"Teacher, so the preacher is also very confused."
Traditional knowledge-based teaching is more about teaching. It can be said that there is no real scientific explanation. Why do you say that? In the traditional knowledge-based teaching, books (teaching materials) become the only functional objects and communication media for teachers to teach and students to learn. Teachers regard knowledge as the sole purpose of teaching, textbooks as the only teaching materials, and simple teaching as the main teaching method. In class, the teacher has a classroom, and the students listen passively and go. And gradually get used to the learning thinking mode of "passing on" and "being taught", and are not good at independent thinking-without independent thinking, where does confusion come from? Scholars undoubtedly, teachers can't understand the role of dispelling doubts. From this point of view, it is imperative to construct a new classroom teaching model and change the roles of teachers and students.
1. Guide students to establish scientific learning methods and teachers' role orientation conducive to improving their personality.
"Disciples don't have to be inferior to teachers, and teachers don't have to be virtuous." Here, "no need" means "no need". In other words, in traditional teaching, teachers are no longer the absolute owners of knowledge. 1 March 9981Wen Wei Po has an article: In a primary school in Chengdu, a teacher gave the students an exercise: the snow melted. Into what? Most students' answers have turned into water. Only one student wrote that it turned into spring, and all the students whose answers turned into water were ticked by the teacher. But the student whose answer turned into spring was mistaken: a fork, a real example seems to be a follow-up to this matter. Some experts have carried out such an experiment. In kindergarten, they ask the teacher to draw a circle on the blackboard, and then ask the students what it is, children. Colorful, some say it's the moon, some say it's steamed bread, and some even say it's the tears that children cry and fall to the ground. The same question is put in the college classroom, and there are only two answers for college students. One said it was zero, and the other said it was meaningless. From the following examples, we seem to be more aware of the value of the educated's rich imagination and creative thinking, and at the same time we are worried about the continuous loss of these valuable abilities and essence caused by the current education.
Therefore, the reform of classroom teaching is first of all the change of teachers' role. Students are the main body of teaching. Teachers should step down from the authoritative altar of the absolute possessor of knowledge and become the guide of students' learning. Modern developmental teaching requires teachers' teaching behavior to be creative, flexible, personalized and diversified. Teachers must change the traditional tendency of attaching importance to imparting knowledge, change their own teaching behavior, and focus on development from teaching. From paying attention to unified specification education to differential education, from paying attention to teachers' teaching to students' learning, from paying attention to results to process, from one-way information transmission to comprehensive information exchange, from condescending to equal and harmonious teacher-student relationship.
On the other hand, teachers should shoulder the heavy responsibility of guiding students to improve their personality. At present, the state attaches great importance to the ideological construction and mental health of teenagers, which puts higher demands on teachers. To accomplish this task, it is impossible without an equal and harmonious relationship between teachers and students and an active ideological environment for students.
Second, guide students to complete the preparation for role change under the new educational concept.
(A) to cultivate students' self-confidence is the prerequisite for students to truly become the main body of the classroom and the master of learning.
There is a story about a painter who didn't like painting when he was a child and had no confidence in himself. In an art class, the art teacher asked the whole class to put their works on the table and close their eyes. Then the teacher said, if you feel your head touched, it means that you draw well. As a result, the child who later became a painter felt the teacher's gentle touch on his head-the development of things is self-evident. It is worth remembering that it was only after the painter became a painter that he realized that in fact, all the teachers touched the students' heads.
The formation of students' self-confidence may be just a smile, an admiring look and a simple sentence from the teacher, but behind this, what is needed is the potential consciousness and basic quality of educators' scientific educational philosophy and methodology, accompanied by love.
(2) Guide students from passive acceptance to independent discovery and exploration, and realize the change of learning style.
For example, in the class of mathematical triangle classification, I made some teaching AIDS in advance to let students observe and judge what the whole triangle is. When a right angle is exposed, students judge it as a right triangle, when an obtuse angle is exposed, students judge it as an obtuse triangle, and when an acute angle is exposed, students naturally say it is an acute triangle. At this time, I took out an acute triangle, which made students have suspense.
Interest is stimulated, so a strong desire for knowledge becomes the best teacher, and the classroom changes from acceptance to students' self-demand for knowledge, which is of course twice the result with half the effort.
In this kind of classroom teaching, the relationship between teachers and students has changed from the original authority-obedience to value guidance-independent exploration and discovery. Through this process of self-exploration and discovery of knowledge, students gain successful experience and realize their self-worth, thus constantly completing self-transcendence and truly becoming the subject of learning.
Encourage students to express their unique views and opinions, allow different interpretations and advocate creative reading.
In classroom teaching, the content and teaching materials taught by teachers are actually just a script and a case. Due to the different experiences of teachers and students and different students, the interpretation methods are bound to be different, and the conclusions and opinions cannot be exactly the same. Therefore, classroom teaching should not regard teaching materials as the Bible, but should regard teaching reference as the golden rule, and should not stay on the text information conveyed by the teaching materials themselves. Instead, we should pay attention to deeper and more essential things, encourage students not to be satisfied with the existing viewpoints and conclusions, actively encourage students' whimsy, allow students to interpret different texts, and vigorously advocate creative reading.
When a teacher was instructing students to learn Turgenev's work Sparrow, when the theme of the article was to praise maternal love, a student immediately raised his own objection: the article did not say that the old sparrow was the mother of the little sparrow, but it could and probably is the father of the little sparrow, because in the face of huge hunting dogs, the father would be more powerful and more hopeful to defeat his opponent and rescue the little sparrow. The teacher never imagined that the views and opinions of the faculty and staff he had taught for many years were suddenly stopped by the students! Thankfully, the teacher didn't judge the students' statements by their standard answers, nor did he dismiss this naive idea. Instead, after fully affirming his spirit of independent thinking and bold questioning, he discussed with his classmates what is the most likely identity of the old sparrow and which identity can best express the theme of the article and impress people.
This kind of classroom teaching is undoubtedly helpful to cultivate students' independent thinking consciousness and innovative spirit and ability, to improve students' learning status and quality, to expand students' learning and thinking space, to let students walk freely, and to make students feel the growth and happiness of learning.
It can be seen that in classroom teaching, the role orientation and transformation of teachers and students is the basis of building a new classroom teaching model. Teachers must guide students, adapt to the changes in students' learning styles, and realize the fundamental transformation of roles and functions. Let classroom teaching become a process in which teachers and students jointly construct and create meaning. In the next few decades, the relationship between teachers and students in developed countries will undergo tremendous changes. Because students actively participate in the process of autonomous learning, each student's creativity is valued, the mandatory and arbitrary relationship between teachers and students will be difficult to maintain, and the authority of teachers will not be based on students' passivity and ignorance. In this way, the teacher's role will not be confused with an encyclopedia or a database for students to use-he is more a guide and consultant than a simple tool for mechanically transferring knowledge, that is, in classroom teaching, teachers should establish a new equal teacher-student relationship with students and change from the role of soloist to that of accompanist. From then on, it is no longer mainly to impart knowledge, but to help students discover, organize and manage knowledge and guide rather than shape it.