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A new approach to learning content
一 新型学习方式的内容
Language courses should be fully stimulate students' sense of initiative and entrepreneurship, promote autonomy, cooperation and explore ways of learning.
语文课程应充分激发学生的主动意识和进取精神，倡导自主、合作、探究的学习方式。
1 create situations induce awareness http://www.ukassignment.org/uklunwen/
1.创设情境，诱发感知
Situational teaching is to create an atmosphere, an important condition for perception, only by constantly creating situational teaching to stimulate students' enthusiasm, change from passive to active, students can become masters of learning.
情境教学是营造氛围，获取感知的重要条件，只有不断创设情境教学，激发学生学习的积极性，变被动为主动，学生才能成为学习的主人。
Affective situational teaching is to stimulate students' emotional characteristics. It can motivate students to actively participate in learning. "Knowledge has a context, and is being applied to culture, the back portion of the product and the activities of knowledge through activities in situations arising." Therefore, situational teaching, teachers must be supportive of students learning situations.
情感型情境教学是以激发学生情感为特性的。它能激励学生主动参与学习。“知识具有情境，而且是被应用的文化，背影及活动的部分产物。知识是在情境中通过活动而产生的。”因此，情境教学中，教师必须为学生的学习提供支持性的学习情境。
For example, the "Venice of the boat" is a prose description of the scene. Venice is located in north-eastern Italy, is the world famous floating cities and resorts, the reader all by Mark Twain described in meticulous observation and wonderful exotic to attract. In teaching this lesson, the teacher should be tightly around Venice boat characteristics and functions, involving the entire section classroom visual image, each segment section forming a chain of emotional thinking.
(2) to stimulate interest and develop thinking
For example, teaching "ivy feet" a lesson, according to the group training focus should be heavy and difficult to grasp the lesson "ivy foot foot foot how to climb the" teaching. The first step for students to read the text with a problem, the initial perception ivy position, shape, color; the second step, so that the characteristics of students according to ivy feet, drawing their own practice, to guide students to understand what kind of ivy feet of ; The third step is to produce in-kind - ivy feet, so that students actually perceive ivy foot impression; fourth step, students read about climbing ivy what sentence to identify key words for his presentation how to climb .
Such a "perception - cognition - then perceived - and then cognitive" process, through different methods to stimulate students' interest in learning to mobilize the learning initiative, students in a relaxed, pleasant atmosphere to solve the Teaching heavy and difficult, better complete the task of teaching.
3 guide students to firmly grasp
Guiding students to master learning methods for students to acquire knowledge of the key. "Give a man to fish, rather teach him to fish." This is an ancient saying. Teaching is not only to teach students knowledge, more important is to teach students to learn ways to make students in learning to understand how to master learning methods, learn to change will learn.
Like the former Soviet educator Markov "is not to take the results obtained to teach people how to get results but take way to teach people" saying tells us: teachers in teaching, pay attention to the study of law guidance.
4 practice, the use of migration
For example, "I love the hometown of Bayberry" this text's third lesson, teaching materials should be combined with the group's training focus - "around a mean written piece." First, students understand where bayberry particularly likable, how is the specific text to write. Under the guidance of teachers, students and self-learning through cooperation and exchange, and soon understood the text by describing bayberry fruit shape, color, taste, write bayberry fruit cute. And then to train students in listening, speaking, meeting during the process of exchange commentary, enjoy good word Sentences, experience things around a mean to write clear wording, conditional, then you can show in-kind, so that students in hands-on touch , moving mouth taste of careful observation, expand the rich imagination, according to the text describing methods bayberry fruit, choose a favorite fruit for their own observation, parodies. After the completion of small Lianbi, so that students in small groups share their assignments, and discuss, modify. Finally, the group recommended length masterpiece in class exchange, teachers and students to Comment. Enable students to grasp the writing methods in the classroom and timely use, but also to experience the fun of their own success.
Two new way to learn how to build
How to make every student autonomy in learning, as researchers do? I think we can achieve through the following points.
1. Creation game fun
Confucius said: "Those who know not as good." To guide students in their own learning, the first to arouse the enthusiasm of students to participate. Pupils with curious, active, inquisitive exploration psychological, can induce the creation of the game fun for students to learn as a self-knowledge needed to stimulate the desire to learn. For example, teaching "magnet" a lesson, the author designed the "magnet to find a friend", "skillfully taking nails" and other games, the integration of learning and playing together, so that students in fun activities to experience and explore the knowledge so desire participation in learning. If students play "skillfully taking nails" game, the game requires them can not be drained in a glass of water, do not use clips and other things to gripping nails. Students study what can be separated according to the magnet iron absorption properties, in order to find a way to remove the nails.
(2) the creation of cooperative situations
For example, to explain the "hot How is it spread," the science topics, the first students to create life situations: Every team placed the glass on the table
Stainless steel cups, cups, plastic cups, four cups of different materials, each cup was poured on the hot water, allow students to touch the cup wall, cup handle, talk about feelings, and then the students' different feel to ask questions: "Heat is How does it spread? heat transfer ability of different objects, like you? "Finally, the class nature of the exchange, in an atmosphere of access to scientific inquiry concluded: Heat is hotter objects spread along one end of the cooler end, a phenomenon called thermal conduction. This link is leaning student teachers to engage in scientific research, from asking questions to make assumptions, through cooperative experiments, analyze verification, group interpersonal exchanges, to find the correct answer to a problem, not only makes between teachers and students, between students and students Contact information and feedback to the multi-level multi-up launched, expanding the classroom time and space, students' active participation in learning initiative also greatly improved, classroom teaching and therefore no longer appear to be forgotten and neglected corners.
3. The creation of operating scenarios
Science Applications operational issues should be emphasized the role of teaching students to be given maximum autonomy, primary school teachers should be based on cognitive characteristics and the characteristics of scientific knowledge itself, conscious of providing students with hands-on scenarios, so that the classroom is a positive willing to explore the ordered state. Students are guided in a manner similar to scientific research, the use of a range of thinking strategies to actively acquire knowledge, application of knowledge, problem solving, consolidate and practice-related knowledge and skills, develop thinking skills.
In short, only focus on the students involved in their own learning enthusiasm, so that they can make their behavior self-selection, in order to promote its dynamic psychological development, so as to further mobilize students to participate in self-learning initiative, everyone become researchers.
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