What are the common teaching methods?

Teaching method is a method used to complete teaching tasks. It includes the methods of teachers' teaching and students' learning, and it is the way for teachers to guide students to master knowledge and skills and gain physical and mental development. The following are the common teaching methods I bring to you for reference only. Welcome to read!

The teaching method is unique. Without it, there would be no actual teaching process. The essence of using teaching methods is to effectively unify teachers, students, teaching contents and teaching methods, so that these elements can play their respective functions and roles as much as possible.

1, teaching method:

Teaching method is the most basic teaching method. Teaching important theoretical knowledge by teaching method can help students grasp it directly, quickly and concisely, and lay a solid theoretical foundation for students to use it more skillfully in practice.

2. Case teaching method:

Under the guidance of teachers, students make targeted analysis, attempts and discussions on the selected representative typical cases, and make their own judgments and evaluations. This teaching method broadens students' thinking space, increases their interest in learning and improves their ability. The application of case teaching method in this course gives full play to the inspiration and practicability of case teaching method, develops students' thinking ability, and improves students' judgment, decision-making ability and comprehensive quality. For example, Wang Hongjiang's video class (a common psychological problem of preschool children) is completed by this teaching method.

3. Situational teaching method:

Situational teaching method is to put the teaching process of this course in a simulated and specific situation. Through teachers' organization and students' drills, the teaching goal is achieved in a simulated refined and pleasant scene, which not only exercises students' ability of improvisation and real-life operation, but also enlivens the teaching atmosphere and improves the appeal of teaching. This teaching method is often used in the teaching of this course, because the on-site teaching mode is restricted by some objective conditions, so the best way to improve students' practical teaching ability is to adopt this situational teaching method. By personally participating in the creation of the environment, students have broadened their horizons, consciously enhanced their scientific awareness, improved their practical ability and achieved good teaching results. In addition, in the teaching of this course, the application of this teaching method not only meets the needs of students to improve their practical ability, but also embodies its convenient, effective and economical characteristics, which can completely meet the teaching needs.

4. Discussion method:

In the classroom teaching of this course, discussion is adopted in many places. Students carry out cooperative learning through discussion, let students learn in groups or teams, let everyone participate in clear collective tasks, and emphasize collective tasks and teachers' decentralization to students. The key to cooperative learning lies in the interdependence, mutual communication and cooperation among group members, so as to achieve the goal of * * * *. Through classroom discussion, students' thinking and expression ability can be cultivated, so that students can participate more and do it themselves, stimulate their interest in learning and promote their active learning.

5, experiential learning teaching method:

"Experiential learning" means that students personally participate in the construction of knowledge, experience the process, and experience knowledge and emotion in the process. Its basic idea is that the process of students' understanding knowledge is not a transfer activity of "teachers teach-students listen". The real situation of students' knowledge acquisition is that students understand knowledge in their own "research", "thinking" and "imagination", and students form personalized understanding in "exploring knowledge". For example, in the teaching of "Indicators and Measurement Evaluation of Preschool Children's Growth and Development", Mr. Liu Yanhua organized students to go to kindergartens to measure children's growth indicators, and then made statistical analysis, and asked students to design solutions to problems in view of abnormal children's growth conditions. This kind of personal experience learning has greatly stimulated the enthusiasm and initiative of students, and received very good teaching results. Stimulated students' enthusiasm for knowledge, and made them enthusiastically seek knowledge under the support of "interest in knowledge" and "belief in knowledge". At this time, sincere and enthusiastic attitude is transformed into rational power.

Common Chinese teaching methods

First, the intuitive teaching method

The first-grade students in primary school are characterized by strong perceptual knowledge and vague and abstract rational content. For the first-grade primary school students whose cognitive ability is still at a simple level, the visual image teaching, pictures, multimedia and other resources are used to impress the brain memory, so that students can concentrate and get twice the result with half the effort.

