Advantages of student-centered teaching

I. The center of teaching activity is not "teaching" but "learning".

In traditional education, the teacher is the main body, is the center. Student learning is often limited to the classroom, books, students are passive recipients of knowledge. The form of classroom teaching is "three unified", that is, a unified class time, a unified class schedule, a unified course examination. But the reality is: no matter which level of students, in the learning interest, ability, thinking and goals and aspirations of different differences, and these differences also change with the change of time and place. Open education technology breaks through the constraints on the development of education in time and space, geographical limitations, the classroom space extends to any place covered by the network, people are free to choose their own courses according to their own plans at different times, even if the selected course of the lecture time duplication occurs, the students can also be in other time periods to access the teacher's lectures stored in computer servers, do not have to listen to lectures in the teacher's lectures. It is not necessary to listen to the lectures during the teacher's lectures. In addition, because the computer analyzes, processes, and stores lesson plans and lectures, students can learn more easily and happily without the need to take notes and listen to lectures.

With the development of the times, learning will become a way of life for individuals. Receiving education is not only the basic condition of people's employment, but also become a necessary condition for people to change jobs and re-employment. In this case, learning is not just a means for people to obtain a diploma, but becomes a necessity of life. Therefore, in open education, students are the conscious subjects of self-reproduction. In order to realize their self-worth, people will study with unprecedented self-consciousness. This makes the students become the main body of teaching, the center of teaching activities is no longer the teacher's "teaching", but the student's "learning".

Two, teaching organization "people-oriented".

The physiological basis of the human psyche research shows that: in addition to twins have the same chromosome pairing and genes, all the world's population can no longer find any two people with the same genetic factors. This is the fundamental reason why there will always be individual differences between people. Human difference is a social objective. The different environments in which people live, including the natural environment, social environment, family environment, and educational conditions, make the individual differences between people further expand and become more diversified. Because of the great differences in people's cognitive characteristics, emotional styles, and personality structures, because of the different environments in which people live and the different social roles they assume, and among adults, because of the differences in the educational level and experience structure of different individuals, and also because of the consequent differences in the value orientation of human life, there is a diversity and multilevel nature of learning objectives, learning content, and learning styles, and so on. Traditional classroom face-to-face education often inhibits students' creativity and innovative spirit while ignoring their individuality.

Open education has a variety of levels and types of learning objectives; there are a variety of types of combinations of learning content, even if the same learning objectives, there are different combinations of content to choose from; this mode of education can be based on the objective learning conditions of the students and their types of learning, learning habits to design a variety of media learning materials; there are a variety of pathways, a variety of ways, to provide a full range of choices for different students

This model of education allows students to design a variety of media learning materials according to their objective learning conditions and their learning habits; there are a variety of ways and means to provide different students with sufficient choices, so that students' personalities and potentials can be developed to the fullest, and they can develop their unique selves while adapting to the needs of social development.

The teaching organization of open education adheres to the principle of "people-oriented", allowing students to freely choose their learning environment, learning time, learning courses, from what the teacher taught in the past to what I am interested in what I will learn. This respect for personal choice, respect for personality development, respect for the individual state of existence of the form of teaching organization, fully embodies the humanistic care of students.

Third, the form of teaching ternary.

At present, although our open education classes account for more than 60%, but due to the start to now only a little more than two years. Therefore, the basic form of our current teaching is still class teaching, large classes using the teaching method is the teacher injected into the instillation, students rote learning, the basic means of teaching is oral, chalk, blackboard, text textbooks. early 2002, our school is committed to the reform of the talent training model of the work of the newly enrolled in the open education class selected business administration major (undergraduate) 4 credits of the "financial market", Finance Major (Undergraduate) 4 credits of "Company Accounting", Accounting Major (Specialist) 5 credits of "Political Economy" as a pilot course for the reform of talent cultivation mode, the teaching method is to follow the traditional teaching methods at the same time, and gradually adopt a variety of teaching methods to reform the experiments, change the traditional, single, backward means into diversified means of modern education technology, to realize the teaching method of the Triadization.

1, individual: independent learning.

