Teaching methods are a vital part of the education system, which has a direct impact on the learning and growth of students. A good teaching method can not only stimulate students' interest in learning and improve their learning efficiency, but also cultivate their comprehensive quality and innovation ability. Therefore, teaching methods need to be constantly updated and improved to adapt to the development of the times and the needs of education.
In traditional teaching methods, the teacher is often the leader of the classroom, and the student is the passive object of knowledge. There are many problems with this teaching method, such as lack of interaction, ignoring students' personality differences, and difficulty in stimulating students' interest in learning. Therefore, modern teaching methods should be student-centered, focus on student participation and experience, and stimulate students' initiative and creativity.
In recent years, some new teaching methods such as "flipped classroom", "micro-classroom", "group cooperation" and so on have gradually emerged. These methods make full use of modern information technology to break the limitations of the traditional classroom and make teaching more flexible, diverse and personalized. For example, the "flipped classroom" reorganizes time inside and outside the classroom so that students can better grasp knowledge by preparing for class, discussing and interacting with problems in class. The "micro-classroom" decomposes the knowledge points through short and concise **, which is convenient for students to learn anytime and anywhere. In addition, modern teaching methods should also focus on cultivating students' thinking and practical skills. By guiding students to carry out first-class learning, project-based learning, etc., students can learn and master knowledge in practice and improve their problem-solving ability.
To sum up, a good teaching method requires continuous exploration and innovation, as well as the joint efforts and cooperation of teachers and students. Only in this way can we truly realize the purpose of education and cultivate more outstanding talents.
Task-driven pedagogy
Task-driven pedagogy is a teaching method based on constructivist learning theory, which embodies a multi-dimensional interactive teaching concept based on solving problems and completing tasks, so that students are in an active learning state, and can use shared knowledge and their own unique experience to propose solutions and solve problems according to their own understanding of current problems.
1.Create a context. It is necessary to create learning situations that are as realistic as possible in relation to the current learning topic, and to guide learners to bring authenticity"Tasks"Enter the learning situation to make learning more intuitive and visual.
2.Identify the problem (task). In the created context, select a real-life event or problem that is closely related to the current learning topic as the central content of learning, so that students are faced with a real-world problem that needs to be solved immediately.
3.Self-directed and collaborative learning. Instead of the teacher directly telling the students how to solve the problem, the teacher provides the students with clues to solve the problem, advocates discussion and communication among students, and supplements, revises and deepens each student's solution to the current problem through the exchange of different views.
4.Effect evaluation. On the one hand, it is an evaluation of whether the students have completed the process and results of the solution to the current problem, that is, the evaluation of the meaning construction of the knowledge they have learned, and more importantly, the evaluation of the students' self-directed learning and collaborative learning ability.
Problem pedagogy
Problem teaching method refers to the teaching from the students' cognitive laws and reality, scientifically design problems, skillfully raise questions, through the interaction between teachers and students, inspire students to dare and be good at asking questions, theory and practice, around the teaching materials without sticking to the teaching materials, solve students' cognitive errors and ambiguous views, and then draw correct conclusions.
1.Perceive the content of the textbook. Teach students how to read books, from the surface to the point, and then from the point to the surface, and clarify the relationship between primary and secondary; Guide students to process and grasp the teaching materials and learn to learn on their own; Thirdly, students complete the sublimation of the content of the textbook from perceptual to rational understanding, and actively study based on their own experience and the knowledge structure of the textbook.
2.Encourage students to ask questions. Asking questions and thinking about old problems from new angles often leads to new discoveries and breakthroughs. In teaching, in order to help students enhance their awareness of problems and overcome thinking barriers, "learning and thinking" can be designed**
3.Teach through questions. Most of the students' interesting and relevant questions are discussed as a class. Some of the questions that some students are interested in and have a certain value for discussion will be discussed in small groups. Questions with a certain degree of difficulty, or questions that are not included in the student's knowledge structure, need to be answered by the teacher himself; Some students have more extreme or extreme questions, and they usually use individual answers.
