How to solve the difference of professional background in postgraduate teaching

How to solve the difference of professional background in graduate teaching Generally speaking, graduate students in learning management do not need professional background, and some graduate courses are designed for students with non-undergraduate professional background. However, it is difficult to get visas for these courses at present. For example, the accounting postgraduate course is designed for accounting major applicants as well as non-accounting major applicants.

How bad is the teaching level of graduate students in Guangwai compared with that in Beiwai? There should be many.

Beiwai and Shangwai are two VIP classes, and other schools seem to be far behind. ....

These two are AAA+, and the others are B-level. . . . . . . . .

Of course, if you learn well, you will have the same future!

How to solve the difference of sports level between boys and girls in basketball teaching and achieve the teacher's goal? List all the key points in basketball teaching, and define the standards for men and women according to the actual situation, such as 100, 40 points for qualified girls and 60 points for qualified boys.

How to distinguish between horizontal difference and vertical difference? Vertical zoning is generally aimed at high-rise buildings, and middle and high-rise buildings are an area, low-rise buildings and an elevator area. Simply put, horizontal zoning is to divide an area horizontally as needed.

How to solve the puzzles and problems in teaching is a mathematical problem that comes from life and is placed in a specific situation. Students' ability to solve problems cannot be completed overnight. Facing this textbook, I think about how to cultivate students' problem consciousness as a teacher, because raising a question is far more important than solving a problem, and for freshmen, the thinking requirement of raising a question is far higher than that of solving a problem. When I first came into contact with "solving problems" in the first day of junior high school, my classmates all thought it was too easy to solve problems, and they rushed to answer them when answering questions. This scene makes me laugh when I think about it now. Without the pleasant atmosphere of the past, there is no * * * and innovation, and students' thinking is increasingly out of touch. It is the most basic part for students to solve problems with mathematics in the future, so the knowledge itself can be understood by first-year students. Where is the starting point and cognitive basis of their thinking? For children in lower grades, in the operation of school tools, thinking activities are carried out through a large number of life facts and observations. Therefore, for the study of this part of knowledge, as a teacher, we should first cultivate and train students' ability to look at pictures, especially the order and angle of looking at pictures. In fact, according to the three numbers in a picture, three different topics can be compiled, that is to say, there will be two different variants of the topics compiled according to a picture, and the latter is often reverse thinking. The order and angle of looking at pictures are different, which determines that you will get different results. Therefore, the teaching of addition and subtraction is to train the ability to look at pictures and speak. Second, we should follow the principle of gradual progress. First, let the students look at the picture in the situation and find some basic mathematical reality according to the positive thinking, that is, understand the meaning of the picture and let the students ask mathematical questions. Asking questions to guide the process of drawing will play a corresponding crutch role in students' thinking.

How to solve the accommodation problem in teaching With the development of modernization, the phenomenon that teachers use multimedia for teaching has become popular. The production and use of courseware are gradually popularized, and courseware has the functions of amplification, reproduction, simulation, analysis and inquiry. Applying these functions of courseware in class can make up for the deficiency of language description and the limitation of teaching. Break the single teaching mode and realize the diversification of teaching and learning; Improve classroom efficiency and increase classroom capacity; At the same time, it can stimulate interest in learning and is conducive to the analysis and understanding of knowledge. But can the appearance of courseware replace some original classroom links? There are still some problems that need to be improved in the application of courseware. Now I will record my personal experience and feelings as follows.

Problems existing in the application of multimedia in teaching;

1. overemphasizes multimedia teaching and downplays the leading role of teachers in teaching.

Now in the whole teaching process, multimedia courseware is completely dominated by multimedia teaching, so it is difficult for teachers to play their role, and students' thinking is completely guided by the content of courseware demonstration. It seems that the classroom is active, but in fact, students have become knowledge containers that are randomly filled. This is no different from the traditional "cramming" passive teaching mode in the past, except that the teaching media is changed from "blackboard+chalk" to "screen+computer". Although the amount of teaching information is large and the teaching speed of teachers is accelerated, it is difficult for students to digest and understand what is taught in class, let alone think about exams and analysis, because they do not attach importance to the leading role of teachers.

2. Overemphasis on computer functions weakens students' dominant position.

In the design and production of multimedia courseware, teachers often pay more attention to the role of computers in multimedia courseware and ignore the student-centered teaching process, which makes students still in a passive learning state and leads to students' weariness of learning.

3. Over-strengthen the media technology and dilute the teaching content.

Multimedia courseware can make boring, abstract and complicated teaching content vivid, intuitive, concrete and simple. But sometimes we just blindly pursue the "luxury" in the classroom teaching process, regardless of whether the situation involved meets the needs of the teaching content or breaks through the teaching difficulties. In this way, it not only affects students' attention to learning knowledge, but also weakens the focus of teaching content.

