How to make every student study actively?

How to make every student take the initiative to learn and make learning their own career?

Adjusting the relationship between teaching and promoting educational democracy

Create opportunities for students to show themselves.

Make students as successful as possible.

Establish a culture of cooperation

To answer this question, there is an intriguing story: a foreman is driving a car and supervising a group of workers. These workers have to passively accept driving, and they never consider how to do their work better. Thinking employees are unpopular and are likely to be fired. However, if these workers become the masters of their work, the situation will be the opposite, and they will have great enthusiasm, flexibility, initiative and fully tap their potential.

Everyone knows the importance of students' initiative and enthusiasm, but the key lies not in understanding this truth, but in how to make all students learn actively instead of some students. In the ordinary classroom, the teacher dominates the students' learning, isn't it much like the foreman to the workers? No wonder many students are listless, and most of them are in a passive coping state. Of course, some students are used to this teaching method and can cooperate with teachers in listening, reading, practicing and writing. Obviously, we can't be satisfied that only a few students are used to this way of learning, but we should pursue that every student can learn actively. How to mobilize students' initiative and enthusiasm is an old problem and a new one. It is an old problem because it is accompanied by the emergence of teaching, and it is a new problem because under the new situation, with the deepening of quality education and the need to pursue educational equity, every child should receive equal quality education. Therefore, all students, not some students, must be enabled to study actively. In order to solve this problem, generations of educators and educational researchers have made unremitting efforts and explored many experiences, such as innovating problem situations to make students feel suspicious and novel; Change the teaching content to arouse students' interest in learning; Students are required to be clear about their learning objectives, so that they can succeed and build up their self-confidence.

To sum up, these are nothing more than four kinds of learning motivations in psychology: learning purpose motivation, learning achievement motivation, learning content motivation and communication motivation in learning activities. Although all these are effective, this effectiveness can only work for some students under certain conditions, and it is difficult to solve the problem fundamentally. The important reason is that students have not established their own master position in learning. This is because no matter the purpose motivation, achievement motivation or other motives, they must be based on the inner needs of learners. A person who has no inherent learning needs, no matter how you motivate him, is no good. To make students have internal needs, the basic premise is to let them participate in learning as masters. A person who is in a subordinate and dominant position and has no autonomy and independent thinking right, no matter how you arouse his enthusiasm, he is powerless, just as the master is to the dominated. In order to fundamentally establish students' master position in learning, we must fundamentally adjust the teaching relationship and change the teaching structure, that is, change teaching into the main body and teachers into teaching democracy.

Let learning become students' own business.

The enhancement of the sense of ownership and the acquisition of the status of ownership brought by students' independent participation in learning activities are the main sources of learning enthusiasm and initiative. When a person changes from a subordinate position to a master position, the psychological impetus will greatly enhance his enthusiasm as a master, and the relationship between teachers and students is no exception. The second chapter of the teaching process of Dulangkou Middle School in Shandong Province: preview, display and feedback are all completed by students themselves, and students

Really become masters, teachers serve students and give full play to their service functions. As the students of Dulangkou Middle School said, "Give me a blue sky and I will soar" and "I participate, I succeed and I am confident". The practice of classroom reform in Weifang No.10 Middle School is also a full example. In the past, the teacher spoke on the stage, and the students listened in the audience or followed the teacher's ideas, or their thoughts were deserted. In the reformed classroom, no matter whether students speak on stage or off stage, other students' reactions are completely different from the past. Every student takes the initiative to vote for others. Besides receiving information, he thinks more with skepticism, and responds more with approval, supplement and questioning than listening, thus truly becoming a discussion classroom and an interactive classroom. Because for every student, they feel that the person who speaks or asks questions (whether on stage or off stage) is equal to themselves and has no authority. One month after the curriculum reform, Weifang No.10 Middle School conducted a questionnaire survey on the students in the experimental class. The results of the questionnaire survey show that 89% students like the new learning style very much and generally, and 83% students are more enthusiastic about learning than before.