Contextual pedagogy
Situational pedagogy refers to the reproduction of scenes of events told in the text in the classroom and throughout the classroom. Through the guidance of teachers, students are placed in the environment described in the textbook, and students' imagination, thinking and sensibility are mobilized.
1.Select a case. The case should be close to what the student has learned; Be concise so that it can be completed within the class time; Cases should be incomplete and lacking a final result. This allows students to put forward their own opinions based on their understanding of the case, exercises their ability to analyze and solve problems, and is conducive to mutual learning among students.
2.Extracurricular preparation. First of all, the students are divided into three to four simulation drill groups according to the situation of the teaching class. Secondly, under the leadership of the team leader, the case is analyzed in depth and the various steps of the group's activities are arranged.
3.Classroom exercises and Q&A. After a period of preparation, the teams can conduct a formal simulation drill according to the prior arrangement. After each group of drills, other groups and teachers can question the content of the drill and the proposed plan, and the drill team answers questions, and both sides fully express their own opinions and opinions.
4.Summary of the analysis. First of all, each group introduces, analyzes and summarizes the drills of their own groups in order to understand each other. Secondly, the teacher conducts an in-depth analysis of the case, and makes a general evaluation of the plan and exercise content of each drill team, especially to find out the students' shining points and innovations in the process of the drill, and encourage and praise them in time.
Heuristic pedagogy
Heuristic teaching method refers to a kind of teaching guiding ideology in which teachers start from the actual situation of students in the teaching process according to the objective laws of teaching tasks and learning, adopt a variety of methods, take inspiring students' thinking as the core, mobilize students' learning initiative and enthusiasm, and promote them to learn vividly and lively.
1.Get ready. Be well prepared before and during class, and don't put "presupposition" and "generation" against each other.
2.Induced. Students ask questions on their own or by a teacher.
3.Explanation. Teachers, students, and students use a variety of methods and forms to explain doubts and solve doubts.
4.Invert. It is necessary to strengthen digestion, absorption, consolidation and internalization in the classroom.
5.Apply. It mainly refers to the application of practical applications and the cultivation of the ability to solve practical problems.
Discussion-based pedagogy
Discussion-based teaching method is a kind of teaching method in which students study and talk on their own under the guidance of teachers, and focus on discussion.
1.Students are self-taught. The teacher assigns the content of self-study and guides students to browse from a "bird's-eye view", pointing out the key points and difficult points, and then students understand the abstract theoretical parts one by one, deducing formulas, calculation examples and exercises.
2.Explain on your own. The teacher divides the content to be discussed into several "units" according to basic concepts, basic theories, example problems, exercises, etc., and divides the students into the same number of groups.
3.Discuss with each other. Mutual discussions are also conducted on a "unit" basis. Inspired and guided by teachers. Is the result of the lecture correct or not? Is there a different solution? Which of them is the simplest solution, etc.
4.Unit Conclusion. After mutual discussion, the speaker or teacher will come up with the correct conclusion, or deduce the correct and simplest answer.
5.Summary of the whole lesson. The teacher summarizes the theoretical part of the lesson and its application.
Objective pedagogy
Objective teaching method refers to the decomposition of the teaching process of a class into several links, such as classroom introduction, display of teaching objectives, explanation of relevant knowledge in accordance with teaching objectives, and objective evaluation, and organize and implement teaching according to these links.
1.Contextual settings. Create a situational environment in which the content of students' current learning is basically close to the real situation, that is, introduce students to a situation where they need to solve real-world problems through a certain knowledge point.
2.Demonstration of operation. Focusing on the knowledge points currently learned, so as to facilitate the requirements of students' "knowledge transfer", select appropriate small goals, and demonstrate the process of completing the goals.
3.Explore independently. Let students think independently, understand the knowledge points, digest the key points of the demonstration goal, and lay the foundation for solving the practice goal.