Second, the activity teaching method

While improving the 40-minute classroom teaching effect, we can also carry out a series of colorful extracurricular activities to coordinate and consolidate the classroom teaching effect, and encourage students to write short sentences and diaries in pinyin. Although students can't write well, because there are many misspelled syllables, they can only write one or several sentences, but through writing practice, we can strengthen the classroom teaching effect of Chinese Pinyin, let students fully realize the importance of Pinyin, apply what they have learned, and thus consolidate the learning effect.

Third, the game teaching method

There are differences in students' cognitive level, cognitive characteristics and personality psychology at different ages, which requires that we must carefully analyze the characteristics and laws of freshmen's psychological activities in actual teaching and choose appropriate teaching strategies on this basis.

The first-year students' perception and memory are still intuitive and vivid, and their abstract thinking is still weak, so they are easily attracted by new suspected stimuli. Therefore, if children want to master those boring pinyin letters happily, they must follow objective laws in teaching, adopt appropriate educational teaching methods and adopt favorite game teaching methods to stimulate students' interest in learning and improve teaching effect. Through interesting games, the boring teaching of Chinese Pinyin can be turned into something that students like, which is also in line with the psychological characteristics of first-year students, so that they can grasp the main points of knowledge happily and happily, and entertain and educate, so as to truly achieve the purpose of moistening things quietly and entertaining.

Fourth, the teaching method of children's songs.

Freshmen are easily distracted and need external stimulation to concentrate. Therefore, in teaching, using the simple charm of children's songs teaching method can stimulate students' interest in learning, concentrate students' attention and improve teaching effect. The teaching method of children's songs can turn the boring teaching of Chinese pinyin into a favorite thing, and it also conforms to the psychological characteristics of first-year students, so that they can study happily, concentrate on their studies and master them wholeheartedly, just as educator Locke said, "The main skill of educating children is to turn all the knowledge points that children should master into a poem and a rhyme." It is precisely because children's songs are catchy and easy to understand that they are loved by students and easily mastered by junior primary school students. In teaching, we should pay close attention to this feature and introduce a large number of children's songs into the classroom, making it an effective way to improve the teaching effect of Chinese Pinyin.

What are the common geography teaching methods in junior high school?

1, pay attention to the "emotional" factors in geography teaching.

The renewal of junior high school geography teachers' teaching consciousness and the improvement of teaching skills need to start from the subjective and objective aspects of geography teachers. At present, in junior high school geography classroom teaching, geography teachers often pay too much attention to knowledge goals and ignore emotional goals. Non-geography teachers often stick to textbooks, emphasize geographical facts and memories, and lack geographical interest; Geography teachers majoring in geography are often too rigorous, too emphasizing geographical thinking, and the classroom is not vivid enough. Junior high school students' learning motivation and learning purpose are still not strong. Pleasure and interest are one of the driving forces for their study, and even a good impression on the teacher will become their motivation for learning. If students don't like geography classes and geography teachers, how can students like "geography"? How can we learn geography well? Therefore, there should be laughter in geography classroom teaching. Laughter refers to the * * * relationship between teachers and students in geography learning, which is a pleasure for both teachers and students in geography learning. When laughter enters the classroom, teachers need to pay attention to enhancing their organizational ability and affinity. Because of the age gap, there is often a generation gap between teachers and students. Some middle-aged and elderly geography teachers often blame students for "not cooperating and not adapting to teachers". In fact, they should think more about how to make their psychological age younger, how to better adapt to students, and how to have a "* * *" with students. In the whole teaching activities, teachers' exquisite language, humor, astute teaching wisdom and amiable and respectable teaching attitude often make students have a strong interest in geography learning.

