First, set up problem situations to stimulate students' desire to actively explore knowledge.
Creating a good problem situation can effectively stimulate and maintain students' interest in learning, and create an ideal atmosphere of tension, activity, harmony, vividness and Zhang Chi for classroom teaching. When asking questions, please consider:
1, according to the teaching objectives of this lesson, put forward the corresponding problems. Teachers design questions according to the knowledge points in the textbook (which can reflect the teaching objectives and knowledge focus of this course), so that students can clearly know what to learn in a class, how to learn it, and what is the significance of learning it well, thus stimulating their interest in learning and understanding and solving problems that they can't figure out when they study independently. Questions must help to solve the problem situation of the whole class and help to understand the teaching content comprehensively and deeply.
2. Questions should echo students' existing cognitive laws.
Teachers design and put forward enlightening and interesting questions on the basis of students' existing knowledge to stimulate students to enter the realm of exploring questions. Students can contact the new knowledge in this section on the basis of what they have learned, and find the answer to the question through self-study, which can not only improve their reading ability, but also satisfy their sense of success.
3. Understand students' learning psychology. Junior high school students are novel, expecting affirmation, loving praise and being competitive. When asking questions, we should consider whether students can directly infer, whether they are dynamic thinking, whether they are close to life practice, and how many times their thinking turns. We should create new knowledge to be learned into several problem situations, and put them forward in novel ways and vivid language to satisfy and strengthen students' curiosity and stimulate students' thirst for knowledge.
4. Close to the reality of students' life. Problems that students can meet in life but can't be answered by existing knowledge can attract students' attention and produce the desire to know immediately. For example, in the section of "Human Development", what is the difference between boys and girls who create adolescence to stimulate students' questioning psychology?
5. Give students the task of learning and understanding, so that students can have a preliminary understanding of the knowledge of this lesson, know the key points, difficulties and directions of preview, turn students' unintentional attention into intentional attention, and promote students' positive thinking in preview.
Second, experience problems, learn independently, and find ways to solve them.
In the process of teaching, students must read and think independently in order to truly become the main body of knowledge intake. According to the learning task of the problem, the contents of the textbook are screened and the methods to solve the problem are obtained, which can not only enable students to study deeply, but also improve their thinking ability, enhance their self-awareness and give full play to their learning initiative in the process of learning knowledge.
1, the knowledge I have experienced is more profound than what I have heard from others. Students find ways to solve problems by previewing textbooks, and get the pleasure of learning. As far as memory strength is concerned, this is much stronger than the teacher directly telling the reason.
2. Textbooks are the basis of teaching and the foundation of solving problems. Preview can meet the needs of students at different levels, especially for students who are not active enough. For good students or students who have previewed before class, guide them to do after-class exercises or sum up knowledge.
3. Teachers should make full use of the blank time of students' self-study. The teacher wrote the main points of this lesson on the blackboard, walked among the students, "Please come", asked questions, taught people, consulted well, collected and explored "information" at the same time, and actively inspired and guided them.
Third, clarify problems, exchange ideas and sum up knowledge.
1, through students' preview and self-study, through students' own thinking and experience, and on the basis of personal exploration, let students express their views, and discuss among students to complement and correct each other. Through the common summary of teachers and students, the teaching content of this lesson is summarized, and teachers can satisfy students' desire for success in the form of affirmation and encouragement. In the specific operation, we should pay attention to not letting ourselves drift, and we must stop endless arguments.
2. Exercise students' courage to speak and language generalization ability. Students who are introverted and dare not raise their hands should pay attention to their expressions, try to create opportunities for them to speak and eliminate their timidity. When some students answer questions in the language of the textbook, the teacher will gradually guide them to express their answers in their own language.
3. Cultivate students' ability to summarize and summarize knowledge. The knowledge that students preview is fragmentary and one-sided, so it is difficult to summarize only the knowledge points of their own knowledge, but the knowledge points that they don't understand. Therefore, teachers play a guiding role in knowledge induction and let students play the main role. To deal with "blank" teaching, that is, to deal with teaching contents and methods, we should provide students with opportunities to think, leave room for themselves to play, don't keep students' ideas within the framework of teaching plans set by teachers, and don't deliberately get stuck when problems reach key points, so that students can actively build their own cognitive structure and develop their creative thinking ability.
