How to deal with the leading role of teachers and the dominant position of students

Since the reform and opening up in the 1980s, people of insight in education have boldly issued the voice of "people-oriented" and advocated "student-oriented" in the field of education.

This used to be the performance of educational progress and benign development, but unfortunately, some colleagues went to extremes, and then denied the leading role of teachers, thinking that this was incompatible with the play of students' subjectivity and denied each other.

Chinese teaching under the new curriculum standard emphasizes innovation and change, highlights students' dominant position and downplays the transfer of knowledge.

First, students' dominant position is too prominent.

1, ignoring the leading role of teachers and unilaterally pursuing independent inquiry.

2. Too much emphasis on the implementation of students' dominant position, while ignoring and weakening the leading role of teachers.

3. Group cooperative learning is rampant.

Second, a correct understanding of teachers' dominant position and students' dominant position

(A) the leading role of teachers

In the process of education, teachers should not only attach importance to students' subjectivity, but also give full play to teachers' leading role, which is mainly manifested in their three roles in teaching activities: teachers are directors, organizers and motivators.

1, the teacher is the mentor first.

As a teacher, we should first create a situation for them to explore problems, so that students can find problems in these atmospheres, generate interest in further research, and find out the points of interest and inquiry along the teaching objectives required by the textbook outline.

2. The teacher should still be the organizer.

In education and teaching, teachers play an important role, that is, organizers, organize students how to understand teaching materials, organize students how to learn in an orderly manner, and achieve the established teaching goals.

3. The teacher is still an motivator.

In addition to pointing out the shortcomings, teachers should also give great encouragement to children's performance in class. They can use multimedia to feed back students' learning information in time, show their achievements to more people, and let more people appreciate and encourage their exploration spirit.

(B) the dominant position of students

The so-called "subject", in education, the main role of students is the process of teachers' "student-oriented", giving play to students' subjective initiative and promoting development.

1, autonomy

The characteristic of students' autonomy is that students are the masters of their own behavior. They have the right to make choices and decisions about their activities. All the behaviors of students in the process of learning, including whether they can receive education and how to receive education, must be dominated by their own consciousness. Generally speaking, students' consciousness is formed under the influence of educators, but once this subjective consciousness is formed, it has obvious independence, which shows a tendency to analyze, judge and choose the influence on the outside world, and everything must be thought for itself before making a choice.

2. uniqueness

The uniqueness of students' learning is actually the difference that students show in their learning activities. It is an important embodiment of students' subjectivity.

3. Initiative

Students' initiative mainly refers to a kind of conscious, positive and active characteristics that students show in cognitive activities. People have subjective initiative, and actively reflecting the objective world is the essential feature of human cognition. This essential feature is embodied in various forms of cognition, and students' cognition is no exception.

4. Creativity

In education and teaching activities, students' learning is mainly to master the achievements and experiences of human cognition. Relying on one's own intelligence to understand and master what one doesn't know yet and be able to use it should be regarded as a manifestation of creativity. The creativity of students' learning is the highest expression of students' subjectivity. It shows that students have the way and inner intention to explore and pursue new knowledge in this special cognitive practice, and have unlimited potential. We should attach great importance to cultivating students' creativity.

Step 5 be complete

Sacredness refers to the subjective characteristics of students, such as physiology and psychology, intelligence and non-intelligence, cognition and behavior, and is the basis for the formation of students' subjectivity. The development of the subject is not only the one-sided development of a certain aspect or part, but also the all-round development of the educated in morality, intelligence, physique and beauty, and it is the basic connotation and essence of the educational purpose of our country.

Third, how to correctly handle the relationship between the two.

1, we should have a correct view of students and appropriate educational methods.

We emphasize the subjectivity of students' learning, which does not mean denying the leading role of teachers. The learning process of students is a cognitive process under the guidance of teachers, and the formation and development of students' learning subjectivity can not be separated from the education and guidance of teachers. In a sense, the leading role of teachers is to mobilize and give full play to the main role of students' learning. Whether teachers can mobilize and give full play to the main role of students' learning depends on what kind of student view teachers hold and how to adopt it.

The view of students is the view of students' essential attributes and their position and role in the educational process. Traditional education only regards students as the object of education, passively accepts the object of external influence, and teachers "indoctrinate" the "container" of knowledge. This view of students will inevitably lead to the suppression of students' learning subjectivity; On the other hand, if we can't see the growth of students, overestimating the development level of students' subjectivity, exaggerating the scope of students' subjectivity and ignoring the role of teachers is as harmful as underestimating and suppressing students' subjectivity. The correct view of students is to take students as the object of education, so as to strengthen their education and guidance; We should also regard students as the main body of learning and development and give full play to their positive role as the main body.