2. Pay attention to "interactive teaching"

With the progress of the times, students' learning environment has changed, especially geographical knowledge has been widely spread, and geography class is no longer the only channel for students to acquire geographical knowledge and skills. Therefore, geography teachers should change their "teacher role", change the habitual teaching method of one-way teaching in the past, and introduce "interactive teaching" between teachers and students into geography classroom. This paper summarizes the meaning of "classroom" in geography classroom teaching, which includes both school classroom in general sense and "classroom" in network, community and field. Junior high school students are willing to participate in the teaching process. In teaching, teachers often need to create teaching situations and organize students to experience these processes, such as students' geographical news release activities, geographical news commentary activities, geographical role-playing activities and so on.

3. Pay attention to proper "teaching democracy"

In a junior high school geography observation class, there was such a scene: in the face of the severe situation of water shortage in the middle and lower reaches of the Yellow River in China, students talked about it one after another. A student suddenly raised his hand to speak, and solemnly proposed to flatten the zigzag shape of the Yellow River and dig a canal from Lanzhou to Luoyang to let the water from the upper reaches of the Yellow River flow directly into the middle and lower reaches. The students' ideas are naive, which is beyond the expectation of teachers and teachers. However, the teacher didn't blame, laugh at or avoid it, but asked the students to continue talking. While praising his bold ideas, the teacher changed the subject: if half the students in the class live in the zigzag area, do you agree? Why? As a result, the whole class discussed this issue in succession, and the class discussion was both active and in-depth.

4, the introduction of new courses should have a "new situation"

For a long time, geography classes in junior high schools in many schools are taught by teachers from other disciplines. These teachers often follow the teaching methods of the original subjects when teaching. There are generally two ways to introduce new lessons: one is the "talk" method, that is, "students, today we will talk about …" and "students, now the teacher talks about …", thus leading the interactive teaching activities between teachers and students to the one-way activity of "teachers talk and students listen". There is also a "book-turning" method, that is, "students turn their books to the pages", which turns geography class, which is mainly based on map teaching, into a boring text teaching class of reading books. Junior high school geography teachers should try their best to use "learning" or "discussing" instead of "talking" and "drawing" instead of "book". Although it is a word difference, it represents substantial progress.

The effective new methods of "introducing" new courses in actual classroom teaching include: introducing geographical news, and teachers or students commenting on domestic and foreign geographical news; The introduction of geographical anecdotes, teachers or students comment on geographical anecdotes, such as the best in the world; Introducing brain surfing, teachers ask questions of geographical interest to stimulate students' discussion; Student report introduction method, students present individual or group reports on learning topics; Practice the lead-in method for one question, and the teacher prepares open questions for the mistakes in students' homework to inspire students to draw inferences; The introduction method of goal motivation, teachers put forward teaching goals and reward goals to guide students to enter the theme quickly; The introduction of praise and criticism, teachers praise individuals or groups with good performance, encourage students to enter the learning state as soon as possible, and praise more and criticize less in the teaching process; Introduction to geography (computer) games, using props or software for geography games or geography competitions, and so on.

5. Pay attention to the mapping of teaching process.

Map teaching is the main way to cultivate students' innovative consciousness and practical ability in geography education. In today's information society, the update speed of knowledge is very fast. Because of the basic characteristics of junior high school geography, learners don't need to memorize geography knowledge by rote, but they can master relevant knowledge with the help of maps. Even the study of the basic principles of geography can be learned and mastered with the help of maps. Maps (including geographic charts and images) are important carriers of geographic information. For junior high school students, being able to read maps is the basis of establishing the concept of spatial region and the main means of cultivating geographical thinking. Therefore, the map is both a teaching aid and a learning tool in a certain sense. Various schematic diagrams, schematic diagrams, comprehensive landscape diagrams, system connection block diagrams and statistical diagrams involved in geography teaching are auxiliary means to cultivate students' comprehensive geographical ability. Teachers should guide students to strengthen their understanding of these images and master the interpretation methods in the usual reading process. Teachers should liberate students from the past "sea of questions", take the cultivation of map reading ability as a concrete way to cultivate students' geographical practice ability, and take the cultivation of students' ability to obtain this lifelong benefit as one of the main teaching goals. Map teaching ability is also the main index to evaluate geography teachers' teaching ability. Map ability includes observation, memory, imagination, deduction, analysis, comparison, judgment and other comprehensive abilities, and it is also the most distinctive ability of geography. Map teaching ability refers to the ability of geography teachers to use and make maps in geography teaching and to guide students to read and analyze maps. With the development of information technology, more and more electronic maps enter the classroom, which puts forward new requirements for geography teachers' map ability. If a geography teacher lacks the ability of map and map teaching, it is difficult to become an excellent geography teacher. At present, the fact that some geography teachers are unwilling and unable to use maps is that their teaching requirements are not high or their teaching ability is weak.