As mentioned earlier, open education is student-oriented, so it is necessary to make education more suitable for the specific situation of each learner, or called personalized. People who come to study at the University want to be free to choose their study time, such as studying after work, studying while on vacation, studying when there is something going on at home, not studying when they are not in good health, and studying more when there is nothing going on, and so on. In addition, the foundation of each of them is different, some have high education, some have low education; some have strong acceptance ability, some have weak acceptance ability, they want to be able to flexibly choose the content and progress of the teaching, such as the same major, I want to learn the next semester's those two, do not want to learn the semester's provisions of the two; the same course, they also want to learn a course, they would like to choose according to their own reality of different levels; even if the same level of the same course, they are certainly willing to learn according to their own Even if they study the same course at the same level, they are of course willing to choose the progress according to their own learning condition. The use of multimedia, multi-method teaching of open education, for the realization of this independent learning provides the conditions.

The three pilot courses in our university are based on students' independent learning and teachers' face-to-face teaching. Practice has proved: this learning method is very suitable for individuals who have a certain foundation and have certain conditions and can use computers.

2, group: collaborative learning.

Collaborative learning is the high performance and low performance students to form a learning group to *** with a way to accomplish the learning objectives of a learning style. Collaborative learning encourages students to discuss, argue, and disagree with each other, ultimately achieving the goal of mutual teaching. Our pilot teaching experiment in the first half of 2002 on the Financial Markets course in Business Administration (undergraduate) also proved that students, whether high or low achievers, have a wide range of benefits after participating in collaborative learning groups. Students who learn knowledge with the explicit intention of teaching this knowledge to others are in a better frame of mind than those who learn knowledge only to prepare for an exam. Explaining knowledge to peers can help students to mindfully think through the details between new knowledge and existing knowledge, so they will process the course content more y. In addition, receiving knowledge from learning partners increases the opportunity for students to observe the learning strategies used by their peers. It has also been found that members of collaborative learning groups can activate their thinking and improve their ability to analyze and solve problems more easily than those who learn individually and for purposes such as examinations. Therefore, this kind of collaborative learning will enable students to learn more and better, while students who study individually are prone to feel frustrated and spend more time learning.

3. Teacher-student interaction: supportive learning.

Teaching is a collaboration between teaching and learning, an interaction between both parties. Therefore, it is obviously not appropriate to put all the responsibility on the network media. Whether online media can be more effective is also determined by the people who use it. To improve the learning effect of students, open education on the one hand, we must use the network media to realize the further influence of teachers on students, that is, try to achieve throughout the teaching process of teachers on students' learning guidance, behavioral guidance and emotional impact. On the one hand, we must also try to increase the opportunity for teachers to meet directly with students, arrange the necessary meetings between teachers and students, and increase communication opportunities. That is to say, teachers should support learning throughout the whole process of learning. Open education learning support, not only narrowly defined as answering questions and correcting assignments, but also strive to guide the entire learning process in many ways. The author believes that teacher support should include the following: First, there should be a more detailed guidance program. Highlight the learning objectives, the focus of the learning difficulties, and guide students on how to control the learning process and effectively allocate time for learning resources. Second, attention should be paid to the development of students in terms of learning ability. For example, students should be taught the skills of different learning methods for learning different contents, and they should be guided to effectively conduct self-study, group study, and teacher-resource-based learning. Thirdly, students should be helped to learn self-regulation. Students should learn to self-evaluate and, based on feedback, make timely adjustments to the objectives, contents, methods and progress in order to make learning more in line with individual characteristics. In this way, it is possible for each student to truly learn to learn, the choice of the learning process can be optimized as a whole.

Fourth, teachers are not only the transmitters and navigators of knowledge, but also the creators and maintainers of learning communities.

We know that the teaching of open education mainly with the help of teaching media, and even educational technology, in this way, it has a higher demand for teaching resources, but the individual teacher's teaching level of the requirements on the contrary, can be reduced, because he is not a person in the teaching, but a group of people in the teaching, so now the concept of the teacher changed, and later on the teaching of more and more is a kind of group behavior, rather than the individual's behavior. In traditional teaching, teachers always leave homework for students after completing classroom teaching, so that students can further consolidate what they have learned. After the students complete their homework, the teacher should carefully correct it, find out the problems in the students' homework, comment on the *** problem of the whole group, and tutor the individual problems individually; in traditional teaching, it is easy for the teacher to communicate with the students and the students can ask the teacher questions about their learning, and the teacher will answer the questions for the students in a timely manner.

