The most fundamental thing for human development is subject development. The development of human subject is mediated by activities. Activity is the generation and development mechanism of human subjectivity, that is to say, human subjectivity is generated and developed in activity.
The purpose of activity teaching research is very clear, which is to provide students with a space for learning and development, so that students can learn knowledge in various teaching activities, increase their talents, and cultivate their ability to understand, solve and operate problems on the basis of practice.
Students are the main body of activity teaching. The formulation of activity teaching strategy and the establishment of content are based on students' physical and mental development level and age characteristics. In the practice of activity teaching, only by studying and grasping the characteristics of students can we teach students in accordance with their aptitude, seek truth from facts and embody subjectivity.
The strategy of participating in teaching focuses on stimulating students' consciousness of actively participating in small class teaching. This kind of participation is active and contributing, not passive acceptance. Only in this way can students participate in the whole process of teaching and truly become the masters of learning. When using the strategy of participating in teaching, we should grasp two operation steps. 1 full participation. 2 take the initiative to participate. In teaching, teachers strive to create a scene of students' active participation around teaching objectives, so that each student can speak freely, have doubts and be willing to participate in the learning process, and at the same time pay attention to guiding students' participation and improving students' participation in classroom teaching practice. Let them take the initiative to develop. For example, a seventh-grade experimental teacher in a small class designed a topic to organize students to participate in activities after guiding students to learn the lesson "Seeing the clouds and knowing the sky", so that students could see the clouds. What did they see? Think of what? Expressed in words or language. After learning kites, let the students design and make kites or design a meaningful game. Talk about the game plan in the class, choose the best plan, play the game, and finally write an article.
Practice has proved that the implementation of participation strategy stimulates students' interest in active learning, improves their ability in divergent thinking activities, and stimulates their enthusiasm and creativity in learning. Create a teaching situation of free discussion and even debate, and encourage students to divergent thinking. Small class teaching attaches great importance to cultivating students' autonomous learning spirit, encouraging students to have different views on problems, and students' heated discussions and even debates in class make the classroom atmosphere lively. At the same time, creative thinking is also cultivated: due to the small number of students, teachers don't have to worry about whether they can complete the teaching task, and each class sets aside some time for students to ask questions and questions.
How to guide students to learn independently? It is implemented from the following five aspects:
(1) will be previewed. Specifically, it includes: self-study with the help of teaching materials, reference books and exercises, marking books with wonderful or questionable feelings, and collecting information through various media.
(2) ask questions. First, question what you don't understand (ideological content) and what you don't understand (knowledge of natural science and humanities), and question the views of teachers and classmates; The second is to set your own learning goals in the form of questions, which can be carried out around topics, text content, center, artistic skills and ideas, so as to query and promote thinking and learning.
(3) will discuss. From the perspective of autonomous learning strategies, this refers to students' ability to participate in discussions. Specifically, I will speak actively, express my views clearly and clearly, and learn from the useful views of my peers to correct my understanding in time.
(4) Know some specific and targeted learning methods. For example, how to remember, how to calculate, how to say, how to write and so on. There are many specific learning methods. Teachers can not only carry out targeted training, but also organize students to communicate. It is very important to respect some learning methods developed by students themselves, because only when learning methods are truly internalized into students' own habits can they play a role.
(5) will reflect. I will summarize and reflect on my study, find out my shortcomings in my study, and make clear the direction of my future efforts.
Second, cooperative interaction strategy, mainly the interaction between students.
Interactive teaching strategy, in the teaching reform of small class, refers to fully mobilizing students' enthusiasm, initiative, participation and creativity under the guidance of teachers, giving full play to the class group effect, allowing students to participate in teaching activities to the maximum extent, so that teachers no longer stand alone on the podium, so that students can also have the opportunity to give lectures, and teachers, students and students can inspire and help each other, so that students can have a successful experience and improve their academic performance. Promote multi-angle communication and play a complementary role.
