kindergarten children implement the rules in collective teaching activities? The teachers of the research group conducted follow-up observation and case analysis on children in various collective activities, and found that:
(1) Some children have a vague sense of rules and poor self-control, so it is difficult to listen quietly to teachers and peers in activities and often interrupt others' speeches; Some children will be distracted from activities and do things unrelated to activities, which will affect the smooth development of collective activities.
(two) can not arrange and sort out the materials as required, and the action is abnormal. During the activity, some children do whatever they want and will not follow the teacher's instructions in an orderly manner. Some children can't put back some used operating materials in time after the activity, such as painting tools and musical instruments, which are chaotic;
(3) can't cooperate well with others. In cooperative learning, group learning or sports activities, some children can't find new friends and open space, which is easy to conflict with others, leading to classroom disorder.
Throughout the occurrence of these violations, we found that there are some problems in collective teaching:
(A) the rules of collective teaching activities are not clear, so that children do not know why, class routine confusion, affecting the normal development of teaching activities.
(2) Children don't really understand the value and significance of obeying the rules. For example, why can't they talk casually in class? Why should materials be taken and placed in order? Can't consciously adjust their behavior to comply with the collective rules, which interferes with the orderly teaching activities and affects the effectiveness of teaching activities.
Through research and practice, on the basis of collecting relevant data and analyzing my own teaching advantages, I keep thinking about "how to cultivate children's good listening habits?" "Strategies to effectively improve children's orderly operation ability?" And how to share the space reasonably. Through colorful activities, children can gradually understand and internalize the rules through personal experience, so as to consciously abide by the rules, thus ensuring the orderly, interesting and effective collective teaching activities.
First, a variety of ways to cultivate good listening habits
The "Guidelines for Kindergarten Education" points out: "Pay attention to each other's words, understand everyday language ... cultivate children's habit of paying attention to listening and develop their language understanding ability." We found that in the collective activities organized by kindergartens, only by patiently listening to the teacher and listening to the speeches of peers can children consciously participate in teaching activities, acquire knowledge and cultivate their abilities, and also ensure the orderly conduct of activities.
Kindergarten children are young and have a strong desire to express themselves, and most of them are only children. They tend to be self-centered and say whatever they want. They have poor self-control ability and are easily influenced by the external environment. Therefore, there are obvious disadvantages in listening to others' speeches, which are mainly manifested as: you can't listen quietly, you can't concentrate, you can't get useful information from it, and then give feedback. Our analysis shows that these children have no specific requirements for listening, and they don't know that listening is a process of participating in learning. We try our best to train children's listening ability and improve their listening quality through targeted games from the literary works that children like.
(A) to interpret the story and understand the requirements of listening.
Literary works such as stories and children's songs are easy to understand, and children like them and are willing to listen and pay attention to them for a long time. Therefore, in collective teaching, we often choose some works that are in line with children's age characteristics, interesting plots and rich educational connotations as teaching materials, such as Little Frog Listening to Stories, I know there is something wrong with Big Bear, and Lamb Crossing the Bridge, so that children can gradually understand the specific requirements of listening and learn to listen patiently in the interaction with the works.
Case: Language activity "Little Frogs Listen to Stories"
After telling the story vividly, the teacher imitated the frown and anger of "Mother Moon" with exaggerated expressions and gently asked the children, "Why did Mother Moon hide and not tell the story to the little frog?" The children immersed in the story, under the teacher's emotional contagion, also frowned and pouted and said, "Because the mother-in-law Moon is angry and unhappy, she won't tell the story!" "So ... >>
Question 4: What are the forms of book teaching activities? 1, new book exhibition 2, knowledge lecture 3, organization visit 4, reading activity 5, art exhibition 6, inter-library friendship 7, reader survey The above activities do not involve the basic business of the library.
Question 5: What are the forms that primary school mathematics classroom teaching activities must stimulate students' interest, arouse students' enthusiasm and arouse students' thinking? Attention should be paid to cultivating students' good study habits and mastering effective learning methods. Students' learning should be a lively, active and personalized process. In addition to learning, hands-on practice, independent exploration and cooperative communication are also important ways of mathematics learning. Students should have enough time and space to experience activities such as observation, experiment, guessing, verification, reasoning, calculation and proof.
Observation, experiment and practice
In primary school mathematics activity class, we must emphasize concrete thinking, give students the key to ability, not burden them with knowledge, and promote the transition from concrete thinking to abstract logical thinking. Before the fourth grade, the thinking of primary school students was mainly concrete image thinking marked by "concrete examples" and "intuitive characteristics"; After the fourth grade, I changed to abstract logical thinking marked by mastering "main attributes", "species relationship" and "practical functions", but this abstract logical thinking is still based on concrete images.
1, inspiration, games, painting, discussion, questioning.
