The disadvantages of offline teaching

I, the disadvantages of traditional teaching

Traditional teaching mode is mainly to the teacher's active teaching and passive response to the students as the main feature, the teacher tends to focus on through the language of the narrative and the behavior of the instillation to achieve the transmission of knowledge, the teacher's dominant position tends to be prominent in the process of teaching and learning, while the student's subjective position is habitually ignored. In this mode of teaching classroom teaching is often too rigid, the teacher to engage in "one word", the students' status of learning is not fully reflected and respected, even if they have their own views in the learning process, but often do not dare to express. Therefore, the traditional teaching mode seriously ignores the emotional factors in teaching, ignores the normal needs of students' psychological development, and severely restricts the enthusiasm, initiative and creativity of students' learning. Several aspects of traditional teaching will bring bad influence to students, unable to highlight students' learning initiative, cultivate students' innovative thinking and independent thinking.

(A) standardized teaching can not meet the individual needs of students

The traditional classroom is mostly teacher-centered, teachers according to their own learning during the study and their own understanding of the way to prepare a lesson plan, collect materials, to their own thinking that the majority of the students can be accepted by the way to start teaching. Students learn according to a uniform teaching content and a uniform teaching schedule, and teachers arrange the curriculum according to the acceptance level and learning progress of most students. However, the factory model of grouping students by grade level and placing them in different classrooms, with teachers teaching the same subjects in the same path and at the same pace, is a standardized, large and rigid process that no longer meets the individual needs of students. Because every student has a different learning style, every student has different learning needs. If we are to meet the different learning needs of students, we need to teach in different ways.

(2) A single teaching mode cannot match the learning mode of each student

Traditional teaching is mostly done in the classroom, basically adopting the mode of passive acceptance by the teacher and the students. Teachers control the progress of individual lectures according to their own understanding and feeling of student acceptance, the progress of lectures depends on the response of most students, and students who can not keep up with the progress of the students will not ask any questions because of the pressure of the "herd". This single mode of teaching is relatively dull, and it is difficult to arouse students' enthusiasm and motivation for learning, not to mention that it cannot stimulate students' spirit of independent learning and exploration. Students are passive listeners, seriously lacking in learning initiative and creativity. Classroom discipline used by teachers for better teaching also limits students' listening behavior to a certain extent, affects students' way of thinking and behavior, and suppresses students' creative talents. Teachers in the classroom are the product of today's single batch education system.

(3) Exam-based education fails to meet the diversified development of students

Traditional teaching is mostly based on the final examination results to measure students' learning. In order to better reflect the quality of teachers' teaching and show students' learning outcomes, most teachers design their classrooms to be oriented to solving students' problems in exams and exercises, and fill their classrooms with problem-solving tactics and problem-solving skills tactics. Teachers' evaluation of students is to master the knowledge given to them by teachers, to be able to do the problems, and to be able to get good grades in the exams; and the school's evaluation of teachers is also basically based on their teaching performance. Students' motivation to learn is extremely utilitarian, selfish and vulgar, bringing about a lack of responsibility. The autonomy and creativity of students in the learning process are neglected, not to mention the inability to meet the diverse development of students.

(4) Fill-in teaching and the teaching method of heavy indoctrination and light inquiry can't mobilize students' learning initiative and learning enthusiasm

Traditional teaching is led by the teacher, and students are passive learners. Simple memorization and repeated training are the main focus, weakening students' thinking and understanding, and not emphasizing questioning and innovation. Students' attention is forced to focus on the teacher, rather than learning because of personal interest. The "one-word" teaching method emphasizes indoctrination and ignores students' ability to learn and explore on their own. Fill-in teaching will inevitably lead to a decrease in students' willingness to learn, it is difficult to mobilize their emotions, students' learning efficiency is low, and may even lead to student resistance. Students lack of self-discipline and active learning consciousness, all students to fill the duck teaching, resulting in some students do not learn enough and some students can not learn, ignoring the individual differences, students independent thinking, independent learning, innovation and questioning ability to cultivate.

(E) Emphasis on the results of the process

The traditional teaching of the results of the process of the problem is particularly prominent. Teachers in teaching only pay attention to the results of teaching and knowledge of the conclusion, ignoring the process of knowledge and knowledge of the presentation of the ins and outs, compression of the process of students learning new knowledge. Teachers in the pre-determination of the teaching process to consider the most is how to make the knowledge clear, understand and thorough. For students, it is only passive acceptance of knowledge, personal involvement in the process of deduction, learning and exploration of knowledge is missing, and the degree of student participation is low. Students just memorize the conclusions, ignore the experience of knowledge, lack of hands-on practice. This model deprives students of the right to independent thinking, resulting in students only temporary, rote memorization, lack of critical thinking, the ability to question and innovative spirit.