1, what is the main position of students?
To put it simply: the main position of students in the teaching process is that students are the center of teaching activities. Teachers, textbooks, teaching facilities and all teaching methods should serve students' "learning". Students should actively participate in teaching activities and be the protagonists of teaching activities. Whether students are the center of teaching activities directly determines the quality of students' learning results. The same teacher, the same textbook, the same teaching environment, the same class and different students will have different results. The reason for this difference is that different students adopt different knowledge processing methods in the process of inputting knowledge into their brains, which have different effects on learning results. The initiative of students' learning affects the quality of learning. The initiative of learning includes: interest in learning, enthusiasm for learning thinking, and consciousness of learning. How to arouse students' enthusiasm is an urgent problem for educators to solve. Based on the above discussion, students' subjective status should have two meanings: internal and external. Internally, it means that students are in a positive, positive and healthy psychological state; Externally, this means that students are the center of teaching activities.
2. How can learners ensure their dominant position?
Students are the undertaker of learning and the decider of maintaining their subjective status. A student who can learn can be good at putting himself in the main position and learning actively. However, due to the influence of the traditional concept of "teacher-centered", students generally form the psychology of relying on teachers and superstitious textbooks, and simply do not understand the true meaning of active learning. They simply think that active learning means listening carefully in class and taking notes diligently, but once faced with problems, they are helpless, looking at teachers and textbooks in an attempt to find ready-made ones. On the surface, a series of students' behaviors (listening attentively, remembering carefully and remembering painfully) seem to be very busy and active in learning, but in fact, students' brains are in a "dormant" state, passively guided by teachers, and students are always in a passive position. So, how can students change this situation and put themselves in an active position?
2. 1 Changes in students' ideas
Students must correctly understand their position in learning, and must clearly realize that learning is their own business and mainly depends on themselves. Textbooks are only the basis for providing knowledge, and teachers are only the guides for their own in-depth study. Only through our own efforts can we truly understand the connotation and extension of knowledge, reveal the essence of things, find the internal relationship of knowledge, and get the best learning effect.
2.2 Good at self-motivation learning motivation
A person with strong learning motivation can have strong learning motivation and actively participate in active learning. There are four types of learning motivation: external motivation, the purpose of learning is to get some kind of reward (such as honor, bonus, praise, etc.). ); Social motivation, the purpose of learning is to let some people around you (such as parents, teachers, etc. ) happy; Achievement motivation, the purpose of learning is to reflect one's sense of superiority and gain a sense of value; Intrinsic motivation, the purpose of learning is to meet your emotional and intellectual needs in the learning process. From the first motivation to the fourth motivation, learners' learning goals gradually go from the outside to the inside, from paying attention to the learning results to the learning process, from "asking me to learn" to consciously "I want to learn", so as to achieve that I can learn and I can learn well. Therefore, students should be good at stimulating their learning motivation and urging themselves to actively and enthusiastically participate in the learning process.
2.3 Good at self-mobilization and active learning.
As mentioned above, initiative includes learning consciousness, interest and enthusiasm for thinking. Specifically, he said, the consciousness of learning includes that students can consciously determine learning goals, make learning plans, study learning methods, sum up experiences and lessons, realize problem-solving skills, organize lecture notes, establish cognitive structures, find problems and solve problems. Interest in learning means that students can get satisfaction from learning knowledge and solving problems, and are willing to immerse themselves in learning knowledge and solving problems. The enthusiasm of thinking means that students can face knowledge and problems with excitement and positive attitude, be good at discovering the internal relationship between knowledge, dig the rational knowledge behind perceptual knowledge, explore the law, know the truth, and be willing to find and solve problems independently.
3. How can teachers ensure students' dominant position?
Students occupy the main position in teaching activities and are the center of the whole teaching activities, but it does not mean that teachers are dispensable. In fact, the teacher is the organizer of all teaching activities and the external cause of students' subjective status. If classroom teaching is regarded as a play, students are actors and teachers are directors, of course, a play cannot be separated from actors. If there is no director and the actors let themselves go and do whatever they want, then the play will be chaotic; Only by properly handling the relationship between directors and actors can students' dominant position be guaranteed.
3. 1 Teachers should always remember that students are the center of classroom teaching.
