1 teaching method
Teaching method is a way for teachers to impart knowledge and develop students' intelligence through concise and vivid oral language. It is to convey information, impart knowledge, clarify concepts, demonstrate laws and formulas through narration, description, explanation and reasoning, and guide students to analyze and understand problems. The basic requirements of applying this teaching method are as follows: ① Teaching should not only pay attention to the scientific and ideological content, but also contact students' cognitive basis as much as possible. ② Attention should be paid to cultivating students' disciplinary thinking in teaching. ③ Teaching should be enlightening. ④ Pay attention to language art in teaching. Language should be vivid, infectious, clear, accurate, concise, clear and easy to understand. The volume and speed of speech should be moderate as far as possible, and the intonation should be rhythmic to adapt to the psychological rhythm of students. The advantage of lecture method is that teachers can easily control the teaching process, so that students can acquire a lot of systematic scientific knowledge in a short time. However, if it is not used well, students' initiative and enthusiasm will not be easily brought into play, and there will be a situation in which teachers are full of mouths and students listen.
2 discussion method
Under the guidance of teachers, discussion is a teaching method in which students express their opinions around the central issues of teaching materials in the whole class or group, and acquire or consolidate knowledge through discussion or debate activities. The advantage is that all students participate in activities, which can cultivate the spirit of cooperation, stimulate students' interest in learning and improve their autonomy in learning. Generally used for the teaching of senior students or adults. The basic requirements for using discussion method are as follows: ① The problems discussed should be attractive. Before the discussion, teachers should put forward specific requirements for discussion, guide students to collect and read relevant materials or conduct investigation and study, and carefully write an outline of their speeches. ② When discussing, we should be good at inspiring and guiding students to express their opinions freely. The discussion should focus on the center and connect with reality, so that every student has a chance to speak. (3) At the end of the discussion, teachers should make a summary and induction, so that students can obtain correct views and systematic knowledge.
3 intuitive demonstration method
Demonstration method is a teaching method in which teachers show all kinds of objects, intuitive teaching AIDS or conduct demonstration experiments in class, so that students can gain perceptual knowledge through observation. It is an auxiliary teaching method and should be combined with teaching methods such as lectures and conversations. The basic requirements for using demonstration method are: 1, clear purpose 2, obvious phenomenon and easy observation 3, and try to eliminate secondary factors or reduce their influence.
4 practice methods
Practice is a method for students to consolidate knowledge, apply knowledge and form skills under the guidance of teachers. In teaching, practical methods are widely used in various disciplines. Generally speaking, exercises can be divided into the following categories: First, language exercises. Including oral and written language exercises, aimed at cultivating students' expressive ability. Second, the practice of answering questions. Including oral and written exercises to answer questions, aimed at cultivating students' ability to use knowledge to solve problems. Third, practical exercises. It aims to form operational skills and occupies an important position in technical disciplines.
5 reading guidance method
Reading guidance method is a method for teachers to guide students to acquire knowledge, consolidate knowledge and cultivate students' self-study ability by reading textbooks or reference books.
6. Task-driven teaching method
Teachers assign students inquiry learning tasks, students consult materials, sort out the knowledge system, then choose representatives to explain, and finally the teachers summarize. Task-driven teaching method can be carried out in groups or individuals, requiring teachers to assign specific tasks and other students to ask questions, so as to achieve the purpose of * * * learning together. Task-driven teaching method helps students to cultivate their ability to analyze and solve problems and cultivate the spirit of independent exploration and cooperation in the process of completing "tasks"
7. Visiting teaching method
A teaching method of organizing or guiding students to conduct field observation, investigation, research and study in breeding experimental sites in order to acquire new knowledge or consolidate what they have learned. The visiting teaching method is generally guided and explained by off-campus training teachers, requiring students to collect relevant information, ask questions, make records, arrange visiting notes after the visit, and write a written visiting report, so that perceptual knowledge can be sublimated into rational knowledge. Visiting teaching method can enable students to consolidate theoretical knowledge and master the latest advanced knowledge. The visiting teaching method is mainly applied to the teaching of working procedures, offspring selection methods and the latest research progress of various plant variety improvement technologies. The teaching method of visiting can be divided into "preparatory visit, parallel visit and concluding visit".
8. On-site teaching methods
It is a teaching method with the scene as the center, the objects on the scene as the object and the student activities as the main body. The on-site teaching of this course is carried out in the training base inside and outside the school, which is mainly used for the teaching of breeding experiment layout planning, experiment design, observation and recording methods of crop characteristics and other projects.