4.Define your goals. The group conducts social surveys, research discussions, and sets specific goals under the guidance of the teacher. Collaborative learning, group exchanges, discussions, division of labor and cooperation among team members, and jointly complete the project goals.
5.Learning Assessment. The learning effect is measured by the achievement of the objectives, including teacher evaluation, group evaluation and self-evaluation.
Didactic method
The teaching method is a method for teachers to impart knowledge and ideological education to students through oral language, which is the most widely used in the teaching method based on language transmission, and other methods are often combined with the teaching method in the application.
1.Carefully prepare for the lesson, master the content of the textbook, be confident about the key points of the knowledge taught, system, structure, connection, etc., practice makes perfect, and be confident when speaking, and at the same time pay attention to student feedback and timely control of teaching.
2.The language of instruction is accurate, scientific and logical. concise, no non-teaching language, concise wording; Clear, articulation is clear, the pitch is moderate, and the speed is appropriate; Vivid, vivid, infectious, pay attention to emotional investment.
3.The content of the lecture must be the key, difficult and key points in the teaching materials, so that students can use their brains to think about problems with the teacher's explanation or narration, and there is guidance in the lecture and practice in the lecture. The main role of students is outstanding, which is manifested in the willingness to learn and think, so that the teaching method can be carried out vividly and lively, rather than injected.
4.The content of the lecture should be concrete and vivid, linked to the abstract concepts and principles of old knowledge, and combined with other methods as much as possible to make it visual and easy to understand; Carefully organize the content so that it is clearly organized, prioritized and focused.
5.The teaching process combines board books and visual teaching aids. The board book can prompt the key points of teaching, show the teaching process, and make the teaching content visual and concrete; Intuitive teaching aids can deepen students' understanding of the content being taught.
Conversation method
The conversation method, also known as the question and answer method. It is a teaching method in which teachers guide students to use their existing experience and knowledge to answer the questions raised, so as to acquire new knowledge, consolidate old knowledge, or check knowledge.
1.Conversations to impart new knowledge. Generally, the teacher asks a series of coherent and enlightening questions according to the teaching purpose, and guides students to make correct answers based on their existing experience and knowledge, or based on their observations of things in front of them, so as to gain new knowledge. Also known as heuristics.
2.Conversations that take place to consolidate knowledge or to examine knowledge. Ask questions based on the textbooks that students have learned, and ask students to answer by recalling old knowledge, and then consolidate or check the knowledge through reproduction. It is also known as the reproduction conversation method or the question-and-answer conversation method.
3.Conversations that teachers have in the course of a lecture or in the course of a student's activities. This kind of conversation helps to increase the enthusiasm of students to listen to lectures and improve the efficiency of imparting knowledge; It helps students to successfully complete independent assignments or clarify the focus of their learning. It is also known as the lecture method.
Presentation method
Demonstration method refers to the teaching method in which teachers can acquire perceptual knowledge by displaying physical objects and teaching aids, conducting demonstrative experiments, or through modern teaching methods.
1.The selection of intuitive means should be in line with the requirements of the purpose of teaching and the characteristics of teaching in each subject.
2.The selection of visual teaching aids should be in line with the age characteristics and cognitive level of students.
3.Use intuitive means to match with the teacher's appropriate explanation.
4.It is necessary to pay attention to the intuitive use of language.
5.Teachers should consider the number, time, and location of visual aids.
Discovery pedagogy
Discovery pedagogy refers to a method in which teachers do not directly provide the learning content to students when they learn concepts and principles, but provide students with a problem situation, just give students some facts (examples) and problems, so that students can think positively, be independent, and discover and master the corresponding principles and conclusions on their own.
1.Ask and articulate questions that interest students.
2.Make students experience a certain degree of uncertainty about the problem in order to stimulate the desire of **.
3.Provide a variety of assumptions to solve the problem.
4.Assist students in collecting and organizing materials that can be used to draw conclusions.
5.Organize students to review relevant materials and draw due conclusions.
6.Guide students to use analytical thinking to verify conclusions and ultimately solve problems.
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