Please ask how to deal with the relationship between teachers' teaching and students' learning

The new curriculum language program standards require teachers to play a leading role in teaching, while students are in the main position of teaching. It can be seen, in the classroom, the teacher should grasp the word "guide", that is, in the classroom teacher is no longer only a transfer of information, book knowledge copied to the students, but the facilitator of subject-object interaction. The essence of the meaning of dominant and subject (a) dominant. For a long time, people have a delusion that to play a dominant role is the teacher's endless explanation, the students quietly listen to the lecture, the teacher's continuous questioning, the students like running water to answer. Of course, the teacher's "talk" and "ask" is needed, especially in the key, the teacher's fine talk, fine questions often play a finishing touch, a sudden realization of the guiding role. But we can not go to the extreme, that every word of the teacher is necessary. The meaning of "leading" should be considered from the following two aspects: first, teaching. Meaning education, guidance, guidance, focusing on giving students direction, guidance on the road, comprehensive development. Second, counseling. It means assistance and guidance. For students inside and outside the classroom learning in some difficult to solve the problem, to be assisted, to help, just as the flow of water is blocked, the need to dredge the same. The two aspects of the above "leading", depending on the situation, sometimes teaching-based, sometimes counseling-based, sometimes both. (ii) The subject. The so-called "subject", the original philosophical reference to "people with the ability to recognize and practice. In education, the main role of the students that teachers "student-oriented", to play the subjective initiative of students to promote the process of development. Among them, the degree of active efforts of the subject of learning often determines the effect of their learning. The relationship between teaching and learning is the essence of the teaching process, but also a major theoretical problem in teaching theory. The teaching structure consists of three basic elements: students, teachers and teaching materials. Students are the main body of learning; teachers are both partners and guides of students' learning; teaching materials provide the content of teaching and learning. In other words, teaching is the unity of teachers' teaching and students' learning, and the essence of this unity is interaction and interaction. Based on this, the new curriculum sees the teaching process as a process of teacher-student interaction, cumulative interaction, *** with the development process. Positioning the essence of teaching as interaction is a corrective to the teaching process. It is a major breakthrough in the traditional view of teaching as a teacher "purposeful, planned and organized process of imparting knowledge to students, training skills, developing intellect, cultivating ability, cultivating morality".

In the traditional view of teaching, the nature of the relationship between teachers and students is the knowledge transfer relationship. Students are always accustomed to the book knowledge as the "imperial decree", the teacher plays the role of reading the "imperial decree" of the "minister" role, the students are to receive the "imperial decree". The teacher plays the role of the "minister" who reads the "imperial decree", and the students are the obedient people who receive the "imperial decree". Modern pedagogy believes that teaching is an interactive activity between teachers and students, and the teacher is only the "chief among equals". In teaching, teachers and students are always in a certain interaction relationship, without interaction, the educational relationship can not be established, educational activities will not be possible. The real meaning of interaction not only refers to the surface of the interaction, but the inner spirit of communication. It emphasizes equality and dialogue. Regrettably, at present, due to some unreasonable, institutionalized life limits the interaction between teachers and students, the teacher is given the supreme status, the teacher becomes the authority in teaching, the students are deprived of the opportunity and power to speak freely and express their thoughts, the classroom becomes a place where the teacher teaches the students "legal knowledge", the teacher and the student as a complete spiritual whole of the personality of the students. The classroom becomes a place where the teacher imparts "legal knowledge" to the students, and the teacher and the student as a complete spiritual whole retreat to the side of the encounter of personality. The teacher becomes the possessor of knowledge and the transmitter of knowledge, and is the authority, while the students are the immature human beings who lack knowledge. The teacher's teaching is the central activity of education, and the student's receiving activity is transferred to the teacher's teaching, the teacher is the master, and the student passively accepts and obeys, the teacher and the student lack of real and direct spiritual exchanges, and the teacher is intoxicated in his own thinking world, no longer listening to the student's voice, much less listening to the voice of the dissenting voices. The new curriculum concept emphasizes that teaching is the interaction between teaching and learning, interaction, teachers and students communicate with each other, communication, mutual inspiration, complement each other, in the process of teachers and students to share each other's thinking, experience and knowledge; the exchange of each other's feelings, experiences and concepts, to enrich the content of the teaching and learning, to seek new discoveries, so as to achieve the *** knowledge, *** enjoyment, *** advancement, and to achieve the growth of teaching and learning and *** the same development. The interaction is a sign that teaching is not a matter of teachers. Interaction indicates that teaching is not a mechanical addition of teachers teaching and students learning; the traditional strict sense of teachers teaching and students learning, will continue to give way to teachers and students teaching and learning each other, each other will form a real "learning **** the same body". In this **** the same body, "student teachers" and "teachers of students" no longer exist, replaced by new terms: "teacher-style students" and "student teachers". "student-teacher". Teachers no longer just teach, but are also taught through dialog, and students are taught at the same time as they