6. Pay attention to the ability of academic evaluation.

The reform of geography classroom teaching should be combined with the reform of geography academic evaluation methods, especially the reform of rote examination methods. Some geography teachers even put students' expectations of learning geography well on "exams". Practice has proved that this idea didn't work in the past, now and in the future. The reform of junior high school geography academic evaluation in Pudong New Area is: from the original combination of open book and closed book to full open book, the scope of open book is changed from "open book" to "open book" only for maps, and the content of academic evaluation focuses on the ability to read and use maps. This reform has been welcomed by schools, teachers and students. For the school, "full open book" can not only reduce the breeding of students' cheating, but also provide an objective and fair environment, and it is much more convenient to operate than "open and close combination". Geography teachers believe that this kind of examination can test students' real geographical level, guide teachers to attach importance to map teaching, and guide students to pay attention to improving their map reading ability at ordinary times, which really plays the role of "reducing burdens and increasing efficiency" in geography teaching.

Common teaching methods of primary school mathematics

Change your mind in time.

The primary school mathematics teaching in the new period is more conducive to comprehensively promoting the previous quality education, and the teaching concept and curriculum design are more in line with the modern primary school mathematics education. This requires the vast number of front-line teachers to make great efforts to explore new things in mathematics education reform, study hard to keep up with the new situation of teaching practice, pay more attention to students' "learning" and break the traditional concept of teacher-led. When making teaching objectives, we should embody the new concept of people-oriented and be conducive to the development and growth of teachers and students. Therefore, when primary school teachers are faced with the new curriculum reform, they must completely change their ideas, truly integrate into the teaching reform, get out of the previous empirical misunderstanding, and make their teaching ideas "thoroughly remould themselves" as soon as possible to adapt to the new educational situation with new teaching ideas.

Scientifically design new classes.

On Arbor Day, I happened to be teaching "Two-digit Addition and Oral Calculation" in the second volume of Senior Two, so I designed this class as a class related to tree planting activities: first, let a "small buyer" go to the nursery stock supermarket to buy two kinds of seedlings and calculate their prices (28+36=64), so that the whole class can successfully buy seedlings through different calculation methods, and verify the correctness of the prices through the process of thinking, discussion and communication. Some just divide 28 into 8 and 20, and then add them to 36 respectively. Some use the method of adding ten bits and one bit respectively and then combining them. Some of them are called the method of taking 4 from 28 to 36 to get 40, and then adding 24 ... even one child actually took 28 as the sum of 30 and 36, and the method of adding 2 and subtracting 2 from 2 ushered in applause from all the students.

Mathematics teaching is the teaching of mathematical thinking activities. In my opinion, in order to achieve the expected teaching effect, teachers should not only carefully design classroom teaching, but also have more superb organizational skills and more practical wisdom. Only in this way can students develop accordingly, and students of different degrees and levels can be introduced into the problem situation to participate in thinking. I think it is the core of mathematics teaching to cultivate students' thinking ability under any circumstances. Then review the above examples, let the children find their own ways, go to the sapling supermarket, buy two kinds of labor tools needed for planting trees, and then verify the correctness of the results with the same group. This habit of multi-angle and multi-way thinking allows children to develop from an early age. With the growth of students' grades, they will consider and analyze some complex problems with divergent thinking.