On changing the teaching style to stimulate interest in learning - On Language teaching innovation ability（改变教学方式激发学习兴趣,语言教学创新能力）.doc

1On changing the teaching style to stimulate interest in learning - On Language teaching innovation abilityAbstract: teach students to question, discover, create, this spirit of innovation for the students is essential to stimulate the students to question the sense of excitement is to stimulate innovation and the starting point, students found the ability to challenge is to develop innovative The key to protecting the enthusiasm of students seeking the suspect is to develop innovative means necessary. Keywords: language teaching question that protect innovation Galileo scientists said: ‘You can not teach people anything, you can only help them to discover.’ Teach students to question, discover, create, this spirit of innovation for the students is essential. People Creativity can not be generated out of thin air, and problems to be catalyzed by the interest from. language teaching, the traditional ‘injection’, ‘Man Tangguan’ teaching method has been thrown into the dustbin of history we 2have a new ‘discussion’, ‘heuristic’ and activate a variety of teaching methods is our classroom. and I found that in practice, in order to make these teaching methods to be successful, must be protected first and foremost condition is to stimulate interest, foster awareness and ability to question the staff. First, to stimulate students to question the excitement of starting point is to stimulate innovation The innovative spirit of students, classroom asked the question whether there is a very important role that the general high school students, the language could be easily understood, seems to be no problem. In view of this phenomenon, teachers should use the ‘problem’ to stimulate their understanding. Asked the question is depth of the ladder, is triggered by the introduction, is the consciousness of the opportunity the teacher asked the question every high-quality, it will be like a stone toward the calm water, ripples stirred up thinking of the students. What is the optimization of the classroom to ask questions? One must have integrity. Questions should focus on the learning objective requirements, the 3problem is concentrated in those ‘indeed affect the whole body,’ the key point, in order to facilitate focused and overcome difficulties. The second is to appropriate, timely and appropriate. is a question appropriate to the actual phenomenon or should have knowledge, experience-based, that meet the student’s intelligence level, degree of difficulty of problems, timely good time is to require teachers to grasp the issues raised so that students can ‘jump jump, the peaches,’ and achieve the purpose of doubts. amount is to streamline the number of questions, direct people focus. three should be instructive, this question is to optimize the key heuristic teaching, not simply The questions and answers, but to require teachers to be good at the creation of problem situation, the text itself, the conflict with the existing knowledge, experience conflict between the questions designed as a breakthrough, so that students can not simply use existing knowledge, habits and methods to solve problem, which led students to think. four have predictability. questions in advance to be able to answer students may think of the content, can be sensitive to the capture and reply promptly to correct 4students errors or inaccuracies in the content and way of thinking of the defect. five have flexibility in practicing reading about various aspects of the meeting can ask questions or problems with, but also the spirit of slack in the students, use questions to focus students’ attention method, but also interspersed with a variety of flexible teaching methods. Second, students questioned the ability of the key is to develop innovative Students rich in fantasy, there is a strong curiosity, like a variety of issues raised, like some of the problems arose from it through debate, discern right and wrong, students interested in the problem, identify problems and help mobilize their enthusiasm. For example, in the <> a class, many students designed for the end of Maupassant lovely, but some students said the objection that this kind of thing too hung up, did not happen, I ask students to find from the text According to reasoning. appreciate that: 1. By the necklace, the Buddha to think Lady Day, ‘of course’ a promise, 2. Find a necklace, the jewelry store owner said, ‘This is not my necklace hang sell, I sold the box’, 3. Also 5necklace, the Buddha to his wife even thought the box section, did not open. Illustrates these three details: the author has been suggesting that the original this necklace is a fake does not believe is perspicacious analysis from three aspects: 1. If false, road tile Why not tell his wife planted? 2. Mathilde never seen real diamonds, clubs have not seen people on the true? 3. Lady Buddha Festival to think so rich, why she want to buy fake diamonds to wear? These two very good question, 。