9. Autonomous learning method
In order to fully expand students' horizons, cultivate students' study habits and autonomous learning ability, and exercise students' comprehensive quality, students are usually given questions to think about or asked to use online resources to study independently to find answers, put forward measures to solve problems, and then put forward discussion and evaluation. Autonomous learning method is mainly used in the teaching of course expansion content, such as the specific breeding methods and characteristics of small crops not involved in project teaching, organizing students to learn independently, writing small papers in the form of papers and submitting them to teachers for evaluation. Cultivate students' ability to ask questions, solve problems and write science and technology.
Edit the common methods of classroom teaching in this paragraph.
The practical teaching methods in classroom teaching in primary and secondary schools are varied and colorful. The following are some of the most commonly used main methods. First, the teaching method of teaching 1 Definition: Teachers mainly use language to systematically impart scientific knowledge, spread ideas, develop students' thinking ability and develop their intelligence. 2. Specific implementation form: (1) Explaining teaching method (2) Speaking teaching method (3) discussion method (4) Speaking and reading teaching method (5) Speaking teaching method 3. The basic requirements of applying the lecture-based teaching method are mainly reflected in the following aspects: (1) Scientific organization of teaching content. (2) Teachers' teaching language should be clear, concise, accurate and vivid. (3) Be good at asking questions to dispel doubts and arouse students' desire for knowledge and positive thinking activities. Second, question inquiry 1, definition: teachers or teachers guide students to ask questions, and under the organization and guidance of teachers, students explore the answers to questions and acquire knowledge through independent inquiry and research activities. (1) problem teaching method (2) inquiry teaching method (3) discovery teaching method 3. When using discovery teaching method and inquiry teaching method, we should pay attention to the following requirements: (1) Strive to create a good teaching situation conducive to students' exploration and discovery. (2) Select and determine the problems (topics) and processes discovered through inquiry. (3) Organize teaching in an orderly way and actively guide students' exploration and discovery activities. 4. The basic steps of implementing the problem-based teaching method: (1) creating problem situations (2) selecting and determining problems (3) discussing and proposing hypotheses (4) practicing and seeking results (5) verifying and drawing conclusions (3) training and practice formula 1, defined as: through practice, experiment, internship, social practice and research in and out of class. In demonstration teaching, teachers demonstrate the actual operation content on the spot, explain while operating, emphasize key steps and precautions, let students learn while doing, pay equal attention to theory and skills, better realize the interaction between teachers and students, and improve students' interest and efficiency in learning. The demonstration teaching in this course is mainly used for the teaching of creative variational method. For example, cross-pollination technology, artificial mutation technology, protoplast separation, hybridization technology, genetic engineering operation technology and so on. 2) Simulation teaching method is a teaching method for practical operation training in simulated situations. Simulation teaching method is usually carried out after students have certain professional theoretical knowledge and before actual operation. The practical teaching of this course is strictly limited by the growing season of crops, and a complete practical teaching project needs at least one growing season or even several years. Therefore, we should attach importance to the application of simulation teaching method in teaching. The simulation teaching method of this course is mainly applied to practical teaching projects such as the selection of hybrid parents and the treatment of hybrid offspring. 3) The project teaching method aims at practical application, and enables students to acquire knowledge and ability through teachers and students completing teaching projects together. In fact, to give a group as a learning unit, the steps are generally: consultation, planning, decision-making, implementation, inspection and evaluation. Project teaching method emphasizes students' dominant position in the learning process, advocates "personalized" learning, and advocates taking students' learning as the main body, supplemented by teachers' guidance. By completing the teaching project, students can effectively mobilize their learning enthusiasm, master both practical skills and relevant theoretical knowledge, learn both courses and working methods, fully tap their creative potential, and improve their comprehensive ability to solve practical problems. Project teaching method can be applied to the establishment of crop breeding objectives, the selection of hybrid offspring, the selection of strains and the determination of combining ability of inbred lines. Four. Teaching methods based on modern information technology. Classification of Modern Teaching Media Modern teaching media can be divided into visual media, auditory media, audio-visual media and interactive media according to people's different senses of receiving information. 2. Modern information technology can realize a variety of teaching functions, among which the main aspects are: (1) reproduction function. (2) Integrated functions. (3) Interactive function. (4) Virtual function.