2. Group discussion, group competition, group challenge, winning the red flag and playing games.
Question 6: What are the common forms of teaching activities in the course of Morality and Life? Dear teacher: Hello! Primary school moral education teachers are a special group of teachers, who have special development laws and influencing factors in their growth and development. In order to understand the current situation and influencing factors of primary school moral education teachers' professional development, and understand their professional life through this survey, so as to provide necessary help for the professional growth of primary school moral education teachers. I hope you can fill in this questionnaire truthfully according to your own experience. This survey is only for research purposes and does not involve schools or individuals. Please fill in the questionnaire realistically and give feedback. Thank you! 1. The school you teach: A, urban area B, urban-rural fringe C, rural area 2. Your gender: A, male B, female 3. Your professional title: A, primary school high B, primary school first C, primary school second D, primary school third 4. Your teaching experience is: a, 1-5 years. B. Teachers (① Normal school ② College ③ Undergraduate course ④ Master). B. Non-teachers (① Normal school ② College ③ Undergraduate course ④ Master). Did you take moral education courses and teaching courses in primary schools when you were educated in normal colleges? () A, yes. B, 6. Your major in college is: () A, Chinese B, Math C, Elementary Education D, Psychology E, History F, Geography G, Politics and Law H, Other 7. What you are engaged in now is the teaching of moral education: A, full-time B, * * * If it is * *, then you mainly teach. () A, participated in B, but did not participate in 9. What training methods did you mainly accept () A, case analysis B, in-depth explanation by the lecturer C, role-playing D, group discussion or two-person discussion E, experiential training F, discussion by all students G, lecturer's questioning and answering questions actively H, video M, movie screening I, mini-game J, listening to the report K, others 10, and you have some research on the curriculum standards of morality and life (society) (. The nature of kloc-0/638 Morality and Life (Society) is () a, a comprehensive course with moral education as the core, a comprehensive course with humanities and social sciences as the core, and a subject course with moral education as the core. The subject course with humanities and social sciences as the core is 12. The comprehensiveness of Morality and Life (Society) course is mainly reflected in () (optional) A, course objective B, course content C, theme learning D, teaching method E and teaching strategy 13. What do you think of the course contents of Morality and Life (Society) include () (optional) A. Philosophy E, Ethics F, Law G, Economics H, Others 14, the essence of the teaching process of Morality and Life (Society) () (multiple choices) A, teacher-student interaction B, benign interaction C, common development D, and close to life/kloc- Did you write a lesson plan before class? The main purpose of writing lesson plans is (a) writing to prepare for teaching; B, writing, in order to cope with the inspection C, not writing, the impact is not great; D, don't write, because don't check 16. The main basis for you to choose the teaching content in the course of preparing lessons is () A, textbook B, entrance examination requirements C, curriculum standards D, student life E and others 65438. () A, design teaching methods B, make courseware C, understand students' ideological status D, study teaching objectives 18. You use more teaching methods in classroom teaching () A, combining teachers' lectures with group activities; B, giving priority to teachers' lectures; D, giving priority to activities' experience and exploration; E, others 19, and whether you often explain moral-related issues in combination with students' real life in class () A, B, C Occasionally, never 20. The application of computer multimedia teaching means () A, B often, C is only in research classes and open classes, lacking equipment and courseware, D is rarely used, never used, and I can't operate 2 1. The teaching strategies you choose are: () A, Activity B, Experience C, Open D, Value Guidance E, Dialogue F, Others 22. How do you use the textbook in teaching () a, completely press ... >>
Question 7: What are the forms of English teaching activities? Her famous song expresses the girl's growing pains, lyrical without losing tension. She sang this song slowly and unrestrained, showing excellent musical understanding, and the piano accompaniment in the song became a classic. Many fans just heard "It's getting dark, it's raining. . "I began to like Stephanie.
Question 8: What are the ways to combine kindergarten game activities with teaching activities? (1) In the content arrangement of teaching and games, we emphasize unity, ignore particularity, and arrange teaching activities with adults as the center. Little consideration is given to children's actual needs, unified planning, unified teaching arrangements, unified class schedules, and game activities are mainly planned by teachers in advance. In Piaget's game theory, this kind of game belongs to adaptation rather than dissimilarity, and its characteristic is imitation, so it is not a real children's independent game activity.
(2) In the organizational form of teaching and games, it emphasizes centralization and ignores hierarchy. Teaching and games often focus on class activities. Teachers only pay attention to what to teach, not how to teach. Game activities are sometimes an extension of educational activities, or "herding sheep" to play with some toys, turning games into idle activities instead of children's active activities.
(3) In the process of organizing teaching and games, teachers' leading role is emphasized, while children's dominant position is neglected. Teaching relies on injecting language to impart knowledge, ignoring children's thinking, operation, interest and development level, and turning children into containers for passively accepting knowledge. Games are basically arranged and guided by teachers, and children move within the rules stipulated by teachers, turning children's games into "game children".
Second, research contents and methods:
The research on the combination of teaching and game optimization is a reform, exploration and practice aimed at the above phenomena, so it is a practical activity with practical significance. The combination of games and teaching can be divided into three types: separation, insertion and integration. It's hard to decide which combination is better or worse. It all depends on the needs of practical activities. The meaning of "optimization" lies in the most appropriate use of a combination in specific situations and occasions.
Question 9: What are the teaching forms of kindergarten education activities and what are the main organizational forms of kindergarten curriculum content? A: There are three main ways to organize the course content, namely, subject courses, core courses and activity courses. 1) Subject-based curriculum is a way to organize the course content by subject. (2) Core courses, also known as life-centered courses or unit courses, refer to courses in a certain period.