First, the learning status of students in secondary vocational schools
Through classroom observation, psychological consultation and questionnaire survey, it is found that the main manifestations of students' lack of interest in learning are: inattention in class, indifference and weariness in learning, boredom in classroom learning, failure to preview before class, failure to listen carefully in class, failure to take notes, failure to review after class, rote memorization before the exam and coping with things.
Second, the current situation of secondary vocational school students' learning analysis
1. Changes in social environment. At present, there is a contradiction between the difficulty in obtaining employment and the low entry threshold for labor, which has a great influence on the learning enthusiasm of secondary vocational school students. This social situation makes many secondary vocational students feel that they are still looking for a job regardless of whether they study or not, and some people want to learn more and less. At the same time, secondary vocational school students often go in and out of recreational Internet cafes, chat online, make friends and play games, and have poor self-control, which makes some students addicted to the Internet. In addition, some unhealthy thoughts in society, such as hedonism and money worship, also affect secondary vocational school students to varying degrees.
2. The imbalance of family education. Parents are the earliest teachers of students. Therefore, the influence of family education on people is long-term, even lifelong. Now that there are more only children, parents generally spoil their children. When there are problems, some parents adopt rough and repressive education methods. Lack of good communication and communication with children. Some children themselves live in an unhealthy family, such as parents divorced, family discord, left-behind children and so on. In addition, some parents' unconscious bad behavior habits and lifestyles make students feel that their bad behavior is "reasonable".
3. The lag of school education. It is directly related to the disadvantages of current secondary vocational education itself. Secondary vocational schools are short of students, some teaching contents are outdated, divorced from reality and lack of new ideas, and teaching forms and methods are still monotonous, boring and scripted. For various reasons, hierarchical teaching, work-study program and work-study alternation have not been fully implemented in secondary vocational schools. At the same time, the propaganda of vocational education is not enough, especially for junior high school graduates. Many freshmen come to vocational high schools out of helplessness. In professional publicity, students know little about the professional groups they face. Students don't know much about their own characteristics. Under the existing model, it is also difficult for teachers to fully mobilize the enthusiasm of students, which is helpful to improve students' creativity and show their talents.
4. Students' subjective reasons. Some secondary vocational school students lack correct moral concepts and correct judgments on moral behavior, resulting in bad behavior habits. And easy to be self-centered, easy to go to extremes, lack of mutual help and team spirit. No matter what you do, you should take your own preferences as the basic criterion for judging. At the same time, it lacks perseverance. The classified query of periodical articles only comes to an end when the periodical library encounters difficulties in study and life. Such as fear of difficulties in study and dislike of labor in life.
Third, improve the interest of secondary vocational school students to learn a few suggestions
Learning is a kind of fun, education is a kind of guidance, and it is impossible to train talents by force. In view of the above-mentioned secondary vocational students' lack of interest in learning and the analysis of the reasons, I mainly talk about my own suggestions from the following aspects.
1. Eliminate dependence and cultivate the ability of autonomous learning.
Participation and expression are the key to cultivate students' autonomous learning in secondary vocational schools. Educational psychology research shows that organizing or guiding students to actively participate in learning activities can stimulate interest. We should respect students' interests, grasp the characteristics of students in secondary vocational schools, such as novelty, curiosity, fun, competitiveness and good grades, design colorful classroom activities, actively carry out colorful extracurricular activities, attract students to participate in practical activities to the maximum extent, and let students experience the fun of learning in a large number of activities.
2. Pay attention to the demand and stimulate students' enthusiasm for learning through praise and encouragement, competition and rewards and punishments.
3. Cultivate students' good study habits
Many learning habits of junior high school students will be brought to secondary vocational schools, such as step by step, strong dependence on teachers and lack of conscious initiative in learning. In this case, we should try our best to teach students how to study consciously. Once students have the self-awareness of learning, they will show great learning enthusiasm and firm learning spirit in the process of generation, and will urge themselves to study hard, make progress hard, achieve excellent results, and finally achieve the expected goals. Teachers can set a goal that students hope to achieve through classroom learning. If students work hard to achieve it, they will meet their learning needs, thus stimulating their interest in learning and making their learning behavior more lasting.
4. Using high technology is a process means to improve students' interest in learning.
Teachers should improve their teaching methods. When teaching knowledge that is difficult to arouse students' interest, teachers should use novel methods to stimulate students' interest in learning and try to make boring learning interesting. You can use physical teaching AIDS and multimedia courseware to connect with real life, and skillfully use performances and games to create scenes for education and teaching. The application of these methods can make students understand things intuitively, remember things deeply, have a strong interest, and make students love learning and life more, so that students' enthusiasm for learning will naturally improve.
