First, curiosity-the bud of innovative consciousness
Hegel said: "Without enthusiasm, no great cause in the world will succeed." The motivation of all personal actions must be transformed into his will through his mind before he can put it into action. If a student only remembers all kinds of theorems and formulas in mathematics, but can't use what he has learned to find new problems and solve practical problems, it is not enough to remember only what the teacher said and what he learned from books. On the basis of what I have learned in class, I am brave in exploration and good at innovation. That is to say, teachers should guide and cultivate students' curiosity in teaching, which is the starting point and foundation to stimulate innovative consciousness.
In English teaching, I often create an active classroom atmosphere, guide students to discuss enthusiastically and express their opinions, and often explain English knowledge points with stick figures, body language and short stories, or combine with other subjects to arouse students' curiosity. For example, when teaching the difference between lie in, lie on and lie to, I drew several geometric figures representing connotation, tangency and separation on the blackboard, which clearly expressed the different meanings of these three phrases. Then draw a map of China, a Japanese map and a Russian map. Use the exact positions of these three phrases on the world map to show their different meanings more clearly. Students master knowledge from curiosity and gradually develop a sense of innovation.
Second, interest-the nutrition of innovative thinking
Confucius, a great educator in our country, said, "The knower is not as good as the doer, and the doer is not as good as the musician." It can be seen that he particularly emphasized the important role of interest. Interest is the best teacher. Interest is the embodiment of feelings and the internal factor of students' learning. In fact, only when you are interested can you consciously, actively and try your best to observe it, think about it and explore it. Only in this way can you give full play to students' subjective initiative, and it is easy to generate new associations or transplant knowledge, make new comparisons and synthesize new achievements. In other words, a strong interest is the support of "dare to take risks, dare to break through the world and dare to participate in competition" and the nutrition of innovative thinking.
Every day, I ask the monitor on duty to write "motto" (famous saying) in the small column on the right side of the blackboard, and let him say this "motto" in English at the beginning of English class. In order to perform well in class and express famous sayings in English fluently, every student actively prepares for his turn to be The monitor on duty a few days ago. Whenever the monitor on duty finishes speaking, I always use inspiring words: "Well done!" (great). Over time, students' interest in learning English and their oral expression ability have been greatly enhanced. At the same time, every major festival, I always let students make English greeting cards and give them to teachers, relatives and friends. Last Christmas, a classmate with poor English grades gave me a Christmas tree made of twigs, which was covered with "colored lights" and "red stars", and a greeting card with "Merry Christmas" written in ugly English letters. I was deeply moved and highly praised his innovative spirit in class. From then on, the student liked English, and by the time he graduated, he had become the best English student in his class.
Third, questioning-innovative behavior measures
Query and discovery teaching is a kind of teaching activity based on the interaction of multiple intelligences. The guiding ideology of questioning is: "student-centered", cultivating students' innovative ability through multiple channels, giving full play to students' main role, allowing students to actively participate in the learning process, being the masters of learning, and opening the floodgates of students' innovative thinking.
Ancient educators in China have long put forward that "learning from doubt is called doubt, small doubt is small progress, big doubt is big progress" and "learning from doubt is success". In the mid-20th century, Bruner believed that discovery teaching was helpful to activate students' intellectual potential and cultivate their intrinsic motivation and interest in knowledge.
A physics teacher did an experiment. He used a small candle, stuck a coin on the bottom of the candle, put it in half a bowl of water, and then lit the candle. The candle burned for a while and gradually approached the water. The candle went out when it was burned into the water, and suddenly lit up after a while; "Extinguish" for a while, and then be ignited. In this way, he was "brought back to life" three times in a row. He asked his classmates why. Finally, the candle really went out. He asked the students why. He asked the students to question each other and finally came to the conclusion that it was related to oxygen. This experiment allows students to gain knowledge from suspense and keep it in their minds.
Fourth, explore-innovate learning methods.
Innovative learning methods-inquiry learning includes the following aspects:
1, direct learning method. It is to choose knowledge according to the needs of innovation, not to engage in tedious knowledge preparation, to learn with innovation and usefulness, to learn without uselessness, and to enter the door of innovation directly.
2. Imitation learning method. It refers to the learning method that students imitate learning according to the model provided by others, thus forming certain quality, skills and behavior habits. In other words, it is from "learning" to "learning"
3. Explore the source and explore the hidden learning method. In order to master knowledge actively, students adopt innovative ways of thinking, carefully explore and trace a certain knowledge they have accepted, and master the whole knowledge system through analysis, comparison and verification. Exploring its source and hidden learning methods is of great benefit to stimulating yourself to ask questions.
4. Innovative reading methods. In order to find new problems and put forward new ideas, we can go beyond the author and reading materials, produce innovative reading methods and get new answers.
5. Innovate classroom learning methods. Through the teaching and guidance of teachers, students can acquire systematic knowledge and form certain abilities. At the same time, learning can also enter a brand-new mental state through self-study and exploration of new knowledge in preview, and take advantage of every opportunity to speak boldly and "interrupt" boldly, thus gaining the initiative in classroom learning. In addition, after-class review is the key way to consolidate classroom knowledge.
In order to better cultivate students' ability to explore knowledge and give play to their innovative spirit in learning, I often ask students to explain a certain paragraph or the whole reading material in English class. Practice has proved that students will carefully read the materials, analyze the texts, find out the key points, and explain them to students after understanding them one by one. When explaining, he (she) will learn from the essence of the teacher, and the methods are often novel, humorous and humorous, and often can receive unusual satisfactory results.
To sum up, no matter how to explain or practice the education in the knowledge economy era or the education in the future, it is impossible to cultivate creative talents that meet the needs of the times without teaching reform and innovation, stimulating students' interest in learning, activating students' thinking, tapping their potential, promoting students' personality development and cultivating students' operational skills.