We should shift our focus from "teaching" to "learning". Therefore, first, we should not only focus on the knowledge of teaching materials, but also consider students' knowledge status and existing ability level, carefully design methods and mobilize students' initiative in classroom learning; Teachers should fully believe that students have the ability to learn by themselves, so they should leave enough time for students to learn by themselves, discuss and discuss since the enlightenment's truth in classroom teaching. (3) Turn the lecturer into a mentor, never teach blindly with me as the center, and forcibly "inject" knowledge into the students' brains. Instead, we should mobilize all kinds of teaching methods, guide students to enter the teaching situation, use their brains, consciously and actively study knowledge and think about problems, attach importance to teaching students scientific learning methods, and inspire and guide the essentials of thinking in the process of transferring knowledge and skills; (4) homework should be allocated reasonably. Teachers should not force students into a sea of problems. Students should be encouraged to actively explore the internal and external relations of knowledge, explore the mysteries of experiments, establish a complete knowledge structure, and promote the development of knowledge processing from low level to high level.
3.2 Teachers should be good at guiding students and ensuring their dominant position.
Theoretically speaking, students should be in a dominant position in classroom teaching, but due to the long-term influence of traditional education, students often know nothing about it and are used to relying on teachers and superstitious textbooks. Therefore, teachers should be good at guiding students to know their dominant position, stimulating students' learning motivation, taking the initiative to learn and being the master of learning.
3.3 Teachers should be good at stimulating students' interest in learning.
Yang Zhenning, a famous physicist, famously said, "The real secret of success is interest". How to stimulate students' interest? In view of the confusion of students' concepts, the conflict scene of concepts is deliberately designed. For example, in physics teaching, students usually think that wood blocks float in water because of buoyancy, and iron blocks sink in water because of no buoyancy and little buoyancy. Therefore, the teacher can design an experiment to measure the buoyancy of suspended wood blocks less than that of sinking iron blocks. This scene conflicts with the original concepts in students' minds, prompting them to think positively and explore the reasons. Thereby generating a strong interest. The knowledge in general textbooks is usually the knowledge discovered by scientists long ago. Example: When studying the atomic model, after Rutherford's atomic structure model was completed, it was found that the classical electromagnetic theory could not explain Rutherford's model, and the research was in trouble. Teachers should not rush to tell students directly, but guide them. If you are a scientist, how to solve this contradiction? Give students enough time to think and discuss repeatedly, and put forward solutions to the problems: conduct further experiments to verify whether Rutherford's experimental conclusions are reliable, and if the experimental conclusions are established, modify the classical electromagnetic theory or explore new theories. This idea is exactly the same as that of the great scientist Bohr, which shows that students also have the temperament of scientists and can become scientists as long as they work hard. Teachers should strive to provide students with opportunities for success, make students' interest in learning stable and lasting, and also provide an effective learning environment, provide timely and powerful help when students are in trouble, so that students can enjoy the "joy of success" continuously. Stimulate, deepen and improve their interest.
3.4 Reform the teaching mode
Make full use of various teaching methods to arouse students' learning enthusiasm. In order to arouse students' learning initiative and ensure students' dominant position in classroom teaching, we must improve the teaching mode and methods: classroom time is mainly occupied by teachers and used by students, and students can fully read, think and try to solve problems only when they have enough time. It is beneficial to create a harmonious, democratic and active classroom atmosphere and create more environments for students to ask questions, answer questions, discuss problems and express their opinions. Change presentation teaching into guided learning or demonstration teaching. Presentation teaching is teacher-centered and tells his knowledge in the order of teaching materials. Although it has the characteristics of reflecting the continuity of teaching, it cannot encourage students to actively participate in teaching activities. The characteristic of guided learning teaching is to make students clear about the teaching purpose. Most of the teaching contents are self-study, mutual discussion and self-analysis within sufficient classroom time. Teachers just grasp the key and difficult points of the textbook, turn the key and difficult knowledge of the textbook into problems, and guide and organize students to discuss and demonstrate the problems. This teaching mode can not only make both teachers and students actively participate in teaching activities, but also form a relatively complete teaching concept, broaden and deepen the knowledge of teaching materials, and achieve the purpose of cultivating ability and developing thinking. Reforming the operating procedures of classroom teaching, the traditional teaching procedures (review, introduction, new lessons, consolidation and assignment) are actually teacher-centered teaching operating procedures. The task of students in the classroom is to listen, take notes and answer few simple questions. This procedure can only be used to impart knowledge, which is not conducive to the cultivation of ability and potential. To ensure students' dominant position, we must explore and reform the classroom teaching structure.
Today's education requires cultivating ability, learning to learn to live, learning to learn, learning to communicate and learning to cooperate. Developing potential and actively innovating has become the knowledge of educators, and ensuring students' dominant position in the classroom is the premise to realize the above knowledge. There is a lot of work to be done here, which requires us to proceed from the teaching practice, boldly explore, scientifically experiment, critically absorb the research results of predecessors, work together and forge ahead.