"How can the canal be so clear? Only flowing water comes from the source. " In this changing era, teaching must keep pace with the times, accurately grasp the changes of educational objects and find the focus of work. Only in this way can we work effectively. Therefore, the learning interest of secondary vocational school students is a process of gradual improvement, and we must not be too hasty or excessively lower the learning requirements. Only by properly handling the relationship between internal and external causes and constantly encouraging and guiding can we achieve an ideal situation and achieve satisfactory results.
How to improve the quality of classroom teaching in senior high school is an important embodiment of students' autonomous learning. To optimize the classroom structure and activate students' subjective consciousness, students must be encouraged to question and ask questions. Teachers should create a harmonious and unified classroom atmosphere and allow students to "interrupt", ask questions, argue and even put forward different views from teachers at any time. Students have questions and ask difficult questions, which is a valuable performance of serious thinking, independent learning and active exploration, and deserves teachers' enthusiastic encouragement and praise. At present, students should be welcomed and encouraged to "interrupt" at any time, ask all kinds of difficult questions and give correct explanations.
How to improve the quality of classroom teaching for deaf students Teachers are not prophets or sources of knowledge, but organizers and promoters of teaching activities. Teachers should not only be positioned as "owners of knowledge" and "transmitters of cultural knowledge", but also constantly improve their own quality, not only professional knowledge, but also teaching art and means. The traditional definition of "preaching, teaching and dispelling doubts" and the metaphor of "a bucket of water" are no longer in line with today's reality.
Teachers and students should have reasonable and appropriate teaching structure and rhythm in classroom activities. Classroom structure refers to each link that constitutes classroom teaching, the sequence of each teaching link and the distribution of each teaching link in time. The traditional classroom teaching mode divides classroom teaching into several fixed teaching links: reviewing old knowledge, introducing new lessons, implementing new lessons, consolidating exercises, summing up lessons and assigning homework. This kind of classroom structure is also suitable for the current classroom teaching, and it still has a certain guiding role for our classroom teaching.
How to improve the quality of junior high school classroom teaching? In classroom teaching, teachers should give students more opportunities to practice and play more classroom games, so that students can feel that mathematics comes from life and is applied to life. Mathematics is a discipline that pays attention to practice, and many mathematical theories and laws are largely summarized from practice. For example, in the teaching of "unfolding and folding", I let the students operate by hand first, and then observe and discuss the shape (cylinder) of the folded figure. The students enthusiastically answered questions and drew the following conclusions: the upper and lower sides are flat, the upper and lower sides are parallel to each other, the sides of the upper and lower polygons are the same, the number of sides is the same as that of polygons, and the sides are all rectangles. The questions they answered are basically accurate, and the students can complement each other. Then let the students imagine what kind of figure they will get when the cylinder is unfolded, then start the operation, compare it with their own imagined conclusions, and finally recall the operation process. This is not only beneficial to cultivate students' spatial imagination, but also an important link to cultivate students' spatial imagination.
How to improve the quality of art classroom teaching in middle schools? Art class is a basic cultural course in ordinary middle schools and an important part of basic education in middle schools. Through art education, it plays a vital role in cultivating students' aesthetic concept and artistic creativity, forming a correct outlook on life, and even taking part in work in the future. But at present, art teaching in most schools is in an embarrassing situation.
How to improve the quality of chemistry classroom teaching in senior high school 1? Effective learning concept
The concept of effective learning is the guide of learning, which plays a guiding role in the learning process, guides students' learning direction and gives them a learning goal. Classroom is the main source of students' knowledge. Teachers should make full use of classroom teaching time so that students can learn more knowledge. With the influence of scientific thoughts and the development of psychology, especially behavioral science, people clearly put forward that teaching is also a science. In other words, teaching not only has scientific basis, but also can be studied by scientific methods. Therefore, teachers should set learning goals according to students' psychological requirements in teaching, so that students can learn more easily. Learning is the most important thing for students, and teachers should help students complete this most important thing. The core issue of effective teaching is teaching efficiency. The so-called effectiveness mainly refers to the concrete progress or development obtained by students after a period of teaching by teachers. Master the concept of learning, let students learn new knowledge better, master and apply knowledge, expand students' knowledge and improve the quality of chemistry classroom in senior high school.
Second, changing the teaching concept is the premise of optimizing classroom teaching.
