At present, the current situation of classroom teaching is that learning and thinking are scattered, and knowledge and practice are out of touch. The main reason is "teacher-oriented". Students do not study voluntarily, but are "studied" under the pressure of teachers. "Cramming" teaching simply leaves no time and space for students to think. It is just an assembly line of "obtaining information-memorizing information-answering questions-preparing for exams". How can it be a combination of learning and thinking? In the learning classroom of "learning from each other, externalizing * * *", under the guidance of the value of "problem-oriented" thinking, individual learning-peer assistance-group cooperation, mutual exchange and discussion, questioning and dispelling doubts, embodies the teaching concept of learning-oriented, and can promote the characteristics of "integration of learning and thinking" The question is, how can teachers use wisdom to lead and organize learning activities under positive thinking, so that students can really start, use their brains, think and develop.

2. Highlight the cultivation of students' thinking ability.

Thinking is the core of wisdom. A classroom with only activities and no thinking is not a good classroom. Students' thinking exercise does not mean thinking blindly, let alone "listening" and "doing problems". Seeking good learning strategies, learning to organize learning and expressing in activities all require students' thinking. Meditation and introspective epiphany can improve thinking, so can thinking in activities and reflection after activities. The development of students' wisdom needs not only rational wisdom but also practical wisdom. It should be pointed out that any activity of students must be based on "positive thinking". Whether listening to the teacher's explanation or cooperative demonstration, whether students "think positively" is the only criterion to measure the quality of classroom teaching activities. Therefore, we should keep this in mind when organizing students to "teach and learn from each other" or organize students to "externalize their knowledge".

3. Actively try practical learning.

Dr. Sun Yat-sen put forward the view that "it is easy to do things despite difficulties" (Sun Yat-sen, the great forerunner of bourgeois revolution, believed that people's cognition and behavior developed with the development of society, and generally experienced three periods, namely, from "doing things without knowing" to "doing things without knowing" and then "doing things with knowing". Do first, then know, "foresight before doing." Knowledge comes from action. We can know if we can implement it, and we can make progress if we can know it. On the relationship between knowing and doing, he put forward "knowing difficulties and doing things easily", which is a materialistic view of knowing and doing. Our feeling in class is that "knowing is easier than doing", which is a dialectical relationship and not contradictory. "Doing what is easy despite difficulties" refers to summing up laws, experiencing wisdom and discovering the essence of problems in practice, which is a "difficult relationship" from practice to theory, while our classroom teaching is based on indirect experience, which is a "difficult relationship" from book theory to practical action without practical experience and practice test. There are many ways for students to learn and practice, not just a way of social practice. The implementation of "integration of knowledge and practice" can organically combine "study practice, life practice and social practice", improve teaching content and carry out teaching activities with the goal of cultivating "practical talents". The key is to let students directly perceive objective phenomena through various sensory organs such as eyes, ears and nose or their own body behaviors, and start the thinking machine in the process of perceiving phenomena to understand the essential process of phenomena. Therefore, teachers should be problem-oriented, create situations, provide information, materials, tools and emotional exchanges, so that students can acquire knowledge and develop their abilities through continuous "experience". The idea of "externalization" in the classroom of "learning from each other and enjoying externally" is to turn traditional learning into students' practical learning, express and express their thoughts through students' direct participation in activities, and enhance their wisdom in practice.

4. Actively cultivate students' ability to question and explore. First of all, we should learn to be good at finding problems and dare to question them in the process of reading and learning, so that there will be a source of inquiry and the problems will be clear step by step. Inquiry should pay attention to the cultivation of process, which is the process of actually clarifying problems and an important yardstick for cultivating the ability to solve practical problems.

5. Teach students to learn cooperative learning. Let me talk about my own experience in this regard:

The form of cooperative learning must be gradual. Practice has proved that cooperative learning in lower grades is more effective from the cooperation of classmates at the same table, and even allows children to combine freely in pairs at first;

The grouping of the whole class should be carefully studied and designed, preferably according to heterogeneity, that is to say, the members in each group should be balanced in organizational ability, learning ability, academic performance, thinking activity and gender. To determine the division of labor of each member, a rotation system can be adopted, such as team leader, recorder, librarian, rapporteur, etc. , completed by each member in turn;

During and after the cooperation, students should be constantly guided to experience the benefits of cooperative learning. Teachers can collect information through classroom observation, correcting homework and talking with students. And reflect on the lessons and shortcomings of success, and then give specific guidance for each group's performance to urge each group to reflect, which will gradually form a virtuous circle of group cooperative learning.

Some problems in group cooperative learning are due to students' poor cooperation, and they don't know how to cooperate, especially junior primary school students, who lack effective skills necessary for cooperative learning. Therefore, teachers should consciously and gradually cultivate students' cooperative learning ability in teaching. It mainly includes how to train students to collect information, express opinions, discuss problems and treat disputes amicably. The most important thing is to treat peers with gratitude and tolerance in the group.