1. Emancipate the mind and let students become the real masters of learning.
Nowadays, the slogan of "students are masters" is very loud, but most students have not really become masters of learning, and many students are actually slaves of learning. They are struggling under the shackles of one-sided pursuit of enrollment rate, and they are overwhelmed by points, points, points, exams and exams all day. If this teaching situation does not change, how can we talk about the main role and leading role?
To make students masters, we must really liberate them, instead of pressuring them with exams and homework, forcing them to stay within the framework set by teachers. Students get rid of the shackles and gain the liberation and initiative of learning; Only in this way can they dare to think boldly, put forward different opinions from teachers and challenge authority. Teacher Ning Hongbin is never afraid of students buying teaching reference books. He welcomes students to bring reference books to class and ask questions actively. When students feel that they are the real masters, they can open their hearts and put forward their own unique opinions.
Facts have proved that when students truly become the masters of learning, their enthusiasm for learning will inevitably come out of generate. Only in this way can teachers play a leading role.
2, respect for students, teaching democracy
In the classroom, the tense relationship between teachers and students and the strong "gunpowder smell" are not conducive to mobilizing students' enthusiasm. The relationship between teachers and students is like cat and mouse, and students are afraid to go out. When "war" broke out in the classroom. In this atmosphere, how can students love learning! Therefore, improving the relationship between teachers and students and implementing teaching democracy will help stimulate students' interest in learning.
There are several types of classroom teaching management. One is called "police style" to control death. The students in this class are too nervous and cautious, giving the impression that they are very disciplined, but in fact it is not conducive to the development of thinking or personality. The other is "herding sheep", which is too easy. Teachers are not good at managing the classroom, and the discipline is lax, so students are "free", but the classroom discipline is chaotic, which is not conducive to imparting knowledge and forming good habits. There is also a "democratic style", which is both democratic and centralized. The classroom is lively but not chaotic, lively and orderly, and sometimes it looks chaotic, but it is actually discussing problems instead of fighting. Sometimes it's quiet. Listen, not do the problem. Teachers are well managed, both democratic and centralized. They can live when they are alive and control when they are quiet. This kind of management is not only beneficial to teaching, but also to active thinking and developing personality.
In classroom teaching, teachers should strictly manage students while imparting knowledge. Teachers should constantly ask students for learning and discipline, and constantly supervise and inspect them; This kind of organizational management process is the guarantee to complete the teaching task. The management of any course should embody the principle of democratic centralism. Only strict absence of democracy is not conducive to developing students' intelligence and mobilizing their learning enthusiasm. We should build a highly democratic society and guide students to live a democratic life from now on. We should give full play to democracy in the classroom, allow students to give advice to teachers, allow textbooks to find faults, and allow everyone to share opinions.
There is only the difference between teachers and students, such as more or less knowledge, foresight and hindsight, and there is no difference in personality. All are equal in personality, and teachers must respect students' personality. Practice has proved that teachers are self-centered, respect teachers and use high-handed means, which often leads to the failure of education. This practice is not conducive to the transfer of knowledge, but also hinders the development of students' personality and affects their physical and mental health. To maintain harmony between teachers and students in classroom teaching, we should not arbitrarily think that you can learn by teaching you, and that you are you by shaping you, which is not conducive to the development of democratic thinking and, of course, to the mobilization of students' learning enthusiasm. In order to make students interested in learning, the first condition is that students are not suppressed at school, and teachers should treat students as human beings, equal to themselves or even surpass them.
The teaching process itself contains rich interpersonal relationships. Close communication between teachers and students is a powerful factor to promote students' learning progress. Students who are cared and trusted by teachers often improve their confidence and enthusiasm in learning because they are in a good mood, so as to achieve the learning effect expected by teachers. However, students who are left out and ignored by teachers may lose confidence in their studies and have poor academic performance. In short, it is necessary to create a democratic atmosphere, so that teaching activities can be achieved: teachers and students resonate at the same frequency in the pursuit of knowledge; There is also emotional resonance in the exchange of ideas; There is not only the information output of teachers to induce students' creative thinking, but also the information feedback of students' deep understanding of teachers' creative work. Teachers and learners need each other's soul mates and live in harmony, which is the best state of combining dominance and subjectivity.
