First, pay attention to differences, teach students in accordance with their aptitude, and promote the harmonious development of students' personality
To pay attention to students' individual differences and respect their unique experiences, we must deeply understand the differences among students. Due to the influence of heredity, environment and education, each student's physical and mental development has its own characteristics, that is, individual differences. Such as differences in cognition, ability and emotional experience. To implement quality education, we must recognize individual differences, attach importance to individual differences and establish the idea of differential education on the basis of facing all students. The school should be a fertile ground, providing the best environment for the development of every student, so that every seedling can thrive.
1. Develop multi-level teaching objectives and make them personalized.
Traditional teaching aims at imparting knowledge directly, which is limited to cognitive goals and ignores the cultivation of students' attitudes, emotions and values. Often only pay attention to the teaching results, rarely pay attention to the students' experiences and experiences in the learning process. In the Outline of Basic Education Curriculum Reform (Trial), the overall goal of teaching is "for the development of every student". Therefore, when making teaching objectives, we should try our best to make the teaching objectives progressive and personalized. Only with individualized teaching objectives can teaching have a correct development direction. According to the individual differences between textbooks and students, determine the "nearest development zone" and set teaching objectives at different levels. At the same time, the teaching objectives should be flexible. We must have both basic goals and development goals: guarantee the bottom and not cap it. Students are required to achieve a certain level of goals, but also to sprint to a high level of goals, so that students' learning goals are always kept in the "zone of recent development", so that students of different levels can participate in learning in a positive state, so that goals can play a layered incentive role and their potential learning ability can be maximized. Teachers' requirements for students should conform to the actual situation of individuals and set goals for different students that can be achieved through their own efforts. For an excellent student, we should encourage them not to be satisfied with the status quo, but to set new goals; For students with learning difficulties, we should help them set a more practical goal. In this way, students of different levels can study on demand. Let each student "jump up and pick peaches".
2. Understand students' hobbies and let them grow with their own will.
Teachers can form "specialty groups" according to each student's hobbies, and give full play to each student's specialty. For example, if sports are good, you can set up a class sports team to take charge of morning exercises and recess exercises, and encourage and recommend participating in sports meetings at or above the school level; Good at singing, able to form a singing group, responsible for the class's literary activities, performing textbook dramas; Those who are good at writing can set up a class literature club, which is responsible for editing class tabloids and blackboard newspapers, recommending excellent works and contributing to newspapers and periodicals; Those who are good at oral expression can form a class speech group and hold regular speech demonstrations to encourage them to participate in speech competitions at or above the school level; Those who are good at surfing the Internet can form a "PHS information group" to regularly release domestic and foreign news to students. For students who are deficient in one aspect, they can join the opposite "specialty group" to develop their strengths and avoid weaknesses in the opposite direction, so that they can develop their abilities in "listening" and "moistening things silently". For example, students who are usually not talkative and timid can be allowed to participate in the speech group without asking to go to the stage immediately. Let them gradually exercise their courage and improve their oral expression ability under the demonstration of conversationalists.
Second, pay attention to life, respect personality and promote the all-round development of students' personality.
Education should pay attention to students' life value, give them dignity, and give each student a time and space to actively explore and publicize their individuality. The classroom belongs to every student, and every student should fully own it. We should not always be partial to those students who are smart and obedient, have good academic performance or are close to their own personalities, and put those students with learning difficulties in the forgotten corner as "spectators" and "companions", but should treat every student fairly. Love them and respect them.
1, respect students' study habits.
In the process of teaching, teachers should focus on developing students' personality from the traditional "one size fits all" and "quick March". The requirements of learning vary from person to person. We should encourage students to understand and explain textbooks themselves, respect students' personal feelings and unique views, and personalize the learning process. Teachers should give students a free time and space, and don't insist on consistency. In the process of reading, we should strongly encourage students to use their own creative methods to read. Some students like to analyze the topic first, then understand the main content, and then read the text carefully. Teachers should encourage students to keep reading and improve this method. Some students like to read the text carefully from the beginning, draw some wonderful words and sentences while reading, and write down their own understanding beside them. Teachers should also give praise and encouragement, so that students can stick to this scoring reading method for a long time and gradually turn the good habit of learning Chinese into personalized behavior.
2. Respect students' unique understanding, feelings and experiences.
Expressing unique views often contains the seeds of creativity. Therefore, teachers must give active support and help. Encourage them to express their unique views boldly, question them boldly and dare to challenge textbooks and teachers. Cultivate their sense of innovation.
Third, pay attention to the process, hierarchical evaluation, and promote the healthy development of students' personality.
Traditional assessment uses a single quantitative and standardized test to evaluate each student. This evaluation method can not truly reflect the real situation of each student, which is not conducive to the development of students' personality. The Outline of Basic Education Curriculum Reform (Trial) puts forward that evaluation "not only pays attention to the results, but also pays attention to the process of students' growth and development" and "encourages evaluation to run through daily education and teaching behavior". Therefore, our evaluation of students should be dynamic, flexible and concrete, and we should strive to: combine oral and written; Combination of single item and synthesis; Concentration is combined with dispersed phase. In the evaluation, we should attach importance to students' personalized response and respect students' personality characteristics. In teaching evaluation, we can adopt various evaluation methods: self-evaluation and mutual evaluation. For example, the evaluation of composition can take many forms, such as self-evaluation, mutual evaluation and joint evaluation by teachers and students. When writing comments, teachers should not only pay attention to the evaluation of the theme, structure, methods and words, but also pay attention to the students' personality differences. Different comments should be given to students with different personalities and levels: for students with introverted personality, fragile feelings and low ability, we should capture their bright spots in the text in time, give encouragement and affirmation, and let them build up confidence, see that today is better than yesterday, and believe that tomorrow will be better than today; For students who are more enterprising, but easy to be content with the status quo, while affirming their achievements, they should point out their problems, put pressure on them and put forward higher requirements.
In a word, as long as we explore hard in the practice of education and teaching, we will certainly find the law of students' personality development. As long as we really pay attention to students' individual differences, teach students in accordance with their aptitude, care for students and respect them, then students' personality can develop harmoniously, comprehensively and healthily.