Selection and application of teaching methods in editing this paragraph
Scientific, reasonable selection and effective use of teaching methods require teachers to skillfully grasp the characteristics of various teaching methods under the guidance of modern teaching theories, comprehensively consider various elements of various teaching methods, reasonably select appropriate teaching methods and optimize their combinations. First, the basic basis for choosing teaching methods (1) Choose teaching methods according to teaching objectives. The effective realization of teaching objectives in different fields or at different levels depends on the corresponding teaching methods and skills. Teachers can choose and determine specific teaching methods according to specific operability goals. (B) according to the characteristics of teaching content to choose teaching methods. Different subjects have different knowledge content and learning requirements; The contents and requirements of different stages, different units and different class hours are also inconsistent, which requires the choice of teaching methods to be diversified and flexible. (C) according to the actual characteristics of students to choose teaching methods. The actual characteristics of students directly restrict teachers' choice of teaching methods, which requires teachers to scientifically and accurately study and analyze the above characteristics of students, and select and apply corresponding teaching methods in a targeted manner. Choose teaching methods according to teachers' own qualities. Only when any teaching method adapts to teachers' literacy conditions and can be fully understood and mastered by teachers can it effectively play its function and role in actual teaching activities. Therefore, when choosing teaching methods, teachers should also choose the most suitable teaching method according to their own actual advantages, so as to foster strengths and avoid weaknesses. (5) Choose teaching methods according to the conditions of teaching environment. When choosing teaching methods, teachers should make full use of the functions and functions of teaching environment conditions when time permits. Second, the use of teaching methods Teachers choose teaching methods in order to effectively use them in practical teaching activities. First of all, teachers should optimize the combination and comprehensive application of the selected teaching methods according to the teaching practice. Secondly, no matter which teaching method is chosen or adopted, heuristic teaching thought should be taken as the guiding ideology for using various teaching methods. In addition, in the process of using various teaching methods, teachers must pay full attention to students' participation.
Edit this compound teaching
teaching method
Refers to the teaching organization form in which a teacher teaches more than two students of different grades in the same classroom. The teacher skillfully arranged the activities of several age groups or classes in one class at the same time. Applicable: In areas with few students, few teachers and poor teaching facilities, education in rural and mountainous areas is mainly popularized. Insufficient: teachers have less time to directly guide students; There are many mutual interferences; Teachers have a heavy workload.
Edit this paragraph on-site teaching
Definition: Teachers, field personnel or both attend classes at the scene where things happen and develop, and the class time limit can be long or short. teaching method
Significance: strengthen the connection between book theoretical knowledge and practice; Expanding students' information sources and changing the nature of information will help to digest, consolidate and systematize knowledge; Use a variety of teaching methods to mobilize students' learning enthusiasm. Insufficient: due to various factors, the use is restricted; Students can only understand the local situation or process of reality.
Edit this paragraph to try teaching methods.
Qiu Xuehua, the founder, is currently the chairman of the Experimental Teaching Theory Research Association of the Research and Development Center of Mathematics Education of China Education Association; Part-time researcher at the School of Education, East China Normal University; Adjunct professor of Nanjing Normal University; He was a member of the Standing Committee of the 8th, 9th and 10th National People's Congress in Changzhou. Founded by Qiu Xuehua experts, Jiangsu special-grade teachers and young experts with outstanding contributions enjoy special government allowances from the State Council. The basic elements are clear: students can try, try to succeed, and succeed in innovative understanding; First try, then guide, first practice, and then talk about cultivating three spirits; The spirit of trying, exploring and carrying forward the spirit of innovation has four advantages: it is conducive to improving the quality of teaching in a large area, improving the quality of the whole nation, cultivating students' innovative spirit, promoting intellectual development, improving classroom teaching efficiency, reducing the burden of students' extracurricular homework, and is conducive to the transformation of teachers' educational concepts. The basic mode of improving teachers' quality The first step: Preparing for practice is the preparatory stage of trial teaching. Generally speaking, we should make two preparations: psychological preparation: create an atmosphere of trying and stimulate students' interest in trying. Knowledge preparation: New knowledge is developed on the basis of old knowledge. The secret of trying to teach is to use the old knowledge of "seven points" to learn the new knowledge of "three points" by yourself. So be sure to prepare "half-cooked" old knowledge. In order to make it possible for students to solve the trial problem through their own efforts, it is necessary to create conditions for students to try, first carry out preparatory exercises, and then introduce the old into the new, highlighting the connection point of old and new knowledge, paving the way for solving the trial problem. Step 2: Show the test questions. This step is to ask questions, that is, to put forward tasks for students' test activities, determine the test objectives, and let students enter the problem situation. Thinking always starts with problems. Only when there are problems to solve can students' thinking be activated. Problems are the basis of teaching and the core of promoting communication between teachers