Suggestions for the basic economics course

At present, our assessment of students' learning effectiveness in economics is mainly based on paper examination results, supplemented by regular class attendance and extracurricular assignments. This kind of assessment method, which takes the paper examination results as the main judgment standard, will easily lead to the phenomenon of high scores and low ability. Students do not fully understand and absorb the knowledge of economics taught in the classroom, but they can basically get good grades in the examination by rote memorization of terminology, calculations, exposition and other contents before the examination. But we should understand that the high scores on the paper is not the purpose of our economics teaching, our teaching activities are designed to enable students to absorb the knowledge of economics, understanding of economics in the various laws, and these theoretical knowledge to apply to the practical to solve the specific problems in reality, which can reflect the teaching effect of economics.

2 Suggestions for Improving the Teaching Effect of Economics

2.1 Reform of Traditional Indoctrination Teaching Methods and Innovative Teaching Models

It has been mentioned in the previous article that the teaching mode of China's colleges and universities is mostly indoctrination, and the teachers are mainly explaining the knowledge to the students in the classroom, and the students are passively absorbing the knowledge, and with the continuous development of the times and the reform of the education system, this kind of indoctrination is becoming more and more important. With the continuous development of the times and the reform of the education system, this kind of indoctrination teaching method is more and more unsuitable for teaching in colleges and universities nowadays, and the disadvantages of this kind of teaching mode are also gradually revealed, which has aroused people's attention. This indoctrination teaching is a closed passive teaching methods, this teaching method ignores the students as the main status of classroom learning, limiting the students in the learning process of interest, enthusiasm, creativity and initiative, purely the teacher to explain the teaching methods, not give students enough time to discuss and absorb the understanding of knowledge, for those who have the innovation of thinking is a natural stifling, not conducive to the development of the students. For those students who have innovative thinking, it is a kind of stifling of nature, which is not conducive to the development of students' innovative consciousness and independent thinking ability. Now college teachers gradually realize that this duckling teaching methods, not adapt to the current form of education, must be proactive teaching innovation, so that students become the main body of the classroom, in teaching to create a good atmosphere for students in the classroom environment, relaxed learning environment, guide students to actively learn, improve student learning enthusiasm, and student exchanges to maintain equal and objective attitude, to establish a good teacher-student relationship, and to improve the quality of education. Attitude, the establishment of a good teacher-student relationship, allowing students to question the classroom teaching, training students to find problems, problem-solving ability

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