Methods and means 1
Students have a sense of "loneliness" among many students, and the phenomenon of being late for class and leaving early to play mobile phones is particularly serious compared with small classes. According to the actual situation, teachers should determine the priority of possible classroom management problems and put forward countermeasures. The following points are worth noting:
1. The key to maintaining good classroom discipline is to keep students' enthusiasm, otherwise students will soon feel that the classroom has nothing to do with me and be distracted by other things or even sneak out of the classroom.
2. Students can't be prevented from bringing their mobile phones and computers to class, so students are encouraged to use the Internet to solve the problems raised in class, but it is necessary to ensure that the problems are difficult enough so that students can't easily find the answers through the Internet.
3. Teachers should walk around the classroom when teaching content, and passing students can avoid students' distraction.
When students with different personalities get together, sometimes it is inevitable that some students will object to the teacher's teaching. In order to reduce the possibility of raising objections, teachers should clearly put forward the way of appealing to teaching objections at the beginning of the semester. When it does happen in class, teachers should not ignore it, and should decide whether to solve it on the spot or after class according to specific problems with a gentle attitude.
Feedback evaluation should be timely.
In an ideal classroom, students should have many ways to practice what they have learned and get enough feedback and evaluation. However, the number of large classes is huge, and the evaluation measures should be adjusted accordingly. For example:
1. Give students active learning tasks in class and return after class. The teacher should check some test results before the next class to understand the students' doubts, so as to answer them before the new class begins.
2. Use multimedia teaching and other technical means to check students' knowledge in real time, explain a difficult point repeatedly or let students guide or discuss each other.
3. If possible, integrate the practice methods used in active learning into the exam. This can improve students' enthusiasm and participation in classroom active learning activities and improve the learning effect. At the same time, if students' performance is regarded as the final plus item in classroom activities, attendance can be improved and a good teacher-student relationship can be established.
Students can evaluate each other's performance in class activities. Give students the opportunity to act as "teachers", stimulate their enthusiasm for learning, and at the same time, students get timely evaluation and feedback, forming a virtuous circle. Active learning improves students' vitality. Teaching in large classes adopts traditional teaching method, and teachers have no energy and time to pay attention to the effect of each student's lectures. It is difficult for students to keep up with the teacher's rhythm and the learning effect is not good. Active learning can provide students with opportunities to think, analyze and comprehensively apply what they have learned in class, thus improving students' participation in class. However, Lloyd Stevas believes that active learning can't replace the teaching method based on lectures, and the combination of the two can fully improve students' learning effect. The change of teaching methods cannot be achieved overnight. Teachers can refer to the following practices and apply them in practice:
1. There is at least one active learning activity in each class, which is not too complicated. A simple TPS(Think, Pair, Share) strategy is very effective.
2. The problem should be deep. Simple multiple-choice questions will not cause students to think deeply. The purpose of teaching is to cultivate students' ability to solve problems. It is best to combine practical problems with classroom content, so that students can use what they have learned to analyze and propose solutions.
3. Group study is an effective way to arouse students' enthusiasm. Students express their opinions in groups, complement each other, and then share their views in class, which can promote comprehensive thinking. The icing on the cake is to let students think and write their own opinions or solutions to problems first, and then discuss with each other.
4. Teachers can guide the discussion process, ask questions at any time and give feedback in time, so as to control the progress of the class, instead of giving students all the time. In active learning, teachers are guides rather than bystanders. On the one hand, teachers can solve the attendance problem of large class students by technical means, on the other hand, students often skip classes because of boring classes and poor learning effect. Therefore, creating a positive classroom learning atmosphere is an effective means to ensure students' attendance.
Methods and means 2
1 Research Status of Curriculum Teaching Methods in Colleges and Universities
Scientific teaching methods are an important means to achieve teaching objectives and ensure teaching quality, so the research on teaching methods has aroused the extensive interest of many educators, psychologists and educators. Yao Limin summarized the research on teaching methods in colleges and universities. Starting from the importance of teaching method research, he and his collaborators expounded the current situation of domestic teaching reform, and thought that although the government and universities had done a lot of work in teaching reform, the reform of teaching methods faced many obstacles such as school administrators, teachers and students. We should break the ice of teaching reform in colleges and universities and innovate teaching methods. Jiang Jiaqiong and others emphasized at the 2009 academic annual meeting of Hunan Higher Education Association that the reform of teaching methods is a breakthrough to improve the teaching quality of colleges and universities.