Changing the teaching concept and optimizing the classroom is the premise of classroom teaching. Teachers should constantly improve teaching objectives, optimize teaching objectives and improve teaching methods in the teaching process. Teaching is based on curriculum standards, and teachers are important curriculum resources to be implemented, because the shortcomings and gaps of teaching materials depend on teachers to complete, and the use and development of teaching materials depend on teachers to create. Teachers should change from "teaching textbooks" to "using textbooks", and through effective school-based teaching and research activities, according to their own learning situation, integrate their own scientific spirit and wisdom, flexibly reorganize and use them, so as to make the preset progress as exciting as possible. The process of teachers' teaching should be constantly changing. Teachers' teaching is formulated and carried out according to students' learning needs, which requires teachers to constantly care about students, pay attention to students, encourage students, and let students have a good learning attitude to learn. Because presupposition and generation are two indispensable aspects of wonderful classroom teaching, a class with high presupposition level and continuous generation is considered wonderful. Too much emphasis on presupposition, lack of necessary openness and continuous generation, will make classroom teaching become mechanical and boring, and can not give full play to the vitality of teachers and students. Without careful preparation and sufficient presupposition, classroom teaching will become disorderly, lack of goals and plans, and will not produce good results. Teachers pay more attention to students' study habits in the teaching process, so that students can develop good study habits, which will help students play an important role in future study. Therefore, only on the basis of careful presupposition, teachers can flexibly control teaching practice and pursue dynamic generation, and the effectiveness of classroom teaching can be realized in the integration of presupposition and generation. In the process of teaching, students should pay attention, listen carefully and actively think about the problems raised by teachers in teaching. Teachers optimize the teaching classroom, let students learn chemistry well in senior high school and improve the quality of chemistry classroom in senior high school. Teachers' teaching is the key, and students' learning is also the key, so teachers should better combine with students to optimize the classroom and improve the quality of classroom teaching.
Third, improve students' interest in learning.
Interest is the best teacher for students, and interest is the inner motivation of students. Interest can constantly promote students' learning, stimulate students' curiosity, and make students try their best to find problems encountered in learning and think positively. Students' interest in learning is not innate, so teachers should try their best to stimulate students' learning motivation and make them learn better. Learning in high school is very important and abstract, so students must concentrate and think seriously in the process of learning. Learning itself is fun. Only when students regard it as a source of happiness will they be willing to think about learning. The means of learning is not unique, but the result of learning should be the same. Stimulation of interest can enable students to learn more knowledge better. Stimulating students' interest in learning is to find a good teacher for students, urge them to keep learning, and let them learn new knowledge better and master and use it well. Stimulate students' interest in learning, let students learn high school chemistry well, and improve the quality of high school chemistry classroom. In short, it is not easy to learn high school chemistry well, and it is very important to learn high school chemistry well. Learning high school knowledge is to lay the foundation for future study and pave the way for your future life. Students' learning source is mainly the classroom, so teachers should seize this point and let students learn more and better knowledge. Teachers should prepare their own classroom explanations, constantly improve teaching methods, so that students can better master knowledge and improve the quality of chemistry classes in senior high schools.
On the premise of democratic, equal and harmonious teacher-student relationship, establish the concept of effective teaching,
Master the strategies or skills of effective teaching and construct the framework of effective teaching.
So as to improve the teaching effect as a whole and create a high-quality project of high school education.
How to improve the quality of biology classroom teaching
The new round of biology curriculum reform advocates inquiry learning, which is not only a simple change in learning methods, but also contains profound meanings and expectations for promoting the development of students' quality. For a long time, China's primary and secondary education has focused on students' mechanical memory of subject knowledge and problem-solving skills, ignoring the cultivation of students' comprehensive application ability and creative problem-solving skills, thus resulting in the so-called "high scores and low abilities" and nerd phenomenon. This situation is not suitable for the rapid development of China's economy and the ever-changing progress of world science and technology. Moreover, boring knowledge indoctrination and learning useless ideas have also made many primary and secondary school students feel tired of learning and passive in learning, full of utilitarian learning concepts and "loading and unloading goods" learning methods only for grades. Inquiry learning is a powerful measure and a new learning mode to change this situation.
Inquiry learning is a learning method in which students actively explore problems under the guidance of teachers. In inquiry learning, students discover problems in a way similar to scientific research and actively acquire and apply knowledge. Its purpose is to change students' learning style, guide students to participate actively, be willing to explore and work hard, and cultivate students' ability to acquire knowledge independently. Research-based learning is a new learning mode, which requires teachers and students to change the traditional teaching concepts of teachers, textbooks and classrooms, and change the teaching methods of imparting to adapt to the development of students. The author is a biology teacher of middle school students and a science and technology counselor. In addition to implementing inquiry learning in biology class and guiding students to actively participate, in recent years, in order to meet the needs of inquiry activities, I have also made some explorations and attempts in the teaching methods of implementing inquiry learning in extracurricular scientific and technological activities in biology.