are taught. They ****together are responsible for the whole growth. For teaching, interaction means everyone's participation, means flat means cooperative meaning construction, which is not only a process of cognitive activity, but also a kind of spiritual exchange between people on an equal footing. For students, interaction means the highlighting of subjectivity, the expression of individuality, and the liberation of creativity. For teachers, interaction means that class is not only about imparting knowledge, but also about sharing understanding and promoting learning; class is not a one-way payment, but a process of life activities, professional growth and self-realization; interaction also implies a change in the role of the teacher: the teacher shifts from being the protagonist to the "chief among equals" in the teaching process, and shifts from the traditional knowledge transmitter to the modern student development process. Teachers from the protagonist in teaching to the "chief among equals", from the traditional knowledge transmitter to the modern facilitator of student development. It can be said that the creation of interactive and reciprocal teaching relationship based on teacher-student interaction is an important part of the teaching reform. To this end, in the teaching process, must do a good job in the following areas: First, must adhere to the student's main position

For the teacher, the student is the object of education; for a series of cognitive activities to solve the teaching task, the student is the main body of learning, is the master of learning. Learning is a series of cognitive activities in the teacher's guidance to solve the educational tasks to obtain a certain knowledge, ability. Students are subjective, active participants in teaching activities, rather than a passive recipient of the teacher to instill knowledge of the object. They can accept the teacher's education according to their needs and interests, and they have the right to resist it. Teachers' education and teaching materials are only external reinforcements for students' development; the real acquisition of knowledge and development depend on students' internal factors. Students as the internal cause of active learning does not exist, teachers and textbooks, even if the external cause of the good will be meaningless, because even the right temperature will not hatch chickens from the stone.

Second, the realization of the change in the way of teaching teachers, subjective teaching, give full play to the role of the students in the main body of learning, is particularly important. In teaching to promote subjective teaching, is the implementation of quality education guarantee. The core of subjective education, is to let students learn independently, teachers in teaching must carry forward the teaching of democracy, maximize the mobilization of students' enthusiasm and initiative. Here is mainly reflected in the teacher's concept of updating and teacher role change in two aspects. 1, to carry out subjective teaching, we must change the concept, correct their position. First, to establish the subjective view of students, establish the concept of teaching to all students. The idea of subjective teaching that students are the main body of teaching, is the main body of the classroom and extracurricular practical activities, this subject should be 100% embodied, the teacher's teaching activities should be oriented to all students. Secondly, in the practical operation of teaching, the full demonstration of the leading role of the teacher must be highlighted. Thirdly, in order to carry out subjective teaching, it is necessary to cultivate students' subjective consciousness and gradually enhance students' independent learning ability. Encourage students to think independently, boldly questioning the textbook, the content of the teacher, all through the "thinking, questioning, digesting, absorbing" this process, so that we can learn real knowledge. 2, to carry out subjective teaching, we must change their roles. In teaching to focus on people-oriented, pay attention to the play of student subjectivity, pay attention to their own role change. First, the teacher is the designer of subjective teaching activities, teachers in the organization of teaching activities must be developed before the teaching objectives, improve the understanding of the education object, carefully study the content of the teaching, choose teaching methods, design a good teaching program. Second, the teacher is the organizer of teaching activities, from the beginning of teaching activities to the end of teaching activities, the teacher must always fully organize the various factors of teaching activities, must organize the subjective students, give full play to the students' active, dynamic subjective factors, and coordinate the relationship between a variety of factors, to ensure that the smooth progress of teaching activities, to ensure that the completion of the teaching task and the realization of the teaching objectives. Thirdly, the teacher is the leading person in the process of teaching activities. In the process of activities, on the one hand, the teacher adopts certain teaching methods to give certain lectures, demonstrations and instructions on the teaching contents, prompts the students to internalize and apply the knowledge, and puts forward appropriate questions and assigns certain homework to the students, so that the students can answer and complete them independently and actively; on the other hand, the teacher also needs to learn according to the students' learning situation, state, mode On the other hand, teachers also need to correct their own education methods according to the situation, state, way, result of students' learning, according to the problems in students' learning, according to the confusion and questioning of students' learning, to guide students' learning methods, learning interests, learning needs, so as to make the whole process of teaching in the direction of conducive to the completion of the teaching task, the realization of the teaching objectives. Third, to achieve a major shift in the learning style of the new curriculum advocates the learning style of independent learning, cooperative learning, inquiry learning, subjective teaching also requires a change in the way of learning, and to change the way of learning, the main performance is to allow students to participate in classroom teaching. In solving the problem of student participation in classroom teaching, to realize the transformation of students' learning styles, teachers mainly do the following aspects: 1, improve the participation of students in classroom teaching, fully embodies the status of the main body of the students. Students are the main body of classroom teaching. In the classroom students did not participate or participation is not enough, can not talk about the "subject". Constructivist theory that students learning is the student's own business, is no one can replace, including our teachers, learning is the student's self-construction process, that requires students to participate in classroom teaching, not only active participation, but also effective participation, both are indispensable, and the harmonization of the two, is the real participation. Active participation and effective participation is the subject of the two important dimensions of participation in teaching, the two are complementary, must be harmonized. 