"What is a good education? Systematically provide students with opportunities to discover things themselves. " This is an important evaluation index of "good education" proposed by Paulia, an active advocate of problem-based teaching method. Problem-based teaching method is a people-oriented teaching mode, which guides students to start from their own world, explore in activities, find and solve problems in exploration, and draw valuable opinions or conclusions.
Implementing problem teaching in the course of Morality and Society is to introduce some social life situations, arouse students' thinking, solve life problems through active participation, independent study and cooperative communication, help students distinguish right from wrong, good from evil, and form a correct outlook on life and values.
First, create a situation: to stimulate students' thinking
In teaching, teachers should put themselves in their own shoes, try their best to get students into learning interests or emotions, and set up problem situations based on students' lives, so as to make them the source of motivation for students to solve problems actively. Although moral and social textbooks only provide life fragments or phrases, they are still an important basis for creating problem situations. In problem teaching, teachers should grasp their internal relations, create appropriate problem situations and stimulate thinking.
1. Set the situation with real-life problems.
The teaching of moral and social courses should be close to students' real life. In teaching, if we simulate students' real life scenes, we can stimulate students' thinking. For example, in the sixth grade "Objection or Communication" class, the teacher created a problem situation: Xiaomei's mother peeked at Xiaomei's diary, Xiaomei was so angry that she cried and had a big fight with her mother. The teacher asked the students to think: how to deal with such a situation? Is it against it? Or communication? How to communicate? Under the infection of real life situation, students' life experience is naturally triggered, which produces the motivation to solve problems.
2. Set the situation according to the students' transcendental concept.
Before students know the concept of something, they have formed some fixed views and opinions. Some transcendental ideas are used well, which will lead to ideological conflicts. For example, at the beginning of the lesson, the teacher showed the maps of China in the early and late Qing Dynasty and China now. Pictures of different sizes immediately aroused students' interest: Why is the map of China far from the familiar cock map? What happened in China at that time? Once the interest in inquiry is aroused, it is equivalent to giving students the initiative to learn.
3. Set the situation based on social hot issues.
Social hot issues are often of great interest to students. Introducing social hot spots can not only create problem situations, but also make the teaching of moral and social courses full of realistic atmosphere. 20 1 1 The day when the teacher took the lesson "The World is Public" coincided with the centenary celebration of the 1911 Revolution. The teacher asked the students to watch the celebration scene, which made them think: Why is the Revolution of 1911 memorable? Then lead the students to review the hard struggle led by Dr. Sun Yat-sen in China a hundred years ago, and then understand the meaning of "the world is for the public" and cultivate students' democratic feelings. In recent years, teachers have paid more and more attention to the application of hot issues in moral and social courses, with the aim of building a bridge between texts and real life and urging students to actively and enthusiastically enter the classroom.
Second, inspiration: the first principle of problem creation
An appropriate question can arouse students' thinking waves. There must be something wrong with the setting of the situation. These questions can be raised by teachers or "discovered" by students from situational materials under the inspiration of teachers. It is very demanding for students to ask questions, and it is very difficult to ask students to ask questions at the beginning. Therefore, it is particularly important for teachers to listen, standardize and organize. In particular, 1 is purposeful, so it is necessary to have a proper learning goal orientation and grasp the core issues. Because the problem embodies the teaching values, it is an important support to achieve the teaching objectives.
1. Establish problems according to teaching difficulties.
There are stages in students' learning and development, and the curriculum objectives are formulated by the state according to the characteristics of students' learning and cognition at each stage. Therefore, in order to better promote students to understand new knowledge and new principles, teachers need to set questions according to the text and curriculum objectives, and internalize the curriculum objectives and difficulties into problems in teaching.
Walking into Different Hometowns is the textbook of the second volume of Grade Four. The purpose of the textbook is to guide students to "understand the differences of natural environment in different regions of China, and to know and understand the influence of these differences on people's production and lifestyle." In class, the teacher showed the different natural environment and life scenes in different parts of the motherland, and then asked the students questions. From the children's questions, the teacher established such a core question: "What are the characteristics of the natural environment in our hometown? In such a natural environment, people are engaged in. The process of answering this question is also the process of realizing the teaching goal.