Fourth, students ask questions and teachers answer questions to stimulate students' interest in exploration.
Suhomlinski believes that there is a deep-rooted need in people's hearts, that is, to feel that they are a discoverer, researcher and explorer. Students' intellectual activities are in a positive state, which lays the foundation for imparting and consolidating knowledge. This is beneficial to:
1. Push students to the position of "subject" and let them actively use knowledge to form a new cognitive structure. Let students have ample opportunities to express themselves in the actual process of asking questions, analyzing problems and solving problems, and liberate students from the passive position. This can promote students' positive association, enrich their imagination and train their thinking ability. Enthusiastic lectures can democratize teaching and shorten the distance between teachers and students.
2. It embodies the principle of learning from each other. Teachers inspire students, students trigger teachers, and so on, and there will be "bilateral improvement" and "two-way communication" in teaching.
Students can't answer their own questions in real life. Teachers can make the finishing point by using the teaching art of "touching". Let other students answer the simple questions of students; Encourage students to discuss problems with different viewpoints and cultivate students' divergent thinking. Teachers constantly infiltrate various learning methods and problem-solving skills in answering questions, such as consulting materials, paying attention to cultural media, assuming, actually investigating, personally experimenting and observing things around them. Students realize Tao in participation and law in participation.
4. Feedback information of teaching can be obtained. When students ask questions and solve problems, we can understand students' knowledge of this lesson and students' thinking mode, which provides a basis for teachers to adapt to students' learning ideas when imparting knowledge.
Example of verb (abbreviation for verb):
Design of classroom teaching structure of angiosperm reproduction
1, suspected:
Teachers use slide projectors (multimedia) to show the following questions:
(1) What is the breeding mode of angiosperms? (Linking old and new knowledge)
(2) Why do orange trees blossom more and not bear many oranges? (Application of pollination and fertilization knowledge)
(3) Some angiosperms have beautiful flowers, while others are "ugly"? (Characteristics of wind-borne flowers and insect-borne flowers)
(4) What can be done to make sunflowers produce more melons? (Artificial pollination, comprehensive application of knowledge, the knowledge of "seeds" will be introduced in the next class)
(5) The cognitive objectives of this lesson show that:
Understanding: flowering, pollination, wind-borne flowers and insect-borne flowers.
Understanding: the fertilization process of angiosperms
Introduction: Artificial pollination
2. Experience the problem by yourself and solve the problem by yourself.
Let the students learn this textbook by themselves for ten minutes (the teacher can adjust it flexibly according to the students' self-study progress), and remind the students to answer the above questions. In the process of students' self-study, teachers use the "blank" time to list the blackboard books: (1) flowering and pollination: 1, and flowers bloom smoothly; 2. The process and method of pollination; 3. Types of flowers (divided by pollination methods); (2) Fertilization: 1, the site of sperm production; 2. What develops the embryo in the seed? 3. The relationship between seed number and ovule number, ovary number and fruit number; (3) artificial pollination
3, communication, knowledge induction
After the students finish their self-study, ask them to answer questions, and at the same time teach and summarize the knowledge points. The teacher fills in the specific contents on the blackboard.
4. Students ask questions and teachers and students work together to solve problems.
It takes 15 minutes for students to ask questions and teachers to answer them (depending on the number of students' questions and the atmosphere of class discussion), and then enter the stage of on-site questioning. After a warm question and answer between teachers and students, the teaching task of this section is completed. Now, choose some student questions to please you:
(1) Is it ok to propagate mimosa by cutting?
(2) How to breed seedless watermelons?
(3) How can bananas reproduce without seeds?
(4) Do angiosperms have viviparous reproduction?
The teacher found from the students' questions that the students were particularly curious about the things around them. There are many doubts that teachers need to answer, so teachers should always satisfy students' thirst for knowledge in teaching. Students often have insufficient time to write questions. In this case, the teacher should improvise and transfer the question to the content of the next class, so as to lay the foundation for students to learn the content of the next class by themselves.