As an educator, we must first establish a correct view of talent and quality. What is talent? What is quality? Deng Xiaoping once said: As long as people who have contributed to human society are talented people, they are all of high quality and meet all the standards in a large range. Educational circles believe that a student with normal intelligence will become a useful talent as long as he has a timely educational environment and his own efforts. Only when students become promising talents in the eyes of teachers can they get the care and help of teachers and have the opportunity to become talents needed by society.
Secondly, teachers should have the concept of quality education, that is, "all-round development, active development." "Omnidirectional" refers to whether teachers fully mobilize the enthusiasm of students in educational activities, whether there are many people who speak, whether there are many people who think positively, whether the correct rate of independent practice is high, whether the teacher's inspiration reflects the ladder-whether the knowledge is from shallow to deep, whether it reflects the hierarchy-whether the excellent and poor students have been properly cultivated and improved, and whether the difficulties encountered by the poor students have been carefully cultivated by teachers. "All-round development" refers to whether teachers attach importance to the simultaneous development of intelligence and non-intelligence, the promotion of ability and knowledge, the corresponding acquisition of knowledge in single subjects and related disciplines, the concern for students' physical and mental health, and the organic infiltration of ideological and moral education. "Active development" is an important symbol of whether students become masters of learning, and it is also the key to whether students can master certain learning methods and achieve the best results. Therefore, in order to make students develop actively, teachers must adhere to the principle of "I serve students" and establish an equal and democratic relationship between teachers and students. There is equality before there is democracy; Only democracy can fully arouse the enthusiasm of students, both adults and children can. With a democratic, equal, relaxed and harmonious learning atmosphere, students naturally have a happy mood, and "happiness" is the driving force for innovation.
Second, implement students' dominant position, create a conscious and serious time and space, and leave an innovative environment for students.
Innovation not only belongs to science and technology, but also belongs to new discoveries, new feelings, new works and new methods in people's study, work and life. The correct teaching concept emphasizes the interaction between teachers and students, gives full play to students' main role under the guidance of teachers, and strives to stimulate students' interest, motivation, emotion, initiative and enthusiasm in learning, so that students can not only "learn" but also "learn", thus realizing the all-round and active development of personality. Since it is an interaction between teachers and students, we should attach importance to the "double track" research of teaching methods and learning development-the "double track" behavior in teaching activities, so as to achieve organic combination, mutual penetration and complement each other. In the past, teachers always paid attention to "how to teach" and neglected the study of "how to learn", thus forming a master-servant relationship of "I listen to you and arrange exercises for you to do", ignoring the guidance of the main learning method, which made most students take a detour. As a result, the phenomenon of "teaching clearly and learning vaguely" appeared. So, what do students talk about initiative, consciousness and innovation? There is no fixed method for teaching, and there should be no fixed method for learning. As long as students master some universal and common things, they can give full play to their personal abilities and realize the goal of "teaching is for learning, and eventually they can learn by themselves or even creatively without teaching". To achieve this goal, teachers should first treat students as "real people". They are a spiritual and individual life group. Their development process is inconsistent, and their needs and aspirations are also different. This requires teachers to attach importance to personality development, individual requirements and individual counseling under the premise of unity. Secondly, teachers should give students enough time and space. "The sky is high enough, birds can fly, the sea is wide enough, and fish can jump", which gives them enough time to observe, think, question, imagine and innovate ... Without time, they can do nothing but talk on paper. But some teachers always think there is no time. What is the reason? (a) there is no reasonable arrangement of time; (2) Teachers don't trust students, and they are always afraid that students won't understand this. One person doesn't understand, several people accompany him, even the whole class. (3) The more papers and topics a teacher touches, the richer and more detailed his experience and the more time he feels. So I worked overtime to make up lessons ..... All kinds of tricks took up a lot of students' time. Mr. Lu Xun once said: "wasting other people's time is tantamount to killing people for money." Teachers don't kill people for money, but what's the difference? Therefore, teachers should fully trust students in teaching activities, dare to give up boldly, cut off some tedious analysis and repeat lengthy explanations, let them think, explore and get in touch with society, and leave enough time and space for students. Thirdly, teachers should be good at encouraging and affirming students' achievements, supporting them to question each other and express their unique opinions. To cultivate students' innovative spirit, teachers should carefully care for students' innovative consciousness, and don't stifle students' innovative consciousness with a standard answer. In classroom teaching, encourage students to dare to deny, deny teachers' mistakes, deny reference answers and deny old knowledge. Without negation, there will be no innovation. While encouraging negation, we should also encourage students to imagine that the problems that some students who are obsessed with "dead ends" or whimsical are the embodiment of their innovative consciousness, and we should give them appropriate encouragement and support.