The new curriculum reform has brought new educational and teaching ideas. Like all educators, I have devoted myself to the trend of this reform with great enthusiasm. The concept of the new curriculum requires us to renew our ideas, update our knowledge, change our roles, have the habit of lifelong learning, change the tendency of attaching too much importance to knowledge transmission in the curriculum, let students learn to learn, learn to cooperate, learn to explore, learn independently, advocate students' active participation, respect students in teaching and reflect their dominant position. It emphasizes that teaching is a process of communication, positive interaction and common development between teachers and students. In the teaching process, students are the main body of cognition and the undertaker of learning. Therefore, teachers should respect students' subjectivity, let students participate in teaching and truly become the main body of learning, thus laying a solid foundation for students' sustainable development. Many teachers have actively explored and practiced this aspect. The following are some specific practices in my teaching practice to discuss with my colleagues.
First, change thinking,
Clarify the subjectivity of students' development
Teachers should first thoroughly understand the meaning of students' subjectivity. Only in this way can they clearly know where to start and how to give full play to students' subjectivity, so as to better establish the "student-oriented" educational concept. So, what is the subjectivity of students? The subjectivity of students refers to the functional characteristics of students as the main body of activities and dealing with the relationship with the outside world under the guidance of teachers. Its meaning includes three aspects: autonomy, initiative and creativity. Autonomy means that students should have the idea of "being masters of their own house" and have independent consciousness and opinions; Initiative means that students should have a positive attitude and initiative; Creation means that students should have innovative consciousness, innovative character and innovative ability. Only by clarifying the meaning of students' subjectivity can teachers better guide teaching and make students' subjectivity be publicized and brought into play. Students' subjectivity has been accepted by most teachers, but in the specific ideological and political teaching process, the role of students' subjectivity is often not ideal, mainly because teachers are used to making students follow their own thinking, making students become learning machines, lacking subjective initiative, consciousness and creativity, just a passive acceptance, which is difficult to adapt to the requirements of giving full play to students' subjectivity and improving their quality. Therefore, it is necessary for the majority of political teachers to truly establish a student-oriented concept in teaching practice and implement it in the specific teaching process, respect and believe in student-oriented, and let students actively participate in classroom teaching.
Second, the pursuit of harmonious classroom activities,
Establish a harmonious relationship between teachers and students
Giving full play to students' main role in classroom teaching is inseparable from equal and harmonious classroom teaching. Therefore, teachers should first change their roles and confirm their new teaching identity. Dole, an American curriculum scientist, believes that in modern curriculum, teachers are "the chief among equals". As "the best among equals", teachers should assume the responsibilities of organizers, guides and participants, create an equal and harmonious relationship between teachers and students, and fully mobilize the enthusiasm of both teaching and learning. Teachers should establish a harmonious and democratic relationship between teachers and students. Only when teachers and students are equal can students' subjectivity be brought into play, or students dare to play their own subjectivity. Teaching is a bilateral and two-way educational activity and a positive interactive relationship between teachers and students. The students taught by a long-term stern and dignified teacher must be obedient, but such students are lifeless, nervous, timid and lack of creativity. It can be seen that the equality, democracy, harmony and harmony between teachers and students in teaching directly affect students' initiative, enthusiasm and creative consciousness. Political teaching is quite serious, but teachers should put aside the so-called "teaching dignity", go to students, listen to their voices, listen to their opinions and suggestions, think about their ideas, and deeply understand the significance of establishing a harmonious teacher-student relationship and creating a harmonious classroom atmosphere. In teaching practice, teachers should always face students with a democratic and equal attitude, have equal dialogues and discussions with students, narrow the distance between teachers and students, become good teachers and friends of students, promote students' active learning, and further implement the "student-oriented" educational concept, so as to better teach and make students willing to learn and apply political knowledge.
1. In various activities, students' main role is reflected. The exertion of students' subjectivity should appear in the atmosphere of democracy and equality and be carried out in scientific and harmonious teaching activities. At present, in the teaching of politics, our teachers still play a leading role and instill them enthusiastically. Even if students are allowed to speak, they can't disagree with themselves, which reflects the subjectivity of a group of teachers. The classroom of this teaching method is often full of serious atmosphere. In order to break this silent atmosphere, we can introduce activities into the classroom at an appropriate time. This method not only creates a space for students to cooperate and communicate, but also allows students to express their independent opinions freely.