In order to open up the situation of communication between teachers and students, teachers strive to improve interpersonal relationships with students in the teaching process and develop the potential of classroom teaching communication. Taking students as the masters of learning, we should tap the potential of student-student interaction on the basis of teacher-student interaction, demand quality from classroom teaching, use open, communicative and experiential methods, give full play to the advantages of group cooperative learning, and stimulate students' enthusiasm for participating in student-student interaction through activities such as group learning, inter-group communication, inter-group mutual investigation and inter-group competition. Teachers have the ability to guide students to actively participate in teaching activities, inspire students to cause disputes in communication, activate thinking, inspire each other, learn from each other's strengths, deepen understanding, and truly achieve the purpose of improving students' oral expression ability, problem analysis and problem solving ability, and jointly complete learning tasks. Only by making full use of the "partnership" learning method to cultivate students' cooperative spirit can it be conducive to the transformation of students with learning difficulties. Pay more attention to each student's study, which shows that the frequency of communication between students is accelerated and the collision between students is increased. It can not only enhance teachers' discovery of students' problems, but also stimulate teachers' inspiration and make teachers learn actively. In the process of experiment, we should change the teaching method of injection, pay attention to the cultivation of ability and develop the cognitive level. For students, the use of interactive strategies in teaching respects and mobilizes their enthusiasm. Formed a lively but not chaotic, dynamic and orderly classroom teaching situation. Practice has proved that through student-student interaction, students have truly established the responsibility of studying problems, thus producing valuable research results.
How to guide students to cooperative learning? In guiding students' cooperative learning, it can be implemented from the following four aspects.
(1) will sort it out. For students, this is the first problem to be solved in cooperative learning. Unorganized study will make the classroom noisy and messy. At the beginning of cooperative learning, students are taught how to learn with their peers, such as choosing the content, order and method of learning, and paying attention to taking care of everything. Generally speaking, there are always some students with strong organizational skills in the class, and teachers can certainly give full play to these students' talents. However, if these students are always entrusted with heavy responsibilities, the learning enthusiasm of other students will inevitably be affected, which will eventually affect the effect of cooperative learning. Therefore, in practice, the method of taking turns as the study leader is adopted, so that every student can really have a chance to exercise, and autonomy and cooperation can really promote each other.
(2) coordination. In the process of cooperative learning, sometimes there are two diametrically opposite situations: when the problem is simple, students compete to participate, so that the learning order is chaotic. At this time, it is necessary to teach students "modesty"; When the question is difficult, some students are afraid to speak even if they can answer it because of conformity. At this time, students should be taught to "be volunteers". If the contradiction between "humility" and "willingness" is unified, the learning relationship between students can be coordinated, and group cooperative learning can be orderly and efficient.
(3) It will help. One of the benefits of cooperative learning is to help each other learn and promote each other. First, we should educate students to be "ready to help others", and then "able to help others". In the natural state, the so-called help of primary school students is simply to tell each other the answer, to guide students to avoid this drawback as much as possible, to get inspiration from teachers' inspiration and counseling students, and to help their peers according to the actual situation.
(4) will evaluate. In cooperative learning, due to the lack of direct guidance from teachers, students' learning is easy to "go through the motions" and become a mere formality. At this time, it is particularly important to teach students to evaluate their peers' learning. Specifically, it includes: evaluation in discussion (learn to agree, oppose and supplement); Evaluation during homework (correcting homework among classmates).
Three. Strategies to realize equality, sufficiency and individuality in education.
Small class education avoids the disadvantages that traditional large classes can't fully adapt to students' personality differences and can't take care of every student's hobbies. In small classes, people's subjectivity can be better reflected, and people's quality and personalized development can be fully cultivated. Since there are only 30 students in each class, the level of each student's access to educational resources and the right and opportunity to receive equal education have been greatly improved.
Humanization is brought into full play. The design of teaching space and environment in small classes has become more exquisite, from the use of space in front and back of the classroom to the design and combination of desks and chairs for students. Small class classrooms are specially equipped with pianos, multimedia computers, tape recorders, slide projectors, DVD players and televisions. The teaching software is developed to match the teaching. Various modern teaching methods provide material guarantee for quality education. Each of the 30 students uses a table and chair that can be lifted. According to the actual needs of education and teaching development and teaching ability, they can always adopt the "paddy field, horseshoe, round table and T-shaped" seating form. Students can sit in groups, the whole class can sit together, teachers and students can sit together. Teachers and students can communicate face-to-face, which saves the time of asking questions and calling names, increases the time of thinking and communication, and forms the layout of multi-directional communication. There is no longer a high platform in the classroom, and there is no obstacle to the communication between teachers and students, which shortens the space distance between teachers and students. Teachers with emotional charm are more approachable. In class, the teacher walks among the students at will, "blends in" with the students, or gives cordial guidance, or pretends to be a student sitting among the students, or participates in heated discussions among the students. For individual students with learning disabilities, teachers even teach them by hand ... shortening the psychological distance between teachers and students and increasing the interaction between teachers and students.