Adjusting the relationship between teaching and promoting educational democracy

The so-called adjustment of teaching relationship is mainly two relationships. One is the relationship between teaching and learning, based on teaching or learning; The second is the relationship between teachers and students, which is teacher-led or teaching democracy. The so-called educational democracy means "turning the educational process into a democratic way of life, respecting students' subjective status, enabling students to develop lively, freely and independently, eliminating all unequal treatment to students, respecting students' personality and rights, liberating students' subjectivity and creativity, and creating the best educational conditions and environment for improving students' democratic consciousness and participation ability and giving full play to students' subjective role; "What's more important is to infiltrate the democratic consciousness in the educational content, cultivate students' democratic thoughts and spirit in the educational process, and create a new generation with subjectivity through democratic education. "

It is not difficult to arouse students' enthusiasm for a while, but it is difficult to keep students' enthusiasm for a long time. Students' enthusiasm for learning is more manifested in independent reading, independent observation, independent thinking, independent communication, independent questioning, independent display, independent operation and independent experiment. All this requires a relaxed, democratic and free environment and self-confidence, self-esteem and happy emotions and emotions.

Therefore, promoting educational democracy is very important to stimulate and ensure the sustainable development of students' enthusiasm for learning. From a practical point of view, the experience and achievements of more than a dozen schools in Weifang in building "self-help classes" have fully proved this point. They regard the implementation of autonomous management of students' study groups as a breakthrough to promote educational democracy and have achieved remarkable results. The team members are selected by the team leader according to the principle of different qualities and two-way selection, and finally coordinated by the class teacher. The internal division of labor is determined by the internal consultation of the group, the internal rules of the group are democratically formulated by the members, and the group name, songs and mascots are created by the members themselves. The evaluation of the members in the group and the self-evaluation of the group are made by the group according to the established principles and carried out by the group itself. The methods of self-study, discussion and feedback correction shall be solved through consultation led by the team leader. The team leader can decide to hold a summary meeting, a reflection meeting, a criticism and self-criticism meeting, an experience exchange meeting, carry out various activities, determine the target of assistance, study assistance measures, and implement assistance actions. Sometimes, in order to help underachievers, the seats in the group can be adjusted by themselves. The group in Weifang No.1 Middle School implements a regular meeting system, and the group leader holds a meeting once a week to reflect and evaluate the study and discipline of the week. It also implements a management system in which classes are on duty by groups in turn and the management effect is evaluated collectively by the whole class.

Group self-management has greatly developed students' potential. They apply some civilized mechanisms operated by modern society to the daily management and life of the group, making the class a small social space for students to survive, communicate and develop in school. In this space, students have a clear sense of release and communication, and wisdom and spirituality collide and sprout, with ups and downs and joys and sorrows. Experienced the process and experience of being a man, experienced the generation of wisdom and kindness, which is the practical process of life. In this practical life process, I have perfected and developed people's personality and wisdom, and my quality of life has been improved. There are three boys in Class 6, Grade 2, Weifang No.5 Middle School. They used to belong to the teacher's opinion. They dye their hair, dress up, fight, and often make trouble in class. It is self-evident that they are short of money in their studies. However, the teacher found that even such students have a desire for goodness in their hearts, and their abnormal behavior is an improper interpretation of their strong desire for self-expression.

Put it on. In group construction, they assume certain responsibilities by taking on different roles, and get a platform to express themselves and show their talents, so their inner self-esteem is publicized and their evil side is suppressed. The final development of these three students is unbelievable even to their parents. One of them became an excellent group leader, and the other two famous students were often praised by others. Let the classroom be full of vitality, here is not only a date, but also a beautiful ideal. Instead, it became a straightforward truth. There is no in-depth thinking here, but more debate.

Create opportunities for students to show themselves.

