Clever design is to skillfully ask open questions, stimulate students' interest in learning and exploration, and cultivate innovative consciousness. Clever design includes clever arrangement of teaching links, clever design of cognitive process and clever arrangement of teaching forms.
Clever quotation is the induction of students' thinking, the shaping of personality, the guidance of behavior and the transformation of learning space. Encourage students to actively participate and think, break the classroom boundaries, reform the form of homework, enable students to understand and master innovative technologies, and promote the improvement of innovative quality.
Clever presentation is clever explanation and operation. Teachers use various effective methods and means to make students actively participate and think, so as to improve students' innovative ability and form a good innovative personality.
Clever evaluation is to give students an evaluation skillfully, so as to encourage students to continue to develop and cultivate their innovative spirit. Clever comments can be made from multiple angles and dimensions. Don't use words that hurt their self-esteem, use words of encouragement.
"Four Skillful Skills" is the general law that should be followed in determining the teaching strategy of innovative education. According to this law, many innovative teaching strategies can be explored. Based on the above understanding of the meaning, objectives, principles and strategies of innovative education, I have done some improvement practices in the ideological and political teaching in senior high schools under the current conditions, as follows:
2. Improve the teaching method and adopt the "double guidance" teaching method.
Improving teaching methods is an effective way to cultivate innovative ability and improve the quality of classroom teaching. The "double guidance" teaching method has broken through the "one-way teaching" teaching mode I told you in the past and is a better teaching form to adapt to innovative education.
The "double guidance" teaching method is not only "guiding learning, but also guiding practice". The basic content is: teachers ask questions, guide students to teach themselves textbooks, students discuss with each other, rely on their own efforts, solve problems initially through answering exercises, and finally teachers give targeted explanations according to the difficulties in students' answering exercises. The "double guidance" teaching method is different from the traditional teaching mode. "Practice before speaking" is its basic spirit, "practice and talk" is its basic spirit, and "practice and talk" is its basic feature. It contains two interdependent and interrelated basic elements, namely, students' answering exercises and teachers' guidance. It conforms to the cultivation level of high school students' innovative ability in "practical middle school", embodies the teaching principle of "taking students as the main body, teachers as the leading factor, training as the main line and development as the main theme", and can also fully display the teaching strategy of "ingenious design, ingenious introduction, ingenious presentation and ingenious evaluation".
The teaching procedure of "double guidance" teaching method is divided into eight steps, namely:
Step 1: Introduce new lessons. Lead-in is the connection point between old and new teaching contents, and it is also a necessary means to coordinate and surpass each other between teaching links. Its purpose is to attract students' attention to what they are going to learn. There are many ways to import. Teachers should make flexible use of the teaching materials according to the actual situation of students. Don't stick to one method, but use various methods alternately to make classroom teaching rich, vivid and vivid.
Step 2: Show a summary of the tutorial and the first exercise. The teacher asks questions, creates problem situations and shows the first exercise. Exercise questions can be designed by imitating exam questions, and questions such as filling in the blanks, correcting mistakes, choosing and answering questions can all appear, and questions and answers are generally the main ones. The content of the exercises focuses on the cognition and understanding of the basic knowledge and viewpoints of this lesson. The exercises should not be too difficult, so that students can solve them by themselves. Its purpose is to stimulate students' thirst for knowledge and intrinsic interest in learning, make students study in a state of eager to acquire new knowledge, and encourage students to think positively.
Step 3: Students teach themselves textbooks. Teachers patrol to understand the learning situation, guide students to read the text according to the requirements of exercises, and lay the foundation for solving problems. The purpose is to let students learn independently with questions, to urge students to enter the learning state of active participation and to arouse their enthusiasm.
Step 4: Practice answering questions. The teacher asked the students to answer the first exercise to understand the students' answers and use them as the basis for the next explanation, so as to strengthen the pertinence of teaching. The purpose is to cultivate students' ability to solve problems and master students' mastery of teaching content.
Step 5: The teacher explains. The teacher doesn't tell everything. First, focus on the key points and difficulties, that is, focus on the places that students find most difficult in self-study and practice and the most basic, important and critical places in the teaching materials. Second, the systematization of knowledge, that is, the systematic structure of knowledge. Through induction and synthesis, students can understand the teaching materials as a whole, help them form a good knowledge structure and systematize their knowledge. The purpose is to break through the key and difficult points, ensure students to master knowledge systematically and improve their ability to understand knowledge.
Step 6: Show the second exercise. After the teacher explains the analysis, ask questions and let the students do the exercises again. This exercise should be revised and the difficulty should be improved. According to the teaching practice, the test questions should be closely linked with the teaching materials as well as the practice, which can reflect the application of the learned knowledge, especially the understanding and application of excellent students, so as to facilitate the review and consolidation of knowledge and the improvement of ability.
