On the live learning to learning activities（在生活学习学习活动）.doc

1On the live learning to learning activitiesTeachers should consistently pay attention to mobilizing the enthusiasm of the students, guide students to actively participate in teaching the whole process, that is, teachers teach ‘live’, good at creating a learning space, to give students more opportunities for independent study, students learn that ‘live’, so that the ability of students improved, intelligent be developed. Here’s something to talk about this issue a little of their teaching experience. First, to stimulate interest and motivation for students to learn a Stimulate interest in learning a lesson is the key teachers to in-depth study materials, to find a breakthrough, find out the meeting point, to capture opportunities, based on student characteristics, flexible change the angle, the creation of rich teaching situation, and to introduce students to situations, so attractive to students learning, germination of curiosity, to attract students to take the initiative to explore the issues, for example, in teaching ‘the plot of the 2approximate’, the first design of an example: my mother go to farms to buy food, garlic 3.2 yuan per kilogram, to buy 1.28 kg. Please help calculate the mother how much to pay? students easily obtained: 1.28 * 3.2 = 4.096 yuan, the number of students to see this moment I do not know how to pay, how much to pay. Teachers to take this discussion to students because the students thought that the problem often encountered in real life, would like to find out how to pay in the end, so they will actively take the initiative to explore, to learn some very strong interest in learning. Second, a clear goal, a direction for students to learn Teaching goals must be specific, in order to enable students to learn to hold their own direction, self-control the rhythm of learning, teachers should first carefully study materials, accurately grasp the material, will be teaching in general education objectives into a concrete knowledge elements. such as ‘cross-denominator fraction addition and subtraction,’ one of the goals is to master the teaching different denominator fraction addition and subtraction algorithms, an objective 3that students unable to start, students need to translate into specific objectives: 1, with the denominator of the fraction addition and subtraction do you calculate ? 2, you can not be converted into different denominator with the denominator score? According to what? 3, do you think different denominator fraction addition and subtraction how to calculate? Try by the target into a series of questions, not only to the student’s thinking target layers forward, consciously seek solution to the problem, but also to enable students to understand the link between knowledge and use of new and old to learn new knowledge and methods to improve the ability to solve problems. Third, a free hand, so that students have the opportunity to learn Student learning is a process of self-creation and absorption of the teacher in the classroom teaching should be based on student’s cognitive level, students take the initiative to explore the creation of atmosphere through discussion among students, operation, questions to explore and discover the laws, active learning. For example, in teaching 4‘parallelogram of area’, the teaching process can be designed as follows: first, to produce learning methods, come up with their own paper parallelogram think there is any way to find the area of ??a parallelogram? then the actual operation, group discussion. Then guide the observation, makes up the rectangle drawn and the relationship between the original parallelogram, and thus derive the formula for area of ??a parallelogram and finally report on learning so that the whole teaching tutorial, derived both clarify thinking, to consolidate the formula, but also training students language skills to enable students to participate throughout the process of knowledge formation. Links to free download 。