Providing students with opportunities to fully display themselves is an important source of learning enthusiasm. According to Maslow's motivation theory, people's basic material needs are mainly spiritual needs, and the needs of self-realization and self-achievement are the highest spiritual needs, among which the desire for self-expression is an important part of self-realization needs. Teenagers have a strong desire for expression. Unfortunately, the traditional classroom structure does not provide them with opportunities and platforms for self-expression. The self-study class of the new classroom structure can be communicated by students or displayed on the blackboard. In the cooperation and exchange, they can show their original opinions in the group at any time, and class discussion is very convenient for students.

Choose the platform for self-display, and the theme to be displayed is selected by the students themselves, and then unified and coordinated. Once confirmed,

In order to express the theme, every student will do everything possible to make it more exciting and active. The enthusiasm for learning extends forward and backward, forward to the preview class and backward to the feedback class.

Make students as successful as possible.

A successful experience will give students the desire to experience success again. Students of different levels will achieve different degrees of success in different learning activities (preview, exchange, mutual assistance, presentation and assessment of reaching the standard), especially the team spirit cultivated in exchange and cooperation, which makes pair learning and group mutual assistance become a reality, and students with learning difficulties will not get it because of failure.

With the help of the same degree, we will continue to achieve different degrees of success, and the resulting virtuous circle will continuously enhance the enthusiasm and initiative of learning.

situation

In a class of Grade 2005 in No.10 Middle School, there is a student with poor conduct and study. When the teacher mentioned him, he always shook his head helplessly, and the team leader avoided him. After the reform of grouping management, everything is quietly changing: since the new four-person group was re-divided, especially after he became the "biology leader" in the group, his enthusiasm for learning, sense of responsibility and sense of collective honor have been greatly improved. In the past, he didn't care about deducting 1 point for his class, but now he will be angry and blame himself even if he deducts 0. 1 point for his group. He is more keen on learning biology. As the leader of biology, he is serious and responsible in class. Even though he was reluctant to write Chinese characters, he finished the outline first and picked up a red pen to exercise his power. In addition, he is very interested in biology, and his study is gradually improving. He never took an exam, and in a monthly exam, he became an excellent student in the class with his own efforts, which impressed teachers and classmates. This also greatly improved his learning confidence and enthusiasm, and his learning entered a virtuous circle.

Establish a culture of cooperation

Establishing and creating a positive and enterprising class cooperation culture will make every student unwilling to lag behind. First, through intra-group cooperation, inter-group competition and various intra-group selection, we will constantly cultivate and create team spirit, so that every student can work hard for the honor of the group. The second is to encourage students to write their own hard work with slogans and aphorisms.

Copy your voice in the corner of the blackboard and stick it on the desktop or wall to create a strong atmosphere of forging ahead.

Wai. In the classroom of Weifang No.10 Middle School, there are many aphorisms and slogans, such as "I'm involved, I'm successful, I'm confident", "I like an active classroom, and I'm in charge of my own class" and "Can you wait?" . The third is to cultivate the group system culture. What is more instructive is the "group leader salon" system. That is to say, the group leader exchange meeting is held regularly every month to solve the problems and puzzles of group management in time, exchange the excellent practices of group management, and commend, reward and popularize the "golden ideas" among them. In this way, every team leader and even team members take action, actively make suggestions for the management of the group and even the class, strengthen the communication and learning between the team leader and team members, and truly realize the independent management of the class.