For example, in the third grade political class, governing the country according to law and ideological and moral construction are two important contents. In class, I use the way of debate, and the topic is "which is more important to govern the country according to law or by virtue". Students are divided into two groups. The positive view holds that it is more important to govern the country according to law, while the negative view holds that modern society needs to govern the country by virtue more. Every student in the class must collect materials for the debate. Due to the full preparation in advance, many students can put forward refreshing views, and some students can contact the relationship between law and morality well in the second day of junior high school. Through communication and discussion, students not only gain knowledge, but also truly appreciate the fun of the masters.
2. Stimulate students' main role through group cooperation. Learning alone without friends is ignorance. The new curriculum requires students to learn to learn and cooperate. In classroom teaching, I try my best to provide students with opportunities for cooperative research and cultivate their team spirit and autonomous learning ability. For example, when talking about the sustainable development strategy, students should be organized to study the distribution characteristics and pollution status of water resources in China. Then divide the students into four groups and establish a person in charge to guide the students to investigate and analyze the local water pollution situation. Through the investigation, each group of students collected information from different angles, determined the theme, such as "the change of rivers" and "the investigation of drinking water conditions", and discussed and exchanged. Each group must complete a survey report, and all the students like the research results. Teachers can help students solve problems in the discussion process in time.
Thirdly, teachers should set up a student-centered educational concept.
Cultivate students' ability to extract effective information
Ideas are the guide to action. Only with correct ideas can we have correct actions. As a teacher, first of all, we should understand who is the master of the classroom, what kind of role we are, and we should not pretend to be the master. Learning is the bounden duty of students, and students are the masters and protagonists of learning. As teachers, we should always pay attention to straighten our position and recognize our responsibilities: teachers serve students, not the masters of the classroom. Therefore, teachers should always firmly establish the concept of "student-oriented" when preparing lessons; In classroom teaching, we should always implement the idea of "student-oriented" and always remember that teaching should be "all for children, all for children, all for children". In teaching, teachers should respect every student, let every student develop healthily, and let students innovate freely and learn actively under the guidance of teachers.
Tao Xingzhi, an educator, said: "The responsibility of teachers is not to teach, but to teach students to learn. The method of teaching must be based on the method of learning. " In the past, when our teachers were giving lectures, they often didn't trust the students' ability enough, and they were always afraid that the students wouldn't understand. When talking about some important and difficult points, because of underestimating the potential of students, the teacher makes sense, while students don't say much, let alone teach themselves. Some students' self-study ability has been buried under the long-term "spoon-feeding" teaching method.
In this respect, my experience is that it is better to teach people to fish than to teach them to fish. Teaching students how to learn is the real solution for students to master the classroom. Let students change from "I want to learn" to "I can learn" and "easy to learn".
1. Teach students to "read" books. Based on the characteristics of political science and the development trend of senior high school entrance examination in recent years, I think students should learn to read books first.
The importance of reading textbooks cannot be ignored. Only when students really understand the textbook can they deepen their understanding and mastery of knowledge and turn boring content into their own reading experience. When reading, students should first grasp what they have learned that day from a macro perspective and build a basic framework in their minds. Let the students know what they are going to learn today and what is the internal relationship between them.
2. Teach students to ask questions. As the guide of teaching activities, teachers should inspire students, guide students and guide them to the truth step by step at an appropriate time. In this process, students need to constantly ask questions and think about them. Many students are often at a loss when faced with questions and materials in the exam, which shows that they usually lack exercise in this area.
3. Teach students to answer questions. There are many kinds of questions in the politics of the senior high school entrance examination, including multiple-choice questions, analytical questions, analytical questions and various test questions, some in the form of words, some in the form of cartoons and charts. Looking at the politics of senior high school entrance examination in recent years, the common problem of students' answering questions is that they will not extract effective information, or even lose too many points.
Fourth, create a relaxed teaching environment for students.