1. Create a situation to explore questions and broaden the exploration ideas.
Innovation is not mysterious. This kind of empathy impulse and ability can be said to be possessed by everyone. It is an innate talent and a natural guarantee for people to adapt to the environment when they are born. And problem consciousness and problem ability can be said to be the basis of innovation. As early as 1930s, Mr. Tao Xingzhi said concisely that innovation begins with problems. Only when there are problems can you think; With thinking, there are solutions to problems and the possibility of independent thinking. Although there are questions that are not necessarily explored, there are no questions that are not necessarily explored. Therefore, in the process of education, we must create a good problem situation and broaden students' inquiry ideas. The author tries to change some outdated teaching methods on how to create problem situations in the extracurricular scientific and technological activities of biology.
The traditional teaching method of biology extracurricular activities, like the general in-school courses, is also based on teaching. For example, the teacher first explains to the students how to make plant vein specimens, wax leaf specimens, transparent immersion specimens, butterfly specimens and so on. And then demonstrate. Next, the students followed suit, and the best thing was to do it perfectly. Students don't have to think. The effect is that students are slow-thinking, and the results of activities are predetermined. Students naturally have less excitement and less innovation.
In order to change this situation, the author created a problem situation in "Exploring the Making of Plant Vein Specimen": there are often some rotten leaves in the river ditch, and vein specimens can be obtained by washing them with water. Why? Can we consider soaking rotten mesophyll? What soaking solutions are there? How long does the soaking process take? Which plant leaves are suitable for making vein specimens by soaking? In this way, students' thinking is broadened and the sparks of thinking are flashed. They mobilized their original knowledge structure to explore the problems in this situation, and actively thought and found problems from multiple angles. Opinions vary, excited! Some say to soak leaves in tap water, some say to soak them in ponds, some say to soak them in vinegar solution, some say to soak them in washing powder solution, some say to soak them in alkali solution, and so on. These schemes reflect the broadness of students' thinking and the importance of creating problem situations. Teachers should encourage in time to broaden students' thinking.
The author does not judge the various production methods put forward by students by quality, but discusses the possible results with students according to the basic principles, analyzes, compares and screens them, encourages students to draw conclusions with their own experimental results, and allows them to make them according to their own ideas. Of course, the production results will never be the same again! Someone succeeded! Some people failed! Through exploration activities, it is finally concluded that pond water and tap water are ideal soaking solutions (bacteria can multiply in large quantities, while acid-base solutions inhibit the reproduction of bacteria), and magnolia leaves are also ideal materials. Students are interested in designing their own methods and making them through exploration, and they are very satisfied with the specimens made. On this basis, I guide students to think about how to develop vein specimen crafts. In this way, after many activities, students experienced the fun and sweetness of inquiry learning, became interested in inquiry learning, and gradually developed a good habit of being good at asking questions, being diligent in thinking and being willing to start work. Veins bookmarks, vein photo frame, vein flower, vein lampshade, vein zodiac and other handicrafts came into being. The experiment of making vein specimens by simple method won the third prize of 2 1 Fujian Youth Science and Technology Innovation Competition.
2. Create a unique inquiry personality.
In a sense, there is no inquiry without personality, and the process of inquiry often shows distinct personality. Teachers should recognize students' individual differences, respect students' different interests and hobbies, and deeply understand each student's personality characteristics, interests and specialties. On this basis, carry out personality education, guide students to develop exploratory personality characteristics, encourage and actively create conditions to help students develop their specialties, leave more choices and free development space for students, and shape distinctive exploratory personality.
2. 1 There is only a scientific method, and there is no standard answer.
Whether right or wrong, it is a big drawback of traditional exam-oriented education that learning only pursues a standard answer and the highest score, which is not only reflected in students, but also in teachers' teaching, which seriously hinders the development of inquiry activities. In the teaching of biological extracurricular inquiry activities, the author emphasizes that there are only scientific methods and no standard answers. The discussion of various issues only pays attention to the scientific nature of your thinking and the logic of your statement, and does not emphasize the right or wrong results. This dispels many students' fear of making their peers laugh by answering wrong questions, guides students to think independently, reason logically, pay attention to finding arguments, and broadens the ways of saying things. Students' thinking gradually became active, and they dared to express their opinions and gradually entered the main role. Therefore, in the process of extracurricular scientific and technological activities counseling, as long as students can put forward their own ideas, not completely limited to textbooks, they will give full affirmation and encouragement in time, and strive to shape a distinctive inquiry personality.