Let's choose a "tidbit" of the class leader's salon:

The leader of the four groups, the little boy "Tan Sheep" in our group is often deducted, which affects the performance of the group. He doesn't listen, and sometimes he quarrels with the group leader. There is no sense of honor in the group. "

Xiao Ming, the leader of the seven groups, "In my opinion, it should be that you didn't respect your team members as the leader first. In fact, you can put yourself in others' shoes. If you are a beach sheep, you are bossed around by the team leader every day and are always left out when discussing problems, how do you feel? The group leader didn't respect him, and the students in the group looked down on him. How can he really think of the group? Our group has recently implemented a' family management model', calling on everyone to care for and help each other like brothers and sisters, and the effect is particularly good. Therefore, I build J Shen and you should not start from humble reorganization! "

Xiao Fei, the leader of the three groups, said, "Yes, Tan Yang once complained to me, saying that you would blame him. Deduction is his business, and extra points are your credit. "

Little boy, leader of four groups: "It seems that the problem really lies with me. I will talk to Tan Sheep tomorrow and tell our team members that they must be rude to each other! "

In addition to the group leader salon system, there are also duty rotation system, duty listing system and learning standard system (such as self-study stage, independent learning; In the communication stage, take turns to speak, one person speaks, and other team members pay attention to listening and recording; In the exhibition stage, you can't push and lure, take turns to show, one person completes the exhibition, and others complement it. ), group communication procedures (not only to discuss whether the answer is right or wrong, but also to find out why it is right or wrong, where is the crux of the mistake, what knowledge points are included in the question, what methods are used, what ideas are embodied, etc. ), as well as the restrictions on opportunities (especially restricted students' speeches).

Through the above system, standardize group management and cultivate students' good study habits. First, the habit of independent thinking to avoid the phenomenon of "blind obedience" in group communication; Second, the habit of active participation and enthusiastic speech; The third is the habit of listening carefully; Fourth, observe the habit of classroom discipline and cooperation rules and avoid unnecessary quarrels.

The above five aspects together have a general effect, that is, students' self-confidence in learning has been enhanced. It goes without saying that a student with strong self-confidence in learning.

Question 2: Teach the necessity of democracy and how to realize it.

The necessity of teaching democracy

How to implement teaching democracy

Quality education is based on the actual needs of human development and social development, and is based on the all-round improvement of students' quality; Objective: To cultivate students' innovative spirit and practical ability as the core, and to improve students' personality as the fundamental feature, to implement quality education, students must be fully liberated by implementing teaching democracy.

Teachers.

When talking about the necessity of teaching democracy, many people pay more attention to the promotion of "democracy" to education itself, that is, democratic teacher-student relationship and teaching methods can better develop students' potential and help them master knowledge and cultivate their abilities in a relaxed and harmonious classroom atmosphere full of expectation and trust, which is of course correct. However, democracy in the classroom not only points to teaching technology, but also points to students' hearts. In other words, teaching full of democracy not only improves the teaching effect, but also casts students' personality.

First, the implementation of teaching democracy is the need to cultivate a new generation of citizens.

Teaching democracy can improve the democratic literacy of China citizens. Democratization has become a measure and an important part of modernization, and it is also an important symbol to measure a country's progress. Only when citizens have a high degree of democratic literacy can the democratic system operate well on the normal track and build a highly democratic socialist country. Meanwhile, democracy is not only a political system, but also a way of life. A democratic lifestyle means that the concepts of freedom, equality, respect, pluralism, tolerance, compromise, consultation and equality permeate every corner of society and are reflected in every detail of life. Only people who have a democratic lifestyle can truly become citizens of a democratic society. Democratic teaching is an important channel to cultivate students' democratic quality, because democratic teaching can establish a democratic, equal, mutual respect, mutual trust and cooperation between teachers and students, realize the infiltration of democratic consciousness, cultivate students' democratic thinking, democratic spirit and democratic participation ability, and create a new generation with individuality and innovative spirit through democratic education, thus improving the democratic quality of China citizens.

Teaching democracy is conducive to the cultivation of innovative talents. The new concept of talents pays more attention to the future and realistic practice and actual needs, and pays more attention to the innovative spirit and practical ability of talents, and the cultivation of innovative spirit and practical ability is largely conditional on teaching democracy. Therefore, teaching democracy will become the success or failure of the current education reform.