2, give students sufficient time for independent study. Teachers should do in the teaching process to set aside a certain amount of time for students to think independently, independent learning. Or let the students with the pre-study outline of the problem, read the textbook, summarize and solve the problem by themselves. In this way, the student's main position can be given full play to the study of self-consciousness in order to enhance the quality of learning in order to be cultivated. 3, appropriate choice of time and content of cooperative learning. An important feature of subjective teaching is cooperative learning. Teachers in the classroom teaching, only grasp the actual and content of cooperative learning, in order to improve the timeliness of cooperative learning, so that cooperative learning is not a formality. The design of cooperative learning must be chosen on the key points and difficult points of the teaching content. These contents are difficult for students to understand, and if they rely on students' individual independent study, it is difficult to draw comprehensive and correct conclusions. Through students' cooperative learning, mutual inspiration, discussion, it is easy to summarize it. 4, create a beautiful situation, so that students use the method of inquiry to obtain knowledge. Traditional education sees knowledge as a result of education, it is concerned about how much knowledge is taught to students; modern education sees knowledge as a process, it is concerned about the amount of knowledge taught in addition to the number of more concerned about what ways and means to obtain knowledge. American educator Dewey said: "Education is life." In fact, classroom teaching is not life! Therefore, teachers should be good at creating beautiful participation in the scene, the students into a living classroom. For example: in the "only one earth" class, in order to expand the students' perception of space, help students better understand the text, enhance environmental awareness, in the classroom, I carefully designed three interrelated scenarios, so that the initiative of students to learn to get full play. The first step is to divide the class into two groups of students, with a sketch of the Earth's "majestic landscape" and today's Earth's "dying". The second step is to select the two best sketches, display them on the wall, and guide the students to develop their imagination according to the pictures and practice speaking, saying what the Earth of the past and the Earth of today look like respectively. The third step is to let the students play the role of people from different countries, face the two images, and talk about what they feel when they see the changes of the Earth in the past and the present. Students not only sketch vivid image, vivid performance, and their own feelings to talk about a profound and inspiring. On this basis, I strike while the iron is hot, encourage students to write their own feelings into a classroom essay, the effect is very obvious. Visible beautiful scenarios can be created to awaken the initiative of students to learn, so that the classroom glows with a fascinating luster. 5. Create a relaxed atmosphere, create conditions for participation. In the teaching process, only let the students in a kind of unrestrained, free and loose space, they will enjoy the "free participation" and "free expression". This requires the creation of a democratic, equal and harmonious classroom atmosphere, so that students dare to think, dare to ask, dare to say, the student body is "eager to try" the warm atmosphere. Therefore, teachers should strive to achieve a cordial attitude. Students often take the teacher's kindness as a reward and encouragement, from which feel warm and sweet, which shortens the psychological distance between teachers and students. When the students have a wonderful performance, the teacher should give praise and incentive; when the students answer wrong, the teacher should give encouragement, because he dares to express his own opinion. Only in this way, students can think positively, dare to think, dare to say, dare to question, active participation in the teaching process, to achieve the purpose of acquiring knowledge, experience emotion, and promote development. Fourth, change the concept of evaluation, the implementation of multiple evaluation in measuring students, teachers are often more concerned about the height of the students' intelligence, performance is good or bad, in accordance with a type of intelligence to require a group of different types of intelligence students, a ruler to measure all the students; in the evaluation of the quality of the students, often to "obedient", for the standard of the good students. To change this phenomenon, teachers should adopt diversified evaluation methods and emphasize the use of open-ended and motivational evaluation methods to evaluate the process and results of students' development. Teachers should change the practice of using examinations as the only means of evaluation and focusing too much on scores, and should organically combine examinations with other evaluation methods and change the practice of focusing too much on grades and quantification. According to the purpose, nature and object of the examination, they should choose the appropriate examination methods and approaches, and handle the examination differently to reduce the pressure on students. And to the students' moral character, learning ability, the ability to invent and create, communication and cooperation and other abilities to carry out a fair and reasonable evaluation, in the process of evaluation do not look too much for students' weaknesses and shortcomings, but should pay attention to the evaluation of the incentive function, so that each student's flashpoints can be shown, so that each student can get the teacher's appreciation of the eyes, so that each student can be in school easily and happily learn.