2. Turn the teacher's understanding of the text into a problem.
Although with the deepening of curriculum reform, the teaching content of moral and social courses is no longer limited to books on moral and social courses, our books are written in strict accordance with students' psychology and acceptance ability, and include the main learning content of this course. Therefore, teachers should have a rigorous teaching attitude, deeply understand and deal with textbooks, and turn their "text understanding" into a problem from a height. Nostalgia and Nostalgia is a textbook for the fourth grade of Beijing Normal University. The text provides Sichuan tiger-headed shoes, face-changing and other art forms. After reading the text carefully, the teacher can know that this is not a study material, but reminds us to pay attention to folk music, opera and handicraft art in our hometown. So, the teacher set up a "question string": What are the far-reaching folk songs in our hometown? What special folk operas are there? Guiding students to explore these problems is to make full use of textbook texts.
3. Problems in students' preview
Compared with previous education and teaching, the problem-based teaching method pays more attention to students' autonomy. The strategy of "learning before teaching" gives teachers the opportunity to guide students to ask questions from preview. For example, in the class of "small household consumption survey", the teacher asked the students to investigate the household expenditure within a week before class and bring it to class. Students have a question worth discussing: what are the expenses at home? What money is for me? What are the daily expenses? Wait a minute. Students not only know the most basic common sense of family consumption, but also feel that all aspects of home life should be considered and spending money should be coordinated.
Third, anchoring: a guiding strategy to solve problems
Suhomlinski said: In children's minds, there is a deep-rooted need to be a discoverer, researcher and explorer. The ultimate goal of problem teaching is to cultivate effective problem solvers and creative problem solvers. Stimulated by situations and questions, students read the textbook carefully with questions, or recall known information to find clues to solve problems. In the classroom, teachers' random arrangement will turn effective questions into invalid ones, and even reduce the space of questions to zero. Therefore, in this teaching link, it is necessary to reflect the student-centered effect more. As assistants, teachers can effectively guide students to solve problems by using "anchored" solutions:
1. scaffolding
Anchored teaching is not to give students ready-made knowledge, but to provide help and scaffolding according to their needs in the process of learning knowledge. For example, in the lesson "Draw Schools Together", students learn the question "What should be included in school planning". When children don't know where to start, the teacher provides several common solutions in life for students to observe, discover and draw conclusions. Such scaffolding undoubtedly provides students with opportunities to explore and answer questions, and invisibly helps students to have more opportunities to participate in group interaction to support generative learning.
Connect the points into a line
When a problem is difficult to solve, teachers can also help students break down the difficulties and connect the points into lines. For example, in the lesson "How much knowledge is there on the packaging bag", students brought colorful packaging bags. Thinking of related topics, the teacher asked: What knowledge is there on the packaging bag? This inquiry is a big question, and the students discussed it in disorder. So, the teacher set up a "question string": observe what marks are on the packaging bag and guess what it means. What are the possible consequences of eating food without a production date? What would happen if I bought a product without a manufacturer? By connecting these small questions into a line, and finally letting students sort out the knowledge on the packaging bag, it becomes very clear.
Strike depth
In the lesson of "Constantly Updating Communication Family", teachers and students discussed two questions: "What are the modern communication tools" and "How are they updated step by step". The students felt the convenience brought by modern communication tools and the ever-changing changes brought by technology to the communication family, and the children sincerely praised them. Based on real life, teachers constantly ask questions and guide students to think: "Has the ever-changing and updated communication era brought adverse effects to our lives?" After careful consideration, the children put forward many opinions: the more convenient the way of communication, the more indifferent the people who communicate face to face, such as "low-headed people" everywhere; Although the new way of communication is fast, it can't express feelings and retain culture like sending letters. For example, some family letters have been circulated for thousands of years, but WeChat and Weibo are constantly refreshing ... In this class, with the deepening of the problem, students' critical thinking ability is gradually improved, and they can look at social life from multiple angles, which conforms to the cognitive law of moral character and social learning.
In a word, the problem is the starting point of scientific research and the key to any science. There is no problem, it is difficult to induce and arouse students' thirst for knowledge, and it is also difficult to think deeply. In the three-step method of problem teaching, "creating environment" and "inspiring thinking" are the foundation, and "anchoring" is the framework, which are indispensable. Of course, there are many ways to guide students to solve problems. But no matter what method is adopted, as long as it is properly operated in teaching, students can successfully solve doubts, acquire the ability to solve problems and improve their understanding of social life.
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