I think in the relationship between teachers and students, teachers should change from imparting knowledge to promoting students' learning, and pay attention to promoting students' personality harmony, physical and mental health and all-round development. Teachers should become cultivators, motivators and tutors of students' learning ability and help students "learn to learn". Teachers should be the guides of students' lives, and constantly set different signposts on their growth path to guide them to a higher goal.
At the same time, learning style is not only a way for students to acquire knowledge, but also an activity structure of information exchange, emotional integration and concept communication between teachers and students in teaching activities. Therefore, the core of the style of study is the way of thinking, the way of emotional sublimation and the way of building values. If we only regard teaching activities or students' learning as activities to acquire symbolic knowledge, then receptive learning should be the most important way. However, teaching activities are not the only goal of acquiring symbolic knowledge. If only receptive learning is adopted, it is obviously problematic. Because receptive learning is difficult to meet the needs of emotional integration and exchange of ideas between teachers and students.
In addition, the learning method reveals the characteristics of learning content and form in different times. In the whole historical process of human civilization, the appearance of writing and printing is not only two important milestones of cultural development, but also two qualitative changes of educational model. The former expands the form and content of education, improves students' abstract thinking and separates education from social life. The latter makes textbooks the main carrier of culture and accelerates the spread of culture and the popularization of modern education. Nowadays, with the rapid development of multimedia and Internet, people's way of working and thinking is changing at an alarming rate, and at the same time, people's way of learning is also changing. Undoubtedly, contemporary information technology will be the third milestone in the evolution and development of human cultural communication and learning methods.
This third milestone is not smooth sailing. The main reason for the tragic fate of computers in the field of education is not technology, but outside technology. A large number of studies at home and abroad also show that the main reason for the lagging pace of informatization in the field of education is neither technology nor economy, but the shackles of the outdated educational system and educational concepts.
In the new curriculum, there have been some new changes in learning methods. In the words of the Outline of Basic Education Curriculum Reform, it means "active participation, willingness to explore and diligence in practice".
First, autonomous learning.
Autonomous learning has three characteristics: first, learners participate in determining their meaningful learning goals, designing evaluation indicators and making their own learning progress. Second, learners actively develop various thinking strategies and learning strategies and learn by solving problems. The premise of autonomous learning is the initiative and enthusiasm of learning, which is the internal motivation for students to participate in learning activities. Without this, there can be no real autonomous learning. If the teacher simply returns the time to the students and lets them do activities without purpose, instead of guiding them to actively develop their way of thinking, then this kind of learning is not autonomous learning. Thirdly, learners can self-monitor their cognitive activities in the learning process and make corresponding adjustments. Autonomous learning is not only a conscious learning, but also involves students' metacognitive process and ability. Autonomous learning requires students to monitor, reflect and adjust themselves in the process of learning.
Second, cooperative learning.
At present, the most widely used cooperative learning method is group cooperation. It is not difficult to understand that the key to group cooperative learning lies in the implementation of group members' roles and tasks and their effective communication methods. Specifically, group learning of comprehensive practical activities should embody the following points. First of all, everyone in the team actively assumes personal responsibility for the same task. Generally speaking, everyone has something to do, everyone has a responsibility, and everyone has a task. Everyone's task is an indispensable part of the same task. Second, team members actively support and cooperate, especially face-to-face interaction; All students can communicate effectively, establish and maintain mutual trust among group members, and effectively solve contradictions within the group; Group the tasks completed by each person. Group cooperative learning needs effective support, cooperation, communication and interaction mechanisms among group members. This mechanism is the guarantee of cooperation and mutual promotion, and the guarantee that team members can finally realize everyone's all-round development through communication and interaction. Third, evaluate the effectiveness of the * * * incident and seek ways to improve its effectiveness.
This form of learning is the most widely used in universities. Both learning theory and digital recording technology need group cooperation and discussion to seek the best learning effect.
Third, inquiry learning.
Inquiry learning refers to the learning method and process of creating a situation similar to scientific research in teaching, and acquiring knowledge and skills, developing emotions and attitudes, and cultivating inquiry spirit and innovation ability through students' independent inquiry activities such as problem discovery, experiment, operation, investigation, information collection and processing, expression and communication.
In comprehensive practical activities, the implementation of inquiry learning must rely on effective inquiry learning, and this implementation process must have four basic elements. One is a question or a theme. Explore what? The second is the method. Inquiry has a set of standardized research methods, methodological norms and logical rules. Without these norms and rules, inquiry may become a superficial question and answer. The third is the process. First of all, we should focus on the problem, collect research materials and related scientific facts, then analyze and solve the problem, and then discover new problems. Taking problems as the center, assumptions as the starting point, facts as the basis, and analysis and thinking of operational research as the activities are the basic process of inquiry, and no link is not a complete inquiry activity. The fourth is the condition. The environment for exploration can be laboratory conditions, or an open natural environment or social environment. In the environment, use corresponding tools to collect scientific facts and research materials.
In high school, we have this kind of research study. We decide how to make fireworks in groups of five. At that time, we first checked the information on the Internet and found that the fireworks were colorful because they used different ingredients. According to the information found on the Internet, we made a simple fireworks in the laboratory under the guidance of our teacher. Although it didn't fly into the sky, the whole color and effect were the same as those of professional fireworks. I learned a lot that I can't usually learn. Reference: Distance Training for Teachers in the Experimental Province of Curriculum Reform in Ordinary Senior High Schools in 2009-"