Teachers' educational methods refer to the specific behavior patterns shown by teachers in education and teaching, which directly affect students' development in cognition, emotion and self-evaluation. Laissez-faire teachers think that learning is students' own business, and teachers don't need to ask more questions. It doesn't matter to me whether the students listen in class or not. Authoritative teachers believe that teachers are the authority of knowledge and students are passive recipients. Only democratic teachers have a high sense of democracy, are strict with students, respect students' personalities and talents, often encourage students to think actively and independently, and can put forward their own unique opinions, thus giving full play to students' initiative. Therefore, teachers should try to be close to democratic teachers.

2. Establish a correct "educational object view" and create a harmonious classroom atmosphere.

Face all students with a democratic and equal attitude, respect the personality and choice of the educated, and make every student become a useful worker and builder of society. In education, although there are relatively unified requirements, individual differences and their development are absolute. In the past, too much emphasis was placed on unity and the individual differences of students were ignored, and teaching students in accordance with their aptitude.

Classroom teaching is by no means to eliminate differences, but to provide each student with conditions suitable for development and promote their better and selective development. Therefore, it is necessary to combine the unity and difference mentioned above. Teachers should use "three children": childlike innocence, childlike interest and childlike ambition to create a harmonious classroom atmosphere. Allow students to "interrupt", ask questions, argue and even put forward different views from the teacher at any time.

In the past, many teachers regarded students' interruption as "cleverness", "showing off", or even "overstepping teachers' authority" and "disturbing classroom discipline and normal teaching order", and often became angry from embarrassment, reprimanded and satirized, which hurt students' self-esteem and self-confidence. In fact, all gold shines. Darwin was once called a "worthless student", Einstein was once called a "fool" by his teacher, and Hua, a master of mathematics, was once discriminated against for his poor performance in Chinese. Qian Zhongshu, a great literary master, got zero marks in mathematics and almost missed out on the university. Some children are active in thinking, but they are "playful", "disobedient", contrary to conventional logic, and even "dull and boring". Facing the ever-changing classroom situation, teachers should be good at discovering the "bright spots" and uniqueness of each child, as well as the potential and talent behind them, rather than strangling and destroying them.

3. Bringing students' subjectivity into the teaching goal is the starting point and destination of teaching and learning.

The orientation, content, way, method and evaluation of the results of teacher-student activities are all restricted by the teaching objectives. Only by bringing the subjectivity of students' learning into the teaching objectives and teaching process can we effectively promote the all-round development of students' subjectivity. Traditional teaching aims mainly focus on imparting knowledge and training skills, while modern teaching aims not only attach importance to knowledge and skills, but also emphasize developing ability and infiltrating ideological education through knowledge teaching.

However, the mastery of knowledge, the formation of ability and the infiltration of ideological education are all teaching goals achieved in the process of students' independent, dynamic and creative learning, and the subjectivity of students' learning cannot be ruled out. In the design of classroom teaching, we should not only "show" and "tell" knowledge to students, but also design programs for students to learn actively. The design scheme should reflect: how to let students take the initiative to participate, the content of students' learning and possible confusion, and the help and strategies that teachers may provide.

In order to give full play to the main role of students in classroom teaching, teachers should discuss with students from teaching objectives, contents and methods to homework, correcting homework and exams. Through consultation, teachers' correct requirements can be transformed into students' conscious requirements, and the positive role of learning subjects can be fully exerted.

4. Pay attention to the guidance of learning the law.

Learning method is one of the important factors of students' learning ability. Teachers give good guidance on learning methods, and students master learning methods, so their learning subjectivity will be well played and they will be active in learning activities. "Teaching is not teaching", "It is better to teach people to fish than to teach them to fish", which requires teachers to teach students to learn in classroom teaching, so that students can learn to acquire and choose teaching information independently and cultivate their independent innovation learning ability. However, in the actual teaching process, the phenomenon of attaching importance to teaching and neglecting learning still exists.

Therefore, as a standard of classroom evaluation, it is very important to emphasize "learning" in "teaching", further correct the relationship between teaching and learning, and establish students' dominant position under the guidance of teachers, which cannot be ignored.

In a word, the author thinks that our teaching should not only highlight students' autonomous inquiry learning and subjective status, but also ignore the leading role of teachers. Only by effectively coordinating and unifying the two can we achieve the goal of the new curriculum standard.