The point is. China's education, especially the democratic process of primary and secondary education, needs to be accelerated. I

Our education has followed the practice of "preaching and giving lessons to solve doubts" for decades, which greatly limits and restricts the embodiment of students' dominant position, and students actively participate in the cultivation of consciousness, innovative spirit and practical ability, as well as their learning.

In a passive acceptance state. Only by realizing true democracy can education give full play to its role, stimulate students' potential as the main body of education and give full play to the initiative and creativity of educators. A democratic classroom atmosphere is bound to help students dare to question and challenge authority, and is conducive to the healthy development of students' thinking and even the activation of creativity. In the long run, "democracy" is the future-oriented mission given to classroom teaching by the irresistible historical trend. Only through democratic classroom teaching can students become modern citizens with distinctive personality, independent personality and creative spirit. Teaching democracy is conducive to the cultivation of sound personality. The promotion of the new curriculum should be devoted to establishing a new ethical relationship between teachers and students that fully embodies the spirit of respect, democracy and development. Democracy and equality are the core requirements of modern ethical relations between teachers and students. Democratic thought first requires teachers to recognize the value of students as "people". Every student has specific rights and dignity, and has his own thoughts, feelings and needs. Secondly, teachers are required to respect students' personality, which is not only manifested in accepting students' unique personality and behavior and meeting students' needs, but also in creating a good environment and conditions for students to fully discover themselves, realize their own existence and experience their sense of dignity and happiness as human beings. Only when education is based on democracy and equality can we give full play to the artistry of education, respect human nature and truly realize the purpose of "educating people". Only by practicing teaching democracy can we prevent family education violence, school violence and teachers' classroom teaching violence, build a harmonious classroom and cultivate citizens with sound personality.

Second, teaching democracy is conducive to "learning from each other"

Confucius left an eternal famous saying in the Spring and Autumn Period: A teacher need not be superior to a disciple, and a disciple need not be inferior to a teacher. Teachers and students are always equal subjects in the teaching process, and teaching democracy is more conducive to achieving "mutual learning and learning". An important connotation of quality education is "fully developing human potential". To develop students' potential, we must allow them to think for themselves, encourage them to have original opinions, and especially encourage them to put forward opinions different from those of teachers and others. Although students' statements may not be comprehensive and correct, their initiative and vividness of thinking will inspire many students and provide an unexpected perspective for teachers' teaching.

Teachers are not omniscient and can't be omniscient. Even if they delve into textbooks and prepare lessons carefully before class, there are bound to be problems that cannot be considered. Once the atmosphere of teaching democracy is formed, it is inevitable for students to ask questions that teachers can't answer at the moment, and it is even more gratifying to "teach first and then know the difficulties". Teachers should take the attitude of "knowing what they know, not knowing what they don't know", be honest with each other about problems they don't understand, study and discuss with students, and truly achieve the purpose of learning from each other. Especially in the process of interaction between teachers and students in the classroom, teachers should first put down the shelf of "being a teacher by example", have the courage to surrender to the truth and the tolerance to ask questions to students, be willing to discuss or argue with students on an equal footing as friends in the classroom, and humbly absorb reasonable factors from students' viewpoints. Only this democratic teaching method can really open students' thinking, tap their thinking potential and stimulate their creative vitality, thus promoting the growth of teachers and students.

Third, teaching democracy can stimulate every student's enthusiasm for learning.

Mr. Tao Xingzhi said: "Democratic education means asking the people to be masters of the country, asking the people to be masters of the country, asking the people to be masters of the country, asking the people to be masters of the country." Since students are the masters of learning, they must be treated as masters in teaching. The most effective measure to implement students' status as masters is democracy, that is, respecting students' democratic rights. We practice democratic teaching in the classroom, take students as the center and improve students' quality in an all-round way. The strengthening of these concepts is intended to make students aware of the existence of "I" at all times, rather than letting teachers take the lead and help them learn to learn, learn to learn and develop actively. There is a lot of work to be done in this process, but one thing is that teachers should always encourage students and stimulate their upward motivation. Therefore, advocating teaching democracy in schools can fully mobilize students' learning enthusiasm and initiative. Only teaching democracy can guarantee students' dominant position in teaching and make students truly become the masters of learning and classroom; Only teaching democracy can build a bridge between teachers and students, let teachers enter students' hearts, fundamentally solve students' willingness to learn, willingness to learn and active learning problems, solve students' internal driving force, and change "I want to learn" into "I want to learn".