3. Prepare lessons fully, accurately and concisely.
Teachers prepare lessons adequately, give lectures accurately and concisely, which not only reflects the leading role of teachers, but also helps to mobilize the main role of students. Some people equate teachers' systematic lectures and students' systematic listening with "cramming" and "cramming". This view is somewhat one-sided. We should also divide the teaching methods into two parts. Some lectures are really "cramming". Whether students like it or not, they can understand it. Anyway, from beginning to end, they all think that they can get as much as they say, and the more they say, the more they learn. In fact, teachers can't arouse students' enthusiasm no matter how the students actually give lectures. This kind of lecture is really called "cramming", which is not conducive to giving full play to students' subjective initiative. We are opposed to this kind of teaching, but we are not opposed to giving targeted lectures on the basis of full preparation of lessons. Good teaching can arouse students' enthusiasm. Whether it is "cramming" or "heuristic", the key is not to talk or not to talk, to ask or not to ask. Some people mistakenly think that it is "irrigation" and ask for inspiration, but it is not.
Some teachers keep asking questions, and students answer "yes", "no", "yes" and "no" without thinking. What is the enlightening effect? At best, it can only play the role of organizing teaching. Some teachers ask questions that need to be repeated or even scripted, which is not very enlightening. Enlightenment is to make students' thinking active and intellectual development. Sometimes it's enlightening, but it doesn't necessarily ask questions. We listened to a high-quality report and told it from beginning to end, which gave us great inspiration and naturally made us think about many problems. We listened to a good cross talk without asking us questions, but it inspired our thinking and made us have many associations. Although good movies don't ask questions, they inspire us and make us think deeply. Therefore, an enlightening explanation can enlighten students even without asking so many questions. Students listen and think, and the teacher's speech arouses students' association, memory, judgment and reasoning. Students can draw inferences from others, which is also a good inspiration. Here, we should improve the art of speaking, leave a box for students to think about when giving lectures, and don't break up and chew up the knowledge and feed it to students. Lectures should allow students to have aftertaste, thinking and room for manoeuvre. The lecture should be thought-provoking and fascinating, and students will learn interesting only if they feel the lingering sound. Of course, teaching also has its advantages. It is the most time-saving and convenient method, so we generally do not object to teaching. Whether to hinder students' initiative depends not on whether to speak, but on how to speak and how to speak.
Of course, this teaching method also has great limitations, especially in today's rapid development of science and technology, there are many high-tech can be used for teaching, we should adopt it in time. From the teaching itself, it has its weaknesses: it is not conducive to hands-on and oral, and there are few practical opportunities, which is not conducive to the improvement of students' ability. Long-term teaching by teachers can easily make students develop the inertia of waiting for ready-made knowledge, which is not conducive to the cultivation of students' independent exploration spirit, especially to the cultivation of students' independent learning ability. Therefore, it is necessary to be concise on the basis of intensive reading class, and to cooperate with certain activities, such as discussion, debate, hands-on experiments and so on.
4. Master the laws of students' physical and mental development and teach students in accordance with their aptitude.
In the process of teaching, the teacher's teaching object is the growing teenagers. Therefore, students' age characteristics and their physical and mental development level should be fully considered in teaching. When arranging learning activities, teachers should consider students' acceptance ability and follow the laws of from simple to complex, from shallow to deep, from near to far, from low to high, from concrete to abstract, from individual to general and step by step.
To regard students as the main body of education, we must strive to implement the principle of teaching students in accordance with their aptitude. Every student has different innate qualities and different environmental conditions. Therefore, every student has different personality characteristics, and their reaction to the influence exerted by the teacher will be different. Only by comprehensively and deeply understanding the individual characteristics and differences of each student and teaching students in accordance with their aptitude can teachers achieve the expected educational effect.
Only by teaching according to the law of students' physical and mental development can teachers give full play to students' initiative, and only in this way can teachers play a leading role well.