In teaching practice, there are some problems such as improper courseware making and poor teaching effect. For example, the text information displayed in the courseware is too much, and the font is too small and dense, which makes it time-consuming and laborious for students to read below, even those sitting in the back of the classroom. The "preset animation" is not muted, which makes the text display sound, such as typing and braking, which interferes with students' viewing.

Some views on giving full play to the role of multimedia courseware

1. Strengthen learning and update teaching ideas.

The teaching method of "teachers speak, students listen, teachers test and students recite" can neither guarantee the quality and efficiency of teaching, nor help to cultivate students' divergent thinking, critical thinking and creative thinking, nor help to cultivate talents with innovative consciousness and practical ability. The modern teaching concept of taking students as the main body, teachers as the leading factor and multimedia courseware as the support is accepted by people, but simply introducing multimedia courseware into the classroom is not modern teaching. Modern teaching believes that learners are active in the process of constructing knowledge, and the learning process is carried out through the interaction between learners and external learning sources. Therefore, actively exploring the method of integrating information technology with curriculum is the key to realize teaching reform.

2. Over-reliance on courseware ignores the emotional communication between teachers and students.

Many teachers think that writing and making multimedia courseware is equivalent to preparing lessons. As a result, the classroom becomes a slide show, and classroom teaching is led by the courseware material. Even many teachers regard the integration of information technology and teaching as a "magic weapon" and list whether to use information technology as one of the important contents of class evaluation, which leads many teachers to concentrate a lot of energy on making multimedia courseware and ignore the research on teaching materials. In teaching, the pre-designed courseware is input into the computer in advance, and then the teaching contents are displayed one by one in strict accordance with the procedure, without any choice or omission. The class has become the realization of the established program, and the whole class can be done with a little mouse click and a few words. They ignore the emotional communication between teachers and students, which is very important in teaching.

3. The making of multimedia courseware should be concise and practical.

In teaching principle, teachers are required to achieve the best teaching effect with the simplest teaching form. In other words, in the usual teaching work, we should properly choose teaching AIDS and strive to be simple and effective. For example, for problems that can be solved by using traditional teaching AIDS such as wall charts and molds, don't use self-made courseware, which is time-consuming and laborious, and the effect may not be good. Traditional teaching methods are not easy to solve, so it is necessary to choose appropriate media tools to make simple and effective courseware. Before making courseware, we should comprehensively and deeply grasp the content of classroom teaching, correctly locate and grasp the starting point, properly choose teaching means and forms, simplify the complex, do something different, help students break through difficulties and doubts, highlight key points, pay attention to practical results and improve teaching efficiency.

Teaching activities are bilateral activities between teachers and students, and there will be no good results without the active participation of either party. Multimedia teaching is no exception.

1. Teacher

The requirements of multimedia teaching for teachers are not reduced, but improved. What aspects do teachers need to participate in?

(1) study the teaching materials carefully and get to know the training target deeply. Only when you have a deep understanding of the teaching materials and training objects can you know what media is the most suitable and how to use it. This is why multimedia teaching places special emphasis on "pre-class work".

② Select the most suitable medium and prepare the software. Teachers should prepare "software" in advance on the basis of in-depth understanding of teaching materials and training objects, including blackboard design, slides, teaching wall charts and so on.

③ Observe and train carefully in class.

