How to improve traditional teaching methods

Teaching is the core of school education, and its goal is not only to impart knowledge and skills, but also to enable students to learn learning methods and form personality characteristics such as subjectivity and enthusiasm. Therefore, this paper discusses the essence of teaching design that can arouse students' learning enthusiasm by criticizing traditional teaching.

The first problem of traditional classroom teaching is that the teacher's narration and guidance are rambling, which makes people feel that the article is irrelevant. In other words, there are too many teaching with unclear focus. Yes, teachers should try their best to make the poor students in the class understand each lesson, but if the story is too long or deliberately told by each student, it is often difficult to "concentrate" on the learning topic and eventually get lost. It is important to stimulate students' learning motivation, use teaching materials closely related to life experience and introduce operational activities; However, if overemphasized, it may also lead to the consequences of blurring the original learning theme. If students are not clearly aware of the learning theme, it is impossible to learn actively.

It is the first step to improve teaching to make students understand the learning theme very clearly. Learning topics are generally chosen by teachers, and students may not realize it. Letting them choose their own learning topics is naturally the best way to cultivate their learning motivation, but because of the individual differences of students, they can't always do so. Therefore, when choosing learning topics, teachers should explain them as concretely as possible, so that students can understand that the methods learned in the last class can no longer solve new topics, and then tell students to learn the solutions to such topics today and try to avoid lengthy explanations with abstract words.

Furthermore, it is effective to make clear the contradictory and contradictory questions. In the teaching of "discovery learning", we attach great importance to the steps of revealing opposites and contradictions. For example, in science teaching, in the introduction stage of the experimental class, students are allowed to express their opinions and exchange their assumptions, and then clarify the opposites and contradictions in these assumptions, and then enter the hypothesis verification. In this way, the position of opposition and contradiction will be clear, students will experience the cognitive contradiction, and there will be the internal motivation to transition from this contradictory state to a balanced state. Rational curiosity can be expressed in the clearest form, which is the occasion of this cognitive contradiction.

Through the above steps, we can realize the consciousness of learning topics, create a sense of tension in students' hearts, and thus produce the desire to learn actively. Without this, no matter how clever the guidance is, it will not be effective.

Improve the learning process

The second problem of traditional classroom teaching is that the explanation of the learning process is not enough, which makes people feel that the "influence" is not enough. The teacher can either simply explain: "This is very important" or give the students directions in error-prone places. Therefore, students can't concentrate on their studies. However, experienced teachers attach great importance to the learning process and remind students of the places that are prone to mistakes in advance. Students are often attracted by teachers' fascinating introductions, which will undoubtedly lead to students' active learning.

No matter which subject, there are always several stages in the process of completing a learning topic. Therefore, instead of guiding students to pay attention to whether they can solve problems, it is better to guide them to pay attention to the stages involved in the completion of the project, which is more conducive to efficient learning. For example, solving mathematical application problems must include the following stages: understanding the state stated by the problem; Select the necessary information; Find out the algorithm that is helpful for solving; List formulas; Calculation formula; Think carefully and write the answer. If the teacher guides each step step step by step, students will naturally experience the learning process.

Once students are consciously aware of this solution process, they will form self-reinforcement with the help of feedback information of "which parts are understood and which parts are not". This kind of self-reinforcement is helpful to improve internal motivation and cultivate learning enthusiasm. Students who study actively form a feedback channel, while students who do not form this channel are always in the majority. Therefore, it is most important to guide the formation of this feedback channel as a guide to learning methods. Therefore, it is effective for teachers to explain and explain each stage of solving problems one by one. Moreover, as an effective guiding way, it is also a step that can be considered to let students pay attention to and report their own learning process. This kind of self-monitoring is control. Good classroom teaching should give students enough time to control their own learning process, but the actual classroom teaching can rarely do this, which is one of the reasons why students lose their motivation to learn.

We should create a classroom atmosphere in which students can freely describe their learning process, and teachers should ask questions to students who don't want to take the initiative to speak. Through this guidance, students will find their own defects and talents in the process of controlling their own learning. The talent they feel in this way is the reflective cognition emphasized by modern psychology and the core of internal motivation. Most people have this experience. At first, they were interested in the topic of study and interested in the topic that they were not interested in. However, even if they don't want to talk at first, they will gradually develop interest and motivation in the process of "watching". This experience seems to be caused by reflective cognition on many occasions. Control your own learning in every step of solving problems, gradually form a sense of ability, and begin to feel your talents from this experience, and then generate self-confidence, which can promote autonomous learning.