The new media bring new ideas first of all to some teachers of the old educational ideas and teaching habits form the impact of the teacher's monopoly on teaching information is threatened, forcing teachers have to rethink, reorient themselves, adjust their own educational thinking to make it compatible with the new conditions. In open education, the teacher as a knowledge transmitter, not just stereotypically instill knowledge to students, but in the understanding of the students on the basis of the knowledge of the students in an appropriate and orderly manner to the students. Under the new concept of education, the teacher plays more of a role as a guide, i.e., guiding as his/her own responsibility and knowledge transfer as his/her content. That is to say, the role of the teacher in terms of teaching and learning activities are both the provider and transmitter of knowledge, but also the guide and navigator of knowledge.

On the other hand, we also see that, as with traditional teaching methods, open education is still inseparable from a good learning atmosphere, the teacher should be the creator of this good atmosphere. Special attention should be paid to creating a beautiful and healthy online community. We know that teachers of open education can establish communication between teachers and students, students and students through many forms of online communication, such as e-mail system, BBS system, chat room system and so on. It is the teacher's responsibility to make students familiar with and enjoy new ways of communicating with others. This places higher demands on the teacher, as small slips of the tongue and slips of the pen may not be easily detected from the podium in a traditional classroom. However, the words and actions of teachers in the distance classroom are faithfully recorded by various media, and a little inattention can lead to bad influence. The first half of the fall of 2001 in our school , business administration major "human resource management" course, in the network virtual classroom a few times, due to the teacher's correct guidance, this community was quickly recognized by the students.

In addition, in the past, teachers only need chalk plus blackboard to complete the teaching task. Nowadays, many networked multimedia tools are needed, and teachers must take into account technical problems such as email systems not working properly, failures of servers, computer systems or hard disks, etc., when teaching. Of course, some of these problems cannot be solved by the teacher, but the teacher should be able to provide remedial solutions, for example, by allowing students to download the course content in advance, or by providing other valid contact information. Teachers must do their part as moderators to maintain the learning community environment in order to keep things on track.

V. Instructional programs and course learning form a cross-cutting and asynchronous pattern.

Open education teaching session implementation of the same content as traditional teaching, that is, to assist students to formulate a study plan, selecting courses, classes, questions and answers, discussions, homework, exams, credit records and so on. However, it will be very different in operation. This is because, for open education teaching and learning to be organized in a web-based environment, students' initiative must be fully mobilized and brought into full play by adopting a credit system and encouraging students to choose courses freely. In this way, the teaching program can hardly be organized and implemented uniformly on a class-by-class basis.

First of all, the teaching plan of open education should adopt a combination of centralized and decentralized, in order to ensure that the main courses of the profession are centralized and consistent, the majors can retain their own characteristics according to their own strengths and the actual teaching situation. Students can make their own study plan and choose courses freely according to their own situation and interests. Our university has implemented this method of course registration for the open education students who entered the university in the spring of 2002. Although the teaching plan of each class is unified, in the process of implementation, the class boundaries are broken, and the phenomenon of grade crossover and specialty crossover occurs.

Secondly, students' online learning, due to online learning has the characteristics of open space (do not have to be in one place), open time (do not have to be at the same time, do not have to be consecutive), etc., the phenomenon of learning the same course with different progress has appeared, which has brought greater difficulties to the teaching management. In order to adapt to the new characteristics, the author believes that online learning must give full play to the role of the main body of student learning, the use of heuristic, advocating "scene teaching". In particular, attention should be paid to the online classroom at regular intervals and completely open without real-time communication between teachers and students of online learning a reasonable mix, but also appropriate arrangements for face-to-face teaching and counseling.

In the online learning process, courseware is an important guarantee of success, courseware development should focus on the reform of teaching ideas and methods, rather than simply moving the classroom and books. Courseware development should also be based on the characteristics of the subject, focusing on the accumulation of materials, the teaching of the difficulties and priorities and not easy to express the content as the focus of the development of courseware, so that the courseware not only has a rich teaching content, but also has the image of a vivid form of expression, in addition to focusing on the study and exploration of the role and function of the classroom teachers. Provide students with welcome teaching resources, so that their learning progress can be largely consistent.