How to implement teaching democracy

Wei Shusheng believes that democracy is like a bridge between teachers and students. The higher the degree of democracy, the stronger and wider this "connecting bridge" will be. If teachers want to establish the idea of teaching democracy, they must restrain their self-centered consciousness. To be clear, accusing, complaining, forcing and ordering students is tantamount to digging a gap between the hearts of teachers and students, which can only increase the degree of incomprehension and distrust between teachers and students and only reduce learning efficiency. Only by implementing teaching democracy and making students the masters of learning can we really mobilize students' learning enthusiasm and improve learning efficiency. So, how to implement teaching democracy?

First of all, to implement teaching democracy, teachers must change their ideas.

Teachers should change "teacher-centrism" ideologically and establish the concept that "students are the masters of the classroom". Teacher Wei Shusheng has four learning methods. First, check and eliminate your "teacher-centered consciousness" at any time, and insist that students are the subject and the master. The second is to insist on discussing everything with students, from sitting on a stool at the movies to making teaching decisions, just like Wei Shusheng did. Third, teachers should open their hearts to students. Wei Shusheng said: "Teachers must really open their inner world to students, so that students can feel that teachers are close and their friends. In this way, no matter how naughty the child is, as long as they take a step forward, the teacher has to walk into his heart and into his spiritual world. " Fourth, be good at finding teachers' assistants in students' minds. Every student has an enterprising side, and teachers are only good at helping students learn.

Only by strengthening the enterprising side and the power of truth, goodness and beauty can we find our own assistant in the hearts of students.

Second, implement teaching democracy and create a democratic teaching atmosphere in classroom teaching.

Each of us spends most of our adolescence in school, while students spend most of their time in the classroom. Therefore, creating a democratic classroom teaching atmosphere is the main channel to realize teaching democracy. This requires that every teacher should not only fully understand the content of the textbook, but also dig deep into the connotation of the textbook and arouse students' association, imagination and reverse thinking. So that students can ask their own questions and try their best to solve them. Being in a classroom with a strong democratic atmosphere is like a seed getting a suitable hotbed, and the self-awareness of the recipient is born and erupts, which makes the students' mood high, the desire to express their thoughts strong, and the classroom atmosphere active and even boiling. Through discussion and debate, students' potential has been greatly developed, and their oral expression ability and thinking ability have been actually exercised, so divergent, creative and divergent thinking came into being. For students, this is also an edification and infection of democratic spirit. As the old saying goes, "One day as a teacher, lifelong as a father" actively advocates the fashion of respecting teachers, but at the same time strengthens the subjective consciousness of students' absolute obedience and the supreme authority of teachers; In contrast, "I love my teacher, and I love the truth more" can better reflect the humanistic spirit of respecting teachers and safeguarding personal spiritual freedom on the premise of pursuing truth. Since teachers and students are recognized as equal, it is natural that everyone is equal before the truth.

What needs to be pointed out in particular is that the discussion between teachers and students is not just a dispute between right and wrong, but more often it inspires, complements and perfects each other. As long as the words are reasonable, we can seek common ground while reserving differences, or even not. Tolerance of differences and respect for diversity are also the democratic mentality that teachers should gradually guide students.

Third, implement teaching democracy and create a classroom environment conducive to teaching democracy.