For example, citrus is a common material in daily life, and spraying ants with citrus peel is also a game that children often play. When tutoring scientific and technological activities, a classmate had a whim: can a large dose of citrus oil be used to spray cockroaches? Driven by this inquiry thinking, I use the situation to tell the reason why citrus oil kills insects, and then guide students to try and explore boldly. The students sprayed cockroaches with similar plant materials, such as garlic and onions, and were all in high spirits, not intimidated by the lack of answers from the book. After many twists and turns and hardships, the environment-friendly cockroach killing material was "born". In this process, we not only carried out exploration experiments again and again, but also experimented with environmentally friendly cockroach killing liquid on mice (to prevent it from poisoning human body), and finally it was successfully tried in the family. A series of inquiry processes completely conform to the basic idea of scientific inquiry. Students' scientific consciousness has been improved and they have a new understanding of scientists' rigorous learning attitude. Exploring environmental protection materials to eliminate cockroaches won the second prize of 2 1 Fujian Youth Science and Technology Innovation Competition.
2, 2 train students to use their hands and brains.
Tao Xingzhi, a famous educator, pointed out that when you use your brain, you can experiment with your hands at the same time, and when you use your hands, you can also think with your brain at the same time, so that you can create. Inquiry learning must provide students with opportunities to use their brains and hands to experience the practical process of problem inquiry, so as to gain preliminary research experience, deepen their thinking and understanding of nature, society and other issues, stimulate students' curiosity to explore problems and reflect their own innovative spirit, and form the study habit of thinking independently and paying attention to solving practical problems.
In the extracurricular exploration activities of biology, the author pays attention to letting students use their brains and hands, and arranges some small inventions and creations with their brains and hands in the course. At the same time, we should pay attention to inducing them to do a good job of connecting their brains with hands, and cultivate students' inquiry personality in the process of hands-on.
In the biotechnology activities, the author tried to let students design a hat suitable for catching insects in the wild, and asked the hat to combine the insect catching equipment into one, so that one hat can be used for multiple purposes. The specific design scheme is decided by the students, and one group is designed like this: ordinary straw hats are decorated with camouflage cloth and have a generous appearance. The handle of the insect net can also be used as a crutch. The raincoat is connected under the hat and can be loaded and unloaded at any time. There are five zipper pockets sewn on the edge of the hat, which contain a magnifying glass, flashlight, compass, map, pen, notebook, mask and white paper. In this way, students realize that sometimes it is easy to operate problems, but it is not easy to do them in practice with brain-hand-hand. On the contrary, some thinking steps are very complicated, and after practical application, you can jump a few steps in place. Teaching methods that emphasize brain and hands-on, hands-on and brain-on, not only make students' hands flexible, but also enliven their brains, giving them the experience of jump thinking and providing a foundation for their ability to solve practical problems and innovate in the future.
Through the above teaching methods, not only can every student experience the charm and fun of inquiry activities, as well as the importance of thinking methods and practical operations, but also can cultivate students' good habits of thinking seriously in everything and cultivate the scientific quality of respecting scientific truth and paying attention to practice to produce true knowledge. Inquiry learning is a brand-new way of learning. In inquiry learning, a good teacher should adopt scientific and effective teaching strategies, carefully design a space for students to feel carefree, a space for them to explore, express and share their ideas, and firmly remember and grasp the teaching principle of "students are the main body and teachers are the dominant". Only in this way can the effectiveness of inquiry learning be further improved and the important curriculum concept of inquiry learning be carried forward.
How to improve the quality of preschool classroom teaching is the key to improve classroom teaching. Only when children find something interesting can they concentrate, listen and think. Get twice the result with half the effort. As the saying goes, "the knower is not as good as the knower, and the good is not as good as the enjoyment." Creating vivid and real scenes and stimulating positive emotions not only cultivates personality, but also improves classroom effect. Second, the goals should be few and precise, and the kindergarten curriculum should be thorough around the goals. Not as complicated as junior high school and high school. Therefore, teachers' educational goals must be few and precise, so that children can learn the theme directly without conflict. Third, the use of multimedia-assisted teaching multimedia technology can effectively integrate sound, video and animation, concretize the abstract, make the micro clear, and show the teaching content more vividly in front of children, so as to arouse their enthusiasm and improve their ability to participate in activities. Using multimedia to assist children's classroom teaching can enrich children's imagination, cultivate children's creativity and promote their all-round and harmonious development. Let's use flexible and appropriate teaching methods to create the best situation, tap students' greatest potential, and let students change from "let me learn" to "I want to learn". Make them curious. I hope that each of our teachers will devote themselves to studying the ways and means of classroom teaching, so as to optimize classroom teaching, improve teaching effect and make the classroom truly the main position.