Subjective classroom teaching emphasizes paying full attention to students' subjective characteristics, following students' physiological and psychological development laws and cognitive characteristics, creating a democratic, free and harmonious learning atmosphere, truly allowing students to actively participate in the learning process, guiding students to cooperate in learning under research and discussion situations, stimulating students' learning interest and active exploration ability, promoting the formation of innovative consciousness, and becoming lifelong learners.
First of all, correct induction is an important guarantee for English subjective classroom teaching.
Constructivist learning theory emphasizes that classroom teaching should be student-centered, requires students to change from passive recipients of external stimuli to active constructors of knowledge meaning, and requires teachers to change from imparting and inculcating knowledge to helpers and promoters of students' active construction of meaning. This means that in the whole teaching process, teachers play the role of organizer, director, helper and promoter, and make full use of situations, cooperation, dialogue and other factors to give full play to students' initiative, enthusiasm and initiative, and finally achieve the goal of enabling students to effectively construct the meaning of what they are learning. In this kind of classroom, teachers play a variety of roles, such as the organizer of classroom teaching, the motivator of students' interest in learning, the creator of problem situations, the motivator of classroom problem solving, the discoverer and participant, and the enlightener of thinking. But if summed up in one sentence, it is "do everything possible to induce" and "teacher" is "mentor". Mr. Ye Shengtao once said: "Teachers' teaching is not the general prize, but the camera induction. "The so-called" camera induction "can be understood as that in classroom teaching, teachers should skillfully and flexibly inspire and guide students in key places and at key times, help students think, express orally, deepen their understanding, expand their thinking, and urge students to have an epiphany and an epiphany. A large number of facts have proved that if the student-centered teaching design ignores the guiding role of teachers and the design of teacher-student interaction, then this kind of teaching will certainly fail. Students' learning will become blind exploration without goals, and discussion and communication will become rambling, consuming a lot of time, doing nothing, and even entering a dead end.
Second, respecting differences is an important support for English subjective classroom teaching.
Subjective classroom teaching requires designing teaching objectives at different levels and adopting different methods according to the different characteristics of students at different levels, so that every student has a chance to succeed and his knowledge and ability can be fully developed. Its basic spirit is to take students as the main body, acknowledge and take care of students' individual differences, fully mobilize the enthusiasm of students at all levels, and develop the potential of each student. Suhomlinski once said that the art and skill of education and teaching lies in exerting everyone's strength and possibility, so that he can feel the joy of making achievements in mental work. Some students have strong language expression ability, some students have strong thinking ability in images, and some students have strong hands-on operation ability. Therefore, as a class teacher, we should respect students' differences, care about and trust every student, and believe that all students can learn and learn well. When setting teaching objectives, we should not only consider the "two basics" knowledge of textbooks, but also consider students' ability, emotion and psychological quality. We should proceed from the reality of students and face all students. We should not only set basic teaching objectives according to the characteristics of students with poor learning foundation and low learning level, but also set improvement goals and development goals for students with high learning level, so as to make the teaching objectives flexible, so as to tap the learning potential of students at all levels and make each student suitable for himself. In practice, students can be divided into three groups: excellent and poor. Students with poor foundation answer basic questions, while middle students answer improved questions. Students with good foundation have strong comprehensive ability to solve problems. Setting goals at different levels and carrying out targeted teaching in this way can not only give full play to students' subjective initiative, but also help to enhance students' learning confidence and overcome their inferiority complex, which can better reflect the fun of autonomous learning, improve top students, improve middle students and transform poor students.
Hierarchical teaching should not give students too many hard restrictions. For example, when dealing with the writing tasks of the main tasks of junior high school English units, students with poor learning foundation can list relevant words while reading the model essay and allow them to imitate; For students with moderate learning, they can be asked to make sentences by their own imagination according to the listed words; For students who study well, in addition to the above requirements, they also need to learn to use conjunctions and modifiers correctly. For another example, in listening teaching, it is of course much better to let students with poor grades open their books and listen while watching.
Third, paying attention to generation is the value orientation of English subjective classroom teaching.
The determination of the teaching content of each class in subjective classroom should be determined by teachers when preparing lessons before class according to the curriculum standards and teaching requirements on the basis of fully understanding the learning situation of specific classes. But the teaching content is not fixed, but variable. In the process of classroom teaching, teachers can make timely responses and adjustments according to the problems arising in the classroom. The presentation form of teaching content is not uniform, depending on the teaching conditions of the school. At the same time, in the classroom, teachers should encourage students to dare to question teachers and textbooks, encourage students to ask questions that they don't understand or disagree with for teachers and students to discuss, and give special encouragement and praise to students who dare to state their different views from teachers or textbooks. Doing so is conducive to mobilizing students' enthusiasm for exploration, stimulating students' thirst for knowledge and innovative consciousness, and also helping to cultivate students' divergent thinking ability.
In a word, the previous teaching model paid too much attention to imparting knowledge and simply pursued the development of students' cognition. This teaching method is not only boring, but also stifles students' thinking and their innovative spirit. Subjective classroom teaching mode pays maximum attention to each student's classroom generation and problem solving through the active participation of each subject, and improves the overall efficiency of the classroom. It has changed the past emphasis on knowledge learning and neglected the cultivation of ability, emotion, attitude and values; The tendency to pay attention to results and ignore processes and methods; Emphasize students' memory and ignore the guidance of students' thinking ability. It advocates that teachers should truly establish the educational concept of "student-oriented development", change their role in teaching, change from imparting knowledge to promoting students' development, fully mobilize students' enthusiasm and participation in learning, stimulate students' interest in learning, cultivate students' innovative spirit and attach importance to the cultivation of students' personality.