(A) psychological preparation stage
In the process of teaching, students need to be psychologically prepared for learning. If the excitement center in students' minds is not transferred or close to the teaching activities to be carried out, or if students are not interested in the topics to be studied, it seems to be a chore imposed on them, then students are not prepared psychologically, so teaching activities without psychological preparation will not have good teaching results. Therefore, the psychological preparation stage is a necessary stage in the teaching process.
Psychological preparation is mainly to arouse students' interest and thirst for knowledge in the upcoming teaching activities, create a teaching atmosphere, and make students have a strong thirst for knowledge and a strong cognitive interest.
(B) cognitive knowledge stage
Perceptual cognition refers to students' observation and touch of things (objects, phenomena, etc.). ) under the guidance of the teacher, so as to obtain the necessary perceptual experience and lay a good foundation for further study. At this stage, teachers can try their best to show objects, present the development process of things, simulate related scenes, and create opportunities and conditions for students' perception.
In the teaching process, there are many ways and forms for students to acquire perceptual knowledge, which can be summarized as the following two aspects: (1) direct way. That is, let students directly perceive and observe, such as using teaching visits, doing experiments similar to actual conditions, and directly perceiving materials retrieved from nature. Teachers should pay attention to guiding students' observation methods, let students play the role of various senses as much as possible, and make perception a conscious and positive psychological process, which not only makes perception more perfect and accurate, but also helps to cultivate students' observation ability. (2) indirect way. It means that teachers use language and visual AIDS of various disciplines to vividly describe and explain the teaching materials that students want to learn, inspire students to associate, reproduce the memory representation of learning, and reorganize according to the description of language, thus forming a representation of new things, which also has intuitive effects. Experienced teachers always help students to read textbooks and gain language perception through their own narratives, and at the same time let students gain perception through the text and illustrations of textbooks. Through multi-sensory perception, the perception effect can be improved. This indirect way has its function, but after all, it is not a perception of reality, so the appearance is not true, complete and stable enough. Therefore, direct perception and indirect perception should be combined in teaching to complement each other and achieve better results.
The development of representation in students' consciousness is not carried out alone, but often linked with thinking processing. Students' understanding should not stay in the stage of perceptual knowledge, but need to rise to the concept.
(3) the stage of understanding knowledge
How to make students form scientific concepts and really understand textbooks? The formation of concepts is a leap in students' understanding and a complicated process, including the thinking process from concrete to abstract and from abstract to concrete. In the teaching process, teachers should guide students to be good at using their brains, be diligent in thinking and carry out thinking activities. Thinking methods such as comparison, analysis, synthesis, abstraction, induction and deduction are often used in thinking activities, including analysis, synthesis, judgment and reasoning. Analysis is to distinguish various factors of the object, thus separating its various components and understanding them; Synthesis is the study of the relationship between various factors that make up an object. The formation of concepts needs perceptual materials as the foundation, but it is also inseparable from past experience and concepts. Teachers should choose typical materials according to the syllabus and the age characteristics of students. The old experience formed by students in their daily life is often unscientific. For example, "0" is meaningless, so we should pay attention to transformation and let students form scientific concepts. Understanding textbooks and forming concepts is a positive thinking process and also a process of developing students' thinking. Teachers should pay attention to guiding students' thinking methods and cultivating students' independent thinking ability, thus promoting the development of students' thinking ability.
(D) the stage of consolidating knowledge
Consolidation means that students keep what they have learned firmly in their memory, which is determined by students' cognitive characteristics in the teaching process. Students' learning of book knowledge and indirect experience is easily restricted by the law of forgetting, because consolidating knowledge is the continuous strengthening of temporary neural connections in the cerebral cortex. If we do not pay attention to the consolidation work, the temporary connection will not be strengthened, which will lead to forgetting. Only by consolidating what students have learned can they further understand and master new knowledge, and only by consolidating what they have learned can they apply it to practice in the future. Therefore, it is necessary to consolidate knowledge in the teaching process.
(5) the stage of applying knowledge
That is, apply what you have learned to various classes, test your knowledge with practice, and form skills through repeated practical activities. At this stage, teachers should provide students with necessary exercise materials, and the exercises should not be too difficult or too easy. Too difficult is not conducive to students' confidence in learning, and too easy will make students feel bored. Don't practice too many times, lest students get bored.
In the teaching process, we should try our best to make students apply what they have learned and turn it into skills and techniques, so that they can acquire more complete knowledge and deepen their understanding and memory of the textbooks they have learned. Applying knowledge is also a more important and higher cognitive leap. Because this requires students to reproduce, reorganize and use knowledge flexibly under various conditions, it is especially beneficial to cultivate students' independent thinking ability and creativity, and cultivate students' ability to analyze and solve problems.
(six) check and evaluate the learning effect.
In the teaching process, teachers can get feedback information in the following ways: (1) Get feedback information through students' performance. Every activity of the teacher will arouse the reaction of the students. Teachers can understand their attitude towards lectures, judge the effect, find problems, take timely control measures and improve teaching through their expressions, mental states or other activities. (2) Get feedback information by asking questions. The questions raised by students can reflect their acceptance, understanding and application of knowledge, and it is also a form of feedback. (3) Get feedback by checking written assignments, quizzes and exams. Feedback on students' learning results can effectively reflect students' mastery of knowledge, and also reflect students' intellectual development level and learning attitude to a certain extent. Therefore, students must be required to insist on self-examination and get feedback. The more timely feedback, the more information feedback, and the more timely improvement of teaching and learning.
Assess homework, quizzes and exams based on students. Timely and fair evaluation can strengthen students' learning motivation and stimulate their learning enthusiasm and initiative. At the same time, it is also an examination of teachers' teaching effect, so as to improve teachers' teaching level and guide students' learning; Through the evaluation of learning effect by both teachers and students, students' ability of self-evaluation can also be cultivated. In this way, teachers and students can work together to improve the quality of teaching.