Creating a relaxed and harmonious teaching environment is the need of educational development and the development of the times. A good teaching environment is conducive to the development of students' subjectivity. Traditional classroom teaching emphasizes the authoritative image of teachers too much, which invisibly makes the classroom a place dominated by teachers and inhibits the free development of students. Therefore, teachers should change the situation of ignoring students' subjectivity and highlight students' subjectivity. This requires teachers to create a relatively independent environment, so that students can participate in teaching and carry out creative learning independently. In order to create a relaxed and democratic classroom teaching environment, teachers' teaching design should take students as the starting point, set teaching objectives at different levels, take students' learning as the foothold, encourage students to actively participate in classroom teaching, create opportunities for students to participate in classroom teaching as much as possible, and let teachers and students participate in classroom teaching equally. When creating a democratic atmosphere, teachers should mobilize all students to actively participate in teaching activities on the basis of equality. In the process of creating teaching atmosphere, teachers should pay attention to respecting students' personality differences and use incentive evaluation in time to let students experience success. In short, teachers should pay attention to students' subjective participation in teaching.
Fifth, let students learn independently.
The exertion of students' subjectivity requires students to learn to learn, have the ability of autonomous learning, and explore, discover and innovate in the process of autonomous learning. According to the teaching needs, teachers can let students carry out inquiry learning according to some knowledge points, cultivate students' independence and initiative in inquiry learning, and really let students learn to learn independently. Autonomous learning requires teachers to be instructors, supporters and helpers. Teachers should not only ensure that students have the necessary time for self-study and inquiry, but also teach students the methods of self-study. Teachers often find many novel answers when correcting students' homework. At this time, teachers should exchange views with students on an equal footing in time, listen to students' ideas and opinions, correctly evaluate students' views, and must encourage students and affirm their academic achievements. Only in this way can students' autonomy be well protected and fully mobilized.
Sixth, let students play their subjective initiative.
People have subjective initiative, which is an important law of our political science. Students' initiative in educational activities is formed and developed in their interaction with the outside world (including education). Therefore, in the classroom teaching of political lessons, teachers can adopt some new models and methods to arouse students' enthusiasm and initiative in learning. For example, in the teaching process, teachers can provide students with various "learning resources", including their own learning experiences or other experiences, books and various reference materials, social practice activities, network information knowledge and so on. And encourage students to bring all kinds of knowledge they have mastered and some things they have experienced to class. For example, in the teaching of "establishing a correct consumption concept", the teacher provided students with two sets of background materials: (1) Some celebrities don't fly first class-the consumption psychology of the rich; (2) College students generally overdraw their consumption-the consumption psychology of "negative man" allows students to express their views in combination with real life. Teachers can put forward their own opinions as one of them and let everyone comment. This way can often stimulate students' interest and demand in learning, make them actively participate in learning, and achieve the expected teaching goals. Teachers can let students exert their subjective initiative through such discussions. Only in this way can we give full play to students' subjective initiative in the process of political education.
Seven, cultivate students' innovative ability.
Teachers should let students learn to observe the society correctly and analyze the social reality, so that students can find something and gain something through observation and analysis. In political teaching, teachers should, according to the characteristics of teaching content, combine some examples that students are concerned about and familiar with in real life, such as news clips, current affairs materials, major current affairs hotspots at home and abroad, etc., teach students to analyze materials and examples in a correct way, establish the connection between knowledge and materials, thus arousing students' inspiration and cultivating students' scientific and logical imagination. In addition, teachers can stimulate students' innovative consciousness by setting questions. Asking questions should be reasonable and appropriate, in line with students' cognitive level, inspiring to some extent, facing most students, so that each student can find something, thus improving his various abilities. This kind of political teaching is our goal.
Combaz, a famous French writer, said: "Future schools should cultivate souls, exercise spirits and optimize emotions, so that students can become masters who love the world." In other words, education should fully reflect students' subjectivity. As ideological and political teachers in the 2 1 century, we should be full of true feelings of "for students" and strive to make every student have the courage to challenge, feel the dignity of life and the value of wisdom, and enjoy the joy of success. In a word, teaching practice tells us that taking students as the main body is the basic starting point of teaching and the necessary condition for implementing quality education and improving teaching quality. It is an inevitable trend of teaching reform to give full play to students' subjectivity in classroom teaching. Only by fully mobilizing the enthusiasm of "teaching" and "learning" and focusing on building students' dominant position can we really return the classroom to students and let them become the masters of learning.