Classroom is a special teaching environment, and the perceptual atmosphere here has a strong assimilation effect on the students who are in it. At the beginning of teaching, students' first impression of the indoor atmosphere is particularly clear and profound. In view of this, at the beginning of accepting a new class, we can post some banners in the classroom, such as: "Teaching is also learning, and learning is also teaching", "Give me a blue sky, and I will fly", "I am involved, I am successful, I am confident, I am happy" and "I am the master of the class". At the same time, tell students in sincere language: in a room, everyone present is the master, and there is only age difference between teachers and students, but there is no personality difference. And encourage the emergence of "opposition" who dare to hold critical opinions: from the basic principle of "I love my teacher, I love the truth more", I constantly put forward independent judgments and constantly provide teachers with opportunities to improve their thinking-which is another higher expression of loving teachers. The rendering of this series of atmosphere is only to achieve one goal: to narrow the psychological distance and interpersonal differences between teachers and students as soon as possible, and to create a healthy mentality and a positive mentality for teaching.

Ushinski said: "I am convinced that the beautiful scenery has a great educational influence on the development of young people, and the influence of educators is incomparable." I believe that a healthy and uplifting classroom environment is a beautiful scenery in students' hearts, which affects the students in it all the time.

Fourth, implement teaching democracy. Let students participate in learning evaluation equally.

In the traditional teaching mode, teachers have the highest dominance over students' academic performance, but ignore students' self-evaluation and mutual evaluation, which is essentially a manifestation of ignoring students' subjective initiative. Especially when students' self-awareness has been highly strengthened, their inner enterprising enthusiasm has been stimulated, and the whole body and mind have been immersed in a proactive learning state, teachers should prudently return the rights of self-evaluation and mutual evaluation to them to some extent. This is not only an exercise of their quality trust and ability, but also can stimulate their active subjective consciousness and feel the equal, harmonious and free atmosphere in the class group. Based on the above considerations, teachers should give students the right to evaluate the classroom, homework and daily performance in part or in whole. For example, limit homework, such as copying, dictation, dictation, recitation, etc. , are for students to self-check, mutual evaluation, learn from each other; Evaluate students' study habits and behavior habits through mutual evaluation within and between groups, and at the same time adopt corresponding supervision means, that is, irregular spot checks, unified examination and approval, understanding the situation, listening to reports, etc. Correct personal bad behavior in time.

Five, the implementation of teaching democracy, so that students can participate in teaching evaluation on an equal footing.

Question 1 1 What is the basic formula of "self-study class"?

Basic mode of "self-help study class"

Basic mode of "self-help study class"

Teachers should follow the principle of "three stresses and three stresses", that is, they are easy to confuse, make mistakes and miss points; Students learn not to talk, students can learn not to talk through self-study, and students will not talk if they do, thus improving the efficiency of classroom teaching.

Generally speaking, a complete knowledge module needs to be completed in two classes: self-study class and classroom discussion class, but it is not absolute. It depends on the teaching content. Our essential understanding of self-study class and classroom discussion class is:

Self-study course: we should pay attention to the internalization of knowledge, that is, the implementation of basic knowledge. To achieve the basic goal, we should study in pairs, check each other, and communicate in groups, not just on the self-study syllabus, but both teachers and students should have a strong sense of implementation.

Classroom discussion class (here refers to class discussion, which is a discussion method different from group communication): In order to improve their ability, teachers should try their best to cause discussion and questioning situations, and there should be no simple phenomenon of "students pouring water for students" after one person talks with another person; The problems discussed in class should not be greedy, but should be based on accuracy and thoroughness, so that students can draw inferences from one another; Grasp new growth points on key issues and broaden, extend and improve them.

Teaching norms of "self-help Li Xi-style classroom"

Determine the goal

3. Autonomous learning

In the process of self-study, teachers should pay close attention to students' self-study, give individual guidance on personality problems, and give timely guidance on sexual problems to ensure students' high-quality and efficient self-study.

4. Group communication

5. Summary and detection