How to solve small problems in teaching In classroom teaching, we often find that students are distracted and even have behaviors that affect classroom discipline. For example, students don't listen carefully and make small moves below, which causes teachers to talk about teachers on the blackboard and students to talk below, and classroom teaching is a mess. At this point, if the teacher does not handle it properly, it will affect the classroom atmosphere. As is known to all, Mencius told a story in "On Mencius' Gaozi": Two people with similar IQs worshipped Go master Qiu Yi as a teacher at the same time, but their academic achievements were quite different. This allusion tells us that the same teacher's teaching results are far from each other, not their intelligence, but their concentration. This shows that students' concentration and inattention are very important to improve their academic performance in the process of listening to lectures. Psychologists believe that concentration is the direction and concentration of people's psychological activities towards cognitive objects when they are awake. When people feel something faster, deeper and more lasting. An educator once said: "concentration is the only door to our hearts, and everything in our consciousness has to go through it before we can come in." . But students are absent-minded in class and don't listen carefully. What is the reason? I think there are the following aspects: 1. Internal reasons: (1) Being in a daze, being distracted, making small moves and talking small words. They turned a deaf ear to the teacher's attention on the podium, with blank eyes and dull expressions. Maybe they are thinking about someone or something. Some play with toys, origami airplanes, fiddle with school tools, secretly read picture books, eat unfinished snacks and draw pictures. Or are whispering, whispering, saying something that has nothing to do with the current classroom learning content. (2) Psychological imbalance. Some students' self-esteem is hurt, such as satire and sarcasm; Unreasonable interference: conflicts with parents and classmates lead to psychological insecurity and self-confidence. Some students are overly dependent on their parents, impatient with difficulties and challenges, or emotionally troubled. (3) Tired of learning. Many students are overburdened, and teachers and parents have high expectations for them and set high goals for them. Many students feel guilty and guilty because they have not achieved the goals of teachers and parents, which leads to troubles. (4) Some people lose confidence in learning because of their poor basic knowledge, but they are forced by their parents to come to school to shelter from the wind and rain and vent their emotions. (5) Some people want to show off in front of their classmates, be the so-called "boss" in the class, and look for dregs, and touch this and that from time to time to demonstrate the wind. 2. External reasons: (1) The learning content is inappropriate. The difficulty of learning content is also related to attention. What you learn should not be too difficult or too easy. It should be difficult and appropriate. What you learned is too difficult, and it has nothing to do with what you learned in the past. If you don't understand, it's easy to get sleepy, and of course it's hard to concentrate. What you learn cannot be too easy. If the content of learning is limited to simply repeating the past, there is no need to spend any more effort, and attention will inevitably be distracted. (2) The influence of classroom learning environment. Favorite toys placed on the desk, untimely arrangement in the classroom, noisy noise and other noises, etc. It has nothing to do with learning, and it is easy to establish new excitement in the cerebral cortex and interfere with students' concentration. (3) "no love" education method. Some of our teachers haven't adapted to people-oriented education, and they can't set an example themselves. They don't care enough about students, so they can't enter the spiritual world of students and establish a harmonious relationship between teachers and students. There are still some teachers who have not mastered the art of educating people, and their students have poor grades. They will only criticize, scold and sneer, and will not give timely guidance and sincere encouragement when students have difficulties in learning. This kind of education without "love" is a great blow to some students who are tired of learning. They often have a negative attitude of "breaking the jar and breaking the fall" because of their poor academic performance, and they also show rebellion, negativity and even some bad behaviors in other aspects. These behaviors aroused great resentment from teachers and classmates, so they began to isolate and ignore them, not treating them as collective members, not giving them any help and not interacting with them. This attitude deeply hurts them, seriously dampens students' self-esteem, puts them in a state where they can't dial by themselves, and leads to inattention in class. (4) Wrong teaching and management methods. Some of our teachers found that students were inattentive in class, and they knew that students could not answer because of inattention, so they deliberately raised their voices and gave them an army: "So-and-so, please repeat what the teacher just said." "Please answer the question just now." "I know you can't answer." Only when students are flushed with shame will they give up; Some teachers have not changed their roles, regardless of the fact that students are the main body of learning, and simply adopt the teaching mode of "instilling", "injecting" and "cramming"; Some teachers don't understand and master their own learning methods, such as inquiry and cooperation, which leads to students' lack of internal motivation and inattention in class. (5) The influence of family. Some of our parents' excessive demands and expectations make students feel that no matter how hard they try, they can't meet their parents' requirements. No matter how hard you try, you will fail, and you will gradually lose confidence and doubt your ability, resulting in the consequences of inattention in your study. Some parents ignore it. Students don't study or do their homework after school. They are indifferent and do not play the role of supervision and supervision, which leads to students neglecting their studies and not paying attention in class. Some family members are not harmonious, which affects students' mood. In such a family, students simply do not feel the warmth of the family, class anxiety, inattention. (6) Social factors. The illegal opening of some entertainment places, such as game rooms and Internet cafes, does not prohibit students under the age of 18 from entering, which makes some students taste the sweetness of the game and can no longer settle down to learn what they think is boring. Some students often play in Internet cafes until dawn. As soon as they come to the classroom, they sleep on their desks, and they leave late in the day and night. This phenomenon is most common in rural areas. In view of the above factors, in classroom teaching, how can we stop students from violating discipline, organize teaching well, stimulate students' enthusiasm for learning, make them concentrate, and increase classroom interest without hurting