"Student-oriented education" is a student-oriented education, and its teaching principles are: doing before learning, learning before teaching, learning before teaching, teaching less and learning more, teaching without teaching, and learning as teaching. If students know nothing about what they have learned before teaching, they can't do the above. The teacher turned the teaching purpose and requirements of the next day's course into homework for students to learn first-
First of all, some opinions:
In nearly three months of undergraduate experiments, I have gained something through pre-allocation experiments, but I have found my own problems more. In order to let students master what they have learned in detail, I preview almost every day, but after a period of time, I find that the quality of students' preview is getting worse day by day, and their interest in preview is not as high as before. What is even more frightening is the report that students are listless in class, and at the same time, there are bad habits of attending classes, which makes me calm down and reflect on my class. I found that I had too much homework before class, and the requirements were too general. Students didn't know what to know and what to think, which led to the failure to grasp the key points in the next day's classroom report exchange, let alone the breakthrough of knowledge points. Moreover, invalid homework takes a long time before class, which will make students study before class.
In the process of exploration, I realized that active learning first gives students more space for autonomous learning, and full research after class can make in-class learning deeper and in-class communication more extensive. Not every subject needs active learning, so the design of active learning should be "reflecting the characteristics of the subject" at different levels, but all point to "learning research"; I think the research ability should be "less but better" and can be arranged selectively according to the characteristics of each teaching content. Protestantism and revision courses of general mathematics are more suitable for assigning homework before class; The content of homework must be moderate, and it must be "accepted and liked" on the psychological level of students, and it must not be a burden to students; At the same time, according to the difficulty of teaching content, students' knowledge and age characteristics, we can choose the form of homework before class, which can be studied before class or during class, so that the form can serve the content and students' learning. As for the teacher's design, it should be "open and valuable", and the design before homework is definitely not a simple question and a bunch of corresponding exercises. As President Li Fang said, "The reason why students are required to do pre-study is because every child should enter the classroom with a prepared mind, and also because teachers' teaching is based on learning (students' existing thinking foundation) to determine the content and form of teaching, so as to better serve learning."
At the same time, I also realized the requirements of design homework for teachers: be familiar with and thoroughly understand the teaching materials, understand the corresponding difficulties and difficulties, and accurately locate the teaching objectives. If teachers do not grasp the objectives clearly and accurately when assigning homework, the communication between students in the classroom can only stay at the superficial level, and teachers can't lead students to communicate effectively. I think a math teacher should grasp a clear, accurate and appropriate goal orientation according to the characteristics of the subject. Second, we should think about what open and valuable problems need students to fully explore and study. In the process of assigning homework and preparing lessons, we ask students valuable questions. Only when the problem is open, can it bring about the openness of exploration, and then bring about the openness of thinking. The completion of scientific homework further expands the depth and breadth of in-class research, and can effectively solve the problems of thinking, openness and logic in mathematics learning, so that students can be prepared.
1. Form of homework before class: The homework before class in mathematics should be set according to the teaching content of each class and the students' situation in this class. Before assigning homework before class, teachers should study the teaching materials deeply, prepare lessons carefully, and master the key points, difficulties and emphases of this class, as long as the design of each homework before class can focus on the teaching objectives. The homework before class is flexible and diverse, which can be arranged in books or completed.
According to the different teaching contents and objectives, I have adopted three forms: ① Let students teach themselves textbook examples directly, annotate, mark and ask questions in the book, and arrange the homework to be completed in the book.
(2) At the same time, I also prepared a small research book for every student in my class. Sometimes I ask students to finish the homework in the small research book, and the format is as follows:
First, self-study content
Second, I learned.
Thirdly, I want to give an example.
Fourth, I want to ask questions.
(3) You can also use the method of letting students complete the small survey table of preparatory knowledge, with the format as follows:
The research content of ××× Knowledge Small Study 2. Pre-allocation goals: The determination of pre-learning goals should be specific and different in different grades.
Because of the limited cognitive level, junior students pay attention to the cultivation of self-study habits. They don't need to be covered up in the preview of new lectures, and they can't be too much. They just need to find one or two or two or three main knowledge points, plus a small amount of practice. Others can be realized in group and class communication under the guidance of teachers, which reduces the difficulty and makes students more willing to learn by themselves.
As President Li Fang said: "The pre-study of mathematics in lower grades is mainly based on the content of the next class, looking for mathematics examples related to life around us. For example, there is a certain range of activities that can give play to students' autonomy. Examples can be communicated in written or oral form. Or let students teach themselves the content and talk about "what do I understand?" "Don't understand what?" "What's my problem?" What's my opinion? As long as students are exposed to thinking.
According to the above principles, when I was teaching the two-digit or one-digit addition and subtraction in the second volume of Grade Two, I gave my students homework (self-study example 1 and example 2 and finished "doing", parents who can't ask). The next day, I invited the students to give examples in class, and the students who were ready could not wait to speak. After that, what to do orally and pay attention to are basically students. I asked the students to perform on the blackboard, and the rest of the students were "small judges". Children's eyes are sharp, and their requirements are stricter than those of teachers. Judging from the feedback of homework after class, most students have basically mastered it. Maybe this is a low entry level and a high level!
Senior students already have a certain ability of self-study. For their homework before class, we can put forward the teaching requirements of this class comprehensively and concretely, and design some practical research contents, so that they can return all the lessons to students through self-study, feedback and exchange of knowledge points learned in class, so that students will have a more sense of accomplishment and enjoy learning. For example, to learn the calculation and derivation of the circumference of a circle, a research table can be designed, so that students can measure the circumference and diameter of several circles and find out the law by calculation, and deduce the calculation formula of the circle. The understanding of the learning circle can be designed as follows: 1. Think about what you know. Show you the method. 2. Can you use what you have learned to explain why the wheel should be designed as a circle? (This example is taken from the view of President Li's life. )
As President Li Fang said, "The content of study before class should not be too much or too specific, so students should have room for thinking, and there should not be too much content that students need to write themselves to complete. If the learning content is relatively specific and single, students can ask self-study questions in class, so that students can give full play to their main role in classroom self-study, group discussion and classroom communication, which is also student-oriented. "
Homework before class lays a certain foundation for students' classroom learning, thus cultivating students' autonomous learning ability. Teachers also teach students how to learn more extracurricular knowledge in this way, broaden their horizons and increase their knowledge. If we can make good use of homework in class, we can not only enrich the content of classroom teaching, but also reflect the initiative of students' autonomous learning to the greatest extent. Therefore, teachers should respect students' work after assigning homework, and try their best to provide students with opportunities to show their homework results in class so that their work can be used. In this way, students' interest in completing homework before class can be maintained, students can be willing to do it, and they can gain greater confidence in their studies.