1, ask questions
2. Collect data.
Step 3 form an explanation
4. Evaluation results
5. Test results
In these five steps, teachers' teaching wisdom is mainly reflected in asking questions and forming explanations and evaluation results.
First, ask questions. The problem comes from learners, teachers, textbooks, internet and other resources. The role of teachers plays a key role in guiding students to find problems. It is very important to guide students into scientific inquiry by how to guide too big questions and non-problem questions into what they are. For example, in the chapter of "Population Migration" in senior high school geography, students must rely on the correct guidance of teachers to explore the causes and consequences of population migration. For students living in rural areas, their parents often go out to work, and they have a personal understanding of the reasons for "making a living", but they are not very clear about the results of population migration to cities. On the contrary, urban children have more experience of the results of rural population migration to cities, but less understanding of the reasons for migration. At this point, we need teachers' proper guidance and ask teachers to provide relevant background information to the students they teach. The most feasible case is the vivid case of farmers' life in rural and urban life, which can fully stimulate students' interest in exploration and stimulate their desire to explore.
In the process of forming the interpretation and evaluation results, many students tend to be biased because of their own personal experience or the influence of public opinion around them, thus drawing unfair and incorrect conclusions. In this process, teachers must grasp three principles:
1, don't rush to make hasty right or wrong judgments on students' verification and interpretation, and leave room for students to analyze and discuss.
2. Provide students with some empirical materials contrary to the explanation, and guide them to re-examine and think about their own conclusions and reasoning process.
3. Put forward appropriate suggestions on the rationality of the reasoning process and provide similar verification examples to guide students to draw correct conclusions from the verification methods. For example, in the case of population migration mentioned above, many urban students pay too much attention to the local influence of rural population on urban civilization due to their personal qualities and living habits, and even exaggerate its negative effects. Teachers should give more positive guidance and provide vivid empirical materials. For example, the builders of the Olympic Bird's Nest try to guide them from below and let them draw correct judgments and conclusions with the right attitude.
The wisdom of teachers in inquiry learning lies in mastering the process of students' inquiry, discovering existing problems in time, especially cognitive bias, and guiding students to seek correct conclusions with correct understanding and attitude.
Explore the skills and abilities in the teaching process.
An excellent teacher does not monopolize the classroom, but can mobilize students' learning enthusiasm, let students fully participate in teaching and release their learning desire as much as possible. The classroom under his control is lively and enjoyable, but it can't let students complete the teaching task smoothly according to their own teaching ideas. To achieve this level in teaching, teachers need to give full play to their wisdom, control the classroom and skillfully break the deadlock.
According to the author's teaching experience, teachers must master the following skills in controlling the teaching process:
1, make full use of classroom resources and turn passivity into initiative.
A practical English teacher taught a fable "endless drinking water". In order to make students understand the story more intuitively and vividly, he adopted an intuitive teaching method, picked out some pebbles, and asked students to demonstrate the rising process of water in the bottle when pebbles were put into the bottle. But when it was half filled, a stone got stuck in the bottle mouth, so it couldn't get in or out. The intern teacher was sweating profusely and cast a look of help to the instructor. I saw the instructor stand up and comment on this unexpected event in English: from the fact that the stone got stuck in the bottle mouth, it shows that crows are sometimes smarter than people. It must choose the right stone to put in, let the water surface rise, and then drink it. Therefore, it is necessary to choose stones reasonably and be patient and meticulous.
The words aroused applause from the students, which not only solved the dilemma, but also deepened the theme of the text. It fully shows the teaching wisdom of the instructor.
2, moderate self-mockery, retreat for progress.
In the process of teaching, teachers will inevitably make some intellectual mistakes. In order to maintain their so-called dignity, some teachers use reprimand, suppression and criticism to deal with those students who find fault. As a result, they not only completely discredited themselves, but also stimulated the contradiction between teachers and students. Clever, you might as well admit your mistakes, laugh at yourself and ridicule, but you can get good results.
Once a student deliberately asked the teacher: How to pronounce the word "rice"? The teacher really didn't know how to pronounce this word at that time. He said: "It seems that my basic teaching skills are really poor, and I will strengthen them in the future. I will look up the pronunciation of this word in the dictionary and I will tell you tomorrow. " Dare to admit their own shortcomings, skillfully use the word "rice", and make fun of themselves by splitting words, which won the respect of the students. The next day, he did look it up in the dictionary and explained the pronunciation, meaning and source of this word to the student who likes to find fault. Of course, the promise is not included here. We must do it and do it well. Teachers must understand and dare to admit their own shortcomings, and try to make up for them, instead of hiding them, or even keeping them secret. If you don't take the initiative to show enough, you can gain the trust of students.
3, a proper sense of humor, ease the atmosphere of students.
When teaching high school Chinese "Lin Daiyu enters Jia Fu", a Chinese teacher asked the students who wrote "Mourning Poems", and the students replied: Xue Baochai. The whole class burst into laughter. The students were embarrassed, but the teacher pretended to be serious and said, "Oh, no wonder Lin Daiyu got angry later." It turned out that Xue Baochai stole the copyright of her masterpiece. " The classmate smiled shyly and the tense atmosphere eased.
Proper humor can produce the following effects:
1 makes the class dull and vivid.
2. Stimulate students' imagination and association.
3. Turn classroom resources into ways to promote learning.
4. Promote the teaching process.
5. Realize the self-liberation of the dilemma.
In a word, based on teachers' professional quality and fully demonstrating teachers' teaching wisdom under the new curriculum background, we can truly grasp the new curriculum standards, improve the teaching quality in an all-round way and really promote the new curriculum experiment.
Bibliography:
1, New Curriculum Teaching Reform in Senior High School, Inner Mongolia People's Publishing House
2. Introduction to the New Curriculum Scheme of Ordinary Senior High Schools, edited by Cui and Wu Gangping, East China Normal University Press.
3. Daily School Management Yang People's Publishing House
4. More Effective Evaluation Details, edited by Li Shuhua Southwest Normal University Press.
5. New Curriculum and School Management Innovation, edited by Qi Qibiao, Fujian Education Press.
6. Effective Teaching Methods (USA), by Barics, Jiangsu Education Press.