and students. Putting forward examination questions is the beginning of the teaching method, and the quality of the beginning will affect the overall situation. Therefore, writing and designing trial lecture questions is a key step in the application of trial lecture teaching method, and it is also a problem that should be considered emphatically in preparing lessons. Step 3: Self-taught textbooks are not an end, but a means to induce students to self-learn textbooks, which can stimulate learning motivation and organize directional thinking. It is an important step to cultivate students' independent acquisition of knowledge and ability to explore ways to solve problems by using self-taught textbooks. If showing the test questions is the beginning of the teaching method, then the "self-study textbook" should be the stage for students to explore knowledge after the start. Self-study of teaching materials through examination questions is a major feature of the trial teaching method. Step 4: Trying to practice putting forward test questions is a means to induce students to learn teaching materials by themselves, and trying to practice is to test the effect of teaching materials by themselves. This step plays a connecting role in the seven-step process of teaching method. Not only test the results of the first two steps, but also prepare for the last two steps (student discussion and teacher explanation). Teachers should organize students' discussion according to their feedback in trying exercises, and then give key explanations. Step 5: Students discuss the step of "student discussion", which can cultivate students' language expression ability, develop students' thinking, deepen their understanding of teaching materials, and at the same time expose the defects of learning new knowledge and provide information for teachers to explain emphatically. Step 6: The teacher explains that in the first two steps-"trying to practice" and "student discussion", the teacher gets the feedback from the students on their understanding of new knowledge. On this basis, teachers give targeted explanations, which is an important step to ensure that students master knowledge systematically. Step 7: Try to practice flexible mode switching for the second time; Supplementary type; The basic principles such as increase or decrease, preparation and preparation, immediate correction, cooperation and mutual assistance, novelty, democracy and harmony, the main factors for success, the main role of students, the complementary role between students, the leading role of teachers, the emotion between teachers and students, the demonstration role of teaching materials, the auxiliary role of teaching methods, and the popularization value of experimental teaching founded by experts in Qiu Xuehua. In the glorious 30 years, it has experienced the sublimation from experimental teaching method to experimental teaching theory; The scale of the experiment has developed from one class to hundreds of thousands of classes; The scope of application ranges from primary schools to middle schools and universities, from general education to preschool education, vocational education and special education, from mathematics to Chinese, foreign languages, scientific common sense and other disciplines; The experiment covers 3 1 province, city, autonomous region, Hong Kong, Macao and Taiwan, and has been popularized abroad. Trying to teach has absorbed the essence of China's ancient educational thought, and has distinctive China characteristics from the reality of China's education, so it has attracted the attention of educational circles at home and abroad. The "Qiu Xuehua phenomenon" did not rely on the red tape of the state, and the state did not allocate a penny for research, which is a miracle in educational research.
Edit this paragraph, how to deal with it
Basic meaning
Process method pays attention to students' writing process and emphasizes helping students find, analyze and solve problems in the writing process. Through various teaching activities, teachers focus on guiding writing at the discourse level, including conception, outline writing, first draft writing and revision. The teacher's guidance runs through the whole writing process until it is finally written.
Create background
In recent years, experts and scholars at home and abroad have put forward many teaching theories and methods about writing, such as the process writing method of Mackenzie and tompkins. Because of its unique method and novel and practical viewpoint, it has attracted the attention of foreign language teaching circles and become the mainstream of writing teaching methods. This method overcomes the disadvantages of the result-based teaching method, is based on the communication theory, takes students as the center, pays attention to developing students' thinking ability and communication ability, and emphasizes the importance of content. In his view, the essence of writing is a complex process of discovering, clarifying and excavating meaning and accurately expressing ideas with English as a tool. Students feel that the content of the article is true. Process method is of great significance to English writing teaching in China, which is worth learning. Writing teaching has undergone a series of changes, and its focus has gradually shifted from completing writing to writing process, and teachers have changed from caring about what students write to caring about their writing process. How did this change come about? We must trace back to the source and explain the shift of the focus of language teaching which is closely related to it. In 1970s, second language teaching gradually abandoned behaviorism theory and turned to communicative teaching method. Communicative approach permeates writing teaching, and process writing method emerges as the times require. The goal of writing teaching is to discover content, excavate content, express content accurately and communicate with readers by cultivating students' thinking ability and communication ability. Let the writing class become a communicative class, a creative class and an interesting class.
theoretical basis
Process method's theoretical basis is communication theory, which holds that the writing process is actually a communicative activity among groups. Not the author's personal behavior. It pays attention to students' writing process and writing ability, and fully cultivates students' thinking ability. The teacher's guidance also runs through the whole writing process until it is finally written.