Step 7: Students discuss and answer questions. The teacher guides the students to discuss the exercises (you can discuss them in groups, and each group of representatives will speak), and then express their views or stir up arguments. The purpose is to consolidate and deepen students' correct understanding in the self-study stage, correct their wrong understanding in time, and give play to the coseismic effect of students' thinking in order to improve together.
Step 8: Teacher comments. Teachers make multi-angle and multi-dimensional comments on students' answers, so as to encourage and inspire students, extend their knowledge by combining answers, and teach students the basic methods of analyzing and solving problems by retelling, so that students' knowledge can be transformed into abilities. Thereby improving ideological awareness. The purpose is to finally achieve the highest teaching goal of this class.
The above eight steps are a gradual and deepening teaching process. However, "there is a teaching method, but there is no fixed teaching method" and classroom teaching "there is a model, not just a model" Therefore, in the process of implementing the "double guidance" teaching method, the specific links can be flexibly arranged according to the teaching needs.
Second, improve teaching methods and constantly improve the art of explanation.
Explaining is a teaching method to impart knowledge to students through the teacher's "speaking". Because the basic task of ideological and political course is to systematically teach students the basic ideas of Marxism and common sense of social science, explanation is a common means and a very key link in ideological and political course teaching. Phenomenologically speaking, explanation is the teacher's explanation of the text content, but in essence, it is the display and application of teachers' teaching knowledge and teaching art, as well as the innovative teaching strategy of "clever design, clever introduction, clever display and clever evaluation"
The purpose of political lesson explanation is not only to instill book knowledge into students, but more importantly, to cultivate students' innovative ability and quality through explanation, so that students can grow up healthily in an all-round way. Interpretation must follow political principles; Principle of importance; Emotional principle; Interesting principle and intuitive principle. Interpretation and emphasis methods, commonly used methods are:
Three w method. That is, from three aspects: what (what), why (why) and how (how).
4 transplantation method. Transplant problems in one field to other fields for analysis and explanation.
5 expansion method. That is, there are only opinions in the book, but there is no explanation. The reason is that the book only mentions one aspect, and there is nothing else to expand.
6 reverse method. That is, turn the problem upside down and analyze it in the opposite order or direction.
7 Comparative method. That is, comparing opposing, similar and similar knowledge and explaining their similarities and differences.
8 induction. That is, the interpretation of summarizing general conclusions from individual facts.
9 Interpretation. Analysis and explanation of specific facts by introducing personal opinions or using general conclusions.
How to grasp the keyword 10. Some concepts and principles are explained by grasping their keywords.
1 1 contact information. Clarify the internal relations between questions and between box classes, and grasp the knowledge system to explain.
The same explanation method may have different effects because of different languages. Therefore, we should strive to improve the language art of explanation. We should strive for accurate and clear language expression and be scientific; Concise, concise and logical; Lively and interesting, humorous; Easy to understand, easy to understand; Cadence, rhythm.
Improving the art of explanation can not only enhance the internal persuasiveness of the theory of political lessons, but also harmonize the feelings between teachers and students, stimulate students' interest, combine teaching with aesthetic feeling, give students a beautiful feeling and cultivate innovative consciousness.
Third, improve learning methods and expand the form and space of learning.
Students are the main body of learning, and learning methods seem to be students' own problems. Actually, it is not. Students are confined to classes, textbooks and rote learning, which are all caused by teachers. The key to changing students' passive learning style lies in teachers.
It is better to teach people to fish than to teach them to fish. Teachers should not always give students ready-made meals, but should teach students the skills of cooking by themselves. In all aspects of learning, teachers should guide students to master more scientific and reasonable methods. For example, guide students to do a good preview, guide students to learn to listen to lectures, how to take notes, how to master review and problem-solving skills, gradually improve students' ability to ask questions, analyze problems and solve problems, and finally enable students to learn to learn.
Teachers should expand the form and space of students' learning, and should not be limited to classroom teaching. It is necessary to diversify students' classroom learning forms, such as: creating scenes, training exercises, and adopting audio-visual teaching if possible; You can also give lectures, debate and sketch performances in class. In addition, political teaching can not be completely confined to classroom space, and activity groups can be organized after class. To deepen the study of political knowledge, you can also give lectures on some hot issues, which will be told by teachers. You can also ask people outside the school to make some special reports, and the effect is very good. Holidays can guide students to do social investigation, visit, and write small papers or investigation reports in combination with what they have learned. Through the above practice, students can change passive learning into active learning.