According to the principles of modernization, dynamics, warmth and intelligence, small classes have established a three-dimensional science education environment. The surrounding areas of the classroom are planned as "book corner", "educational corner" and "biological corner". The classroom walls are designed and arranged jointly by teachers and students, and are divided into several sections. Each class has a locker and a "information bag" to record the growth track of students from various aspects such as physiology, psychology, study and habits, and strive to make small classes truly become a pleasant paradise for every child, an inspirational academic paradise, a warm home and a garden for cultivating temperament.
Simply reducing the number of students is not a real small class education. The core of small class education is to realize people-oriented, fully develop each student's potential, fully mobilize each student's subjectivity and initiative, teach each student in a small class in accordance with his aptitude, just like tailoring clothes, and formulate an education model suitable for him. Small class education fully embodies the principles of equality, subjectivity, sufficiency and cooperation. Implement equidistant education for every student, so that students are completely at the center of activities. Classroom teaching is a living place where teachers and students communicate with each other and cultivate students' social cooperation and communication ability.
Group learning is a common organizational form in small class teaching. First, the research on the composition of team members. Heterogeneous group cooperative learning is mostly used in group grouping. According to different learning attitudes, learning habits, learning ability and personality differences, the whole class is divided into good, medium and poor. When grouping, configure balance. Students in each group have roughly the same learning foundation and ability level, and are mixed with men and women. They are adjusted in time according to the learning needs, content needs and the actual situation of group activities in order to ensure that group activities are always in a healthy development state and meet the needs of teaching development. There are generally three forms of group teaching: group discussion, group operation and group communication. Teaching process: step by step questioning-self-study-voluntary combination and mutual learning-group communication-each group sends representatives to report-the whole class begins to discuss and communicate-students evaluate each other. At the same time, cultivate good cooperation spirit and team spirit. Cooperative learning groups: the interdependence of goals, rewards, roles, materials and identities. For example, in literacy teaching, teachers don't explain the sounds, shapes and meanings of words in detail in class. Instead, let the students spell in groups of four, help each other, and then actively use their brains to act as small teachers and ask questions about the pronunciation, shape and meaning of a few new words. Help everyone remember new words together. This learning method stimulates students' creative thinking, greatly arouses students' enthusiasm for learning, and achieves twice the result with half the effort. The roles of teachers and students are exchanged, and students learn lively. Usually you can see it at any time, and the four groups read extracurricular books and communicate together. Practice oral arithmetic together. The sense of cooperation has been significantly strengthened. Competition is one of the necessary conditions for modern talents. It is useful to establish a sense of competition from an early age. We advocate team competition and learn to cooperate in the competition. In the lesson of collage autumn scenery in art teaching, the teacher divided the students into seven groups, put together seven beautiful autumn scenery on the blackboard and collage them. Finally, let the students judge which group can best reflect the characteristics of autumn, which painting is the most exquisite and which painting is the most distinctive, and evaluate it from different angles, which not only reflects the competition between groups, but also reflects the diversity of evaluation and aesthetics. Colleagues asked teachers to choose a group to discuss learning problems, and to design the teaching order and content in an original way, so that students can try to mobilize their existing knowledge in the group, make them reorganize and migrate, and forge ahead on the road of cognition until they solve the problem or understand the law. Students should be given enough time instead of passing by, and every student should have the opportunity to express himself.
It is necessary to further study and improve the grouping method, strengthen the guidance of group learning, and truly realize cooperative learning among students. Sitting around in groups provides favorable conditions for group cooperative learning, but they cannot be simply equated. In order to realize cooperative learning among group members, it is necessary to further study and improve the grouping method of groups. There are differences among students in intelligence type, cognitive style, gender and personality characteristics. Therefore, how to optimize the combination according to the different characteristics of students, so that the infection and influence between students can achieve the best effect, which is also a problem worthy of in-depth study. At present, it seems that it is a better way to improve the grouping method by dynamically grouping groups and strengthening the heterogeneity among group members. In addition, strengthen the guidance of group learning and teach students the steps and methods of cooperative learning, such as how to speak, how to communicate, how to discuss, how to summarize, how to evaluate each other, how to participate in group competitions, how to adjust the problems in cooperative learning, etc. It is also an important aspect to realize cooperative learning in group teaching. In group teaching, teachers should fully go deep into students' group learning, grasp the learning situation of each student group, give targeted guidance in time and promote group learning. In group teaching, the most taboo is that teachers can't go deep into students' group learning, stand by and watch, or take a symbolic walk between several groups. In this case, group teaching, even if the group students discuss it enthusiastically, is only nominal. Only by giving full play to the leading role of teachers in all aspects of group teaching can small class group teaching, the main teaching organization form, achieve the best teaching effect.