2. Ideas and means of curriculum teaching method reform in colleges and universities
2. 1 The function of teaching method has changed from "teaching people to fish" to "teaching people to fish".
The massive growth of knowledge and information, the arrival of a learning society, the uncertainty of college graduates' employment and the possibility of changing careers in the future determine that the success or failure of university teaching should not be measured by the amount of knowledge transfer, but by teaching students learning and research methods, they should enhance their awareness of knowledge transfer or application and cultivate their ability to find, analyze and solve problems. Therefore, it is necessary to change the teaching methods that focus on teaching, imparting knowledge and instilling. Teaching method is to develop and cultivate students' ability while imparting knowledge, strengthen the guidance of learning methods and research methods, pay attention to improving students' ability to acquire knowledge independently, practice ability and innovation ability, and develop students' adaptability and innovation ability.
2.2 On the guiding ideology of teaching methods, it has developed from injection to heuristic. Higher education in China should cultivate high-quality professionals and top-notch innovative talents. Students are not passive recipients of knowledge and information. They must actively construct knowledge, devote themselves to learning and take the initiative to learn, and teachers must inspire and guide students to learn. Therefore, the indoctrination teaching method should be abolished and replaced by heuristic teaching method to teach students to think, discover, understand and generate, establish the logical connection between knowledge and find the correlation between knowledge and life and future work. The combination of teaching method and learning method has changed from emphasizing "teaching" instead of "learning" to emphasizing "learning". It is necessary to explore and adopt teaching methods that are conducive to students mastering knowledge, developing ability and cultivating emotion or personality. In teaching, students can learn learning and research methods, cultivate their autonomous learning and innovative learning ability, improve their independence and level of learning activities and improve their learning efficiency.
2.3 Teaching content optimization and teaching method reform. Teaching content is the carrier of teachers' teaching, and it is also the basic material for teachers and students to teach, generate and innovate. Even if the best teaching method is used to teach old, useless, meaningless or worthless, vague and chaotic teaching content, it will not have ideal teaching effect. Therefore, the reform of teaching methods must be combined with the optimization of teaching content, and the reform of teaching methods should be implemented on the basis of constructing scientific and reasonable teaching content and curriculum system, constructing excellent courses and optimizing course teaching content.
2.4 Pay attention to the role of non-intellectual factors. The theoretical research of contemporary psychology and pedagogy shows that intellectual factors and non-intellectual factors are closely related and interact in the teaching process. Non-intelligence factors mainly include ideals, emotions, will, personality, temperament and so on. Although these factors are not directly involved in students' cognitive and learning activities, they are the spiritual pillar of students' intellectual activities and the dynamic system of learning process, so teaching activities can be smoothly adjusted and carried out, thus greatly affecting the development of students' intellectual level.
2.5 Effective application of modern teaching methods (such as multimedia). With the rapid development of science and technology and the sharp increase of knowledge and information, traditional teaching methods can not fully meet the requirements of modern teaching. Only by using more scientific and modern technology and equipment to serve the teaching, can the teaching quality be effectively improved and the task of personnel training be completed.
2.6 the improvement of teaching mode. In the process of teaching, we should attach importance to students' practical ability. In the process of theoretical teaching, we should not only attach importance to students' dominant position, but also emphasize the interaction between teachers and students, so as not to give students a full house and ignore their listening experience; In experimental teaching, because the experimental contents include geochemical data processing, geochemical mapping and data interpretation and evaluation, there are higher requirements for teachers and students. This requires advocating teacher-student interaction in the reform of teaching mode. In the field geological practice, a series of professional practical skills such as geochemical sampling, macroscopic observation of lithofacies, sample marking and sample processing are cultivated to improve students' ability to combine theoretical knowledge with field practice.