Basic procedure
(1) Pre-writing stage (2) Writing stage (3) Revision stage (4) Rewriting stage (5) Marking stage 1. Change the teacher's identity to reader mark. From the perspective of communicating with the author, it is like a student sitting in front of you, commenting on the correct views in the article, such as "good" and "I agree"; Ask questions about what you don't understand, help students form a keen sense of readers and have a sense of responsibility for them. In this way, students can feel the care, respect and attention from teachers, so as to take the composition more seriously. 2. There are fewer annotation errors. Many teachers believe that the more detailed a student's composition is and the more responsible he is to the students, the faster students can realize their mistakes and correct them. In fact, perhaps the opposite view is correct. Because teachers will annotate all the mistakes without omission, students will feel their weaknesses strongly and even feel discouraged and unhappy. For this reason, teachers only need to mark two or three types of mistakes at a time and focus on solving them. Errors that are not within this range can be temporarily ignored. However, serious mistakes such as unclear ideas or unclear topics should be corrected in time. At the same time, we should find the advantages of students' writing as much as possible to praise and encourage them, so that students can have a clear understanding of their own advantages and disadvantages, thus improving their interest in writing and providing help for their writing.
superiority
Compared with the traditional writing teaching method, the process method clearly shows its own advantages: (1) The teacher's composition teaching permeating the whole writing process is no longer reading model essays and giving comments, but runs through every stage of the writing process, focusing on the whole writing process, so that students can get comprehensive guidance and help. (2) Broaden students' thinking Through the inspiration of teachers, the correction of classmates and the guidance of model essays, students broaden their thinking and focus on expressing complete ideological content in writing, making the composition more authentic and convincing. (3) Cultivate students' enthusiasm Students are cared and respected by teachers, encouraged and struggled from teachers' comments, which stimulates their interest in writing and improves their enthusiasm for writing. (4) Expand the space of freedom. Teachers no longer focus on grammar, vocabulary, sentence structure and other rules and regulations, so that students can be freed from many constraints and can constantly play the ideological content to be expressed in the depths of consciousness. In short, shifting the focus of writing teaching to the whole writing process does not mean rejecting the teaching of writing skills, but its important significance lies in correcting the relationship between writing and ideological expression. Learning and mastering writing skills and article structure is not an end in itself, they are just means to express ideas, and expressing ideas is the ultimate goal. If students learn how to broaden their thinking, seek what they really want to express and improve their expression methods in the process of continuous exploration, there is no doubt that their compositions will be more authentic, meaningful and convincing, and their writing level will be further improved.
main feature
1. is beneficial to enliven the classroom atmosphere. Classroom activities are student-centered, allowing students to learn writing actively rather than passively. Revisions between students and between teachers and students are more impressive than teachers correcting and writing comments in writing, so the probability of students making repeated mistakes will be reduced. 2. Conducive to the development of students' thinking ability. Writing is a cognitive process, which is essentially a process of sorting out and developing thinking. Students can conceive, write and revise according to the opinions of teachers and classmates, which can fully develop students' thinking ability and help students find problems in writing. 3. Help students understand their writing process. Because the focus of teaching activities is in the writing process, it helps students to understand their own writing process and know what steps must be taken to write an article. In every link of the whole process of writing, it is emphasized to strengthen the guidance of teachers, find problems in time and help solve them, which will put writing on the right track. Generally speaking, the process method has many advantages and few disadvantages, so it should be applied flexibly from reality.
limit
Its limitations are mainly manifested in two aspects: first, it is good to strengthen guidance in the writing process, but it is actually difficult to do so if there are many classes. This method is suitable for small classes (such as English majors). Of course, large classes can also be grouped. Secondly, this teaching method can't cultivate students' writing ability in a short time. Therefore, it has no direct practical effect on helping students to take the college entrance examination and CET-4 and CET-6, because such examinations require students to finish writing within the specified time.