students' self-esteem? I think we might as well use the following methods to deal with it. One: It is common for teachers to criticize students by innuendo. Proper methods will have unexpected educational effects. For example, when students play tricks and tell jokes in class, teachers can't educate and correct their mistakes by innuendo or humor or encouragement, and they don't pay attention to the art of criticism. Instead, they adopt a straightforward way of asking questions, which will easily dampen students' emotions, affect the classroom teaching atmosphere, and even lead to students' boredom with teachers' classes. For example, when I was giving a lecture, I found a student bowing his head and not listening carefully. I didn't point it out at that time, but turned a blind eye. I pointed to a classmate who was listening carefully next to me and said to everyone, "XX is listening carefully. Are we going to learn from him? " The students answered "yes" in unison, so all the students were absorbed, and the student who was playing tricks began to listen carefully. Two: Eye Hint Method On one occasion, when I was in a Chinese class, I found that a classmate in the class was not paying attention to the class, either making small gestures or staring at the blackboard or somewhere, and sometimes turning back to talk to other students. At that time, I really wanted to name him and make a fool of him in front of the whole class, but I thought, isn't this very hurtful to students' self-esteem? I thought of using words to prompt him, but the feeling was not quite the same as before. This not only failed to save face for students, but also diverted other children's attention and affected the efficiency of classroom teaching. At this time, I will use eye cues. During the lecture, I met him and stared at him, and my eyebrows conveyed my blame and reminder to him. There are more silent complaints than vocal complaints, and expectant eyes will be better than severe blame. When our eyes collided, his face was flushed and he bowed his head in shame, and there was no more little gesture. Since then, he has changed, listened carefully and greatly improved his academic performance. Third, the intonation method is a lively and flowing spring in the classroom. When you meet students who can't control themselves, you might as well use the tone of "hint" to let this clear spring quietly restrain and guide them, and the problem will be solved. Four: Behavior Guidance Law The so-called "behavior guidance law" refers to the implementation of a set of measures to reward the good and punish the bad in classroom management to encourage positive behavior, reduce negative behavior, and adhere to and form a system for a long time. Rewarding the excellent is mainly to express yang orally, and punishing the inferior is to do a good deed for others and the collective and compensate the guilty psychology; Sing a song or perform a small program for everyone to increase the concept of self-control; Write a guarantee, etc. Guiding students' behavior in this way can expand students' healthy self-awareness and promote the self-improvement of their personality. For example, once, when I was very absorbed in my lecture, the students listened very carefully. Suddenly I found Mo Mingjie, the famous "king of mischief" in my class, playing practical jokes with his deskmate, so I went to their desks, stared at them with my eyes, and then walked away. At the end of the class, I praised the students who listened carefully in this class, criticized Mo Mingjie and his deskmate and punished them for cleaning the classroom after school. From then on, the two of them never dared to play tricks in class again. They listened very carefully, and the nickname "Trick or Treat King" disappeared. This method also has the effect of "making an example of one". Five: tacitly, our school engaged in class research activities, and I also participated. I listened to a teacher's open class. During the course of teaching, the teacher was talking, and the students were listening carefully, except for one student who bowed his head and made little moves. The teacher didn't call his name, just walked casually and knocked on the table with his hand. The student realized at once, so he stopped playing pranks. The teacher's actions are so hidden that you can't find them without careful observation. I think this action is only understood by students and teachers, right Group management cooperative learning has been widely used by teachers in classroom teaching. In classroom teaching, student groups can help each other, supervise each other and learn from each other, which can not only arouse students' learning enthusiasm, but also ensure the organization of classroom discipline. In short, there are laws to teach, but there are uncertain laws. In the usual teaching work, there are many ways to deal with the problems in teaching tactfully, which is worth exploring. For example, to create a quiet and beautiful learning environment, we must reject the noise and noise inside and outside the classroom, and the school should be quiet, so that students can be "quiet" internally. Decorate the classroom and post famous sayings and aphorisms and students' calligraphy works around the walls; Green plants placed in the corner and windowsill of the classroom; Music and video materials related to class content can make students concentrate on their studies. At the same time, we should establish a new democratic and standardized classroom order, determine reasonable teaching content, carry out more interesting learning activities, and most importantly, care for every student with sincere care. We should embrace them with open arms, and students will definitely bridge the gap between them and their teachers and get close to them psychologically. We should encourage every progress in the classroom, help students build confidence, thus generating the intention of sustainable development, and gain psychological satisfaction, success and self-esteem. Great motivation to motivate them to keep moving forward.

After signing the employment agreement, how to solve the problem of dismissing poor graduates before graduation? I can't help it, you didn't sign the contract! Besides, people also have reasons!

Be careful next time! The employment agreement is used by the school to make political achievements, and has little to do with students!

How to use differential teaching strategies to solve the puzzles in teaching With the deepening of new curriculum standards, differential teaching strategies have been widely concerned and applied to teaching. How to make good use of difference strategies in junior high school mathematics teaching and promote the effectiveness of teaching is a subject that every junior high school teacher actively thinks about. This paper mainly analyzes the application of differential teaching strategy in junior high school mathematics teaching.

How to solve the difference problem caused by the uneven experience level of students in experiential teaching? Students' clear learning purpose and correct learning attitude are long-term factors that play a role in improving learning enthusiasm. Teachers should take every opportunity to educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social significance of learning mathematics, see the actual value and induce their learning motivation.