How to implement participatory teaching well

Teachers, students and teaching materials are the three elements of participatory teaching, and teaching materials are the intermediary, which plays a vital role in "teaching" and "learning". "Participatory" teaching is guided by innovation, development and change. Take "student-centered, activity-oriented, equal participation" as the basic concept. Advocate the close integration of teaching in various disciplines with social life and practical experience. This advanced teaching method should be implemented in classroom design and operation, and its important sign is that teachers are not "teaching" textbooks, but "designing" textbooks.

First, the design of import.

"A good beginning is half the battle." The success of a class activity is closely related to the introduction. According to different teaching contents, design different lead-in methods:

1. scene performance import.

In the teaching of the second volume of the first-grade textbook "How many application questions are there", let the students wear the hoods of the little black rabbit and the little white rabbit to perform the performance of finding friends, and then write application questions according to the number of the little black rabbit and the little white rabbit and the situation of finding friends:

(1) Little black rabbits 12, 6 small white rabbits. How many are there in a * *?

(2) Black rabbits 12, 6 white rabbits. How much is the little black rabbit more than the little white rabbit?

(3) Little black rabbits 12, 6 small white rabbits. How many white rabbits are there than little black rabbits?

Introduce new courses according to the above three questions.

2. Game import.

Games are children's favorite activities. When it comes to games, they are naturally excited. For example, when teaching "hand-made" art in senior one, let students play a game of "rock, paper, scissors" first. After the game, the teacher asked, "What did you use when you played the game?" Student: (Hands) Teacher: Yes, our little hands are very clever. They can not only play all kinds of games, but also fold all kinds of things, which leads to the theme-handcraft.

3. Clever suspense introduction.

According to the characteristics of the subject content, suspense can be introduced: for example, when teaching the second grade Chinese "I want a gourd", the teacher said, "At first, the small gourd was cute, but later it all died and fell off. Do you want to know why? You will know after learning this text. " Then write on the blackboard.

4. riddles are imported.

For example, in the first lesson of "Comparing Tails", the teacher said: Today we will have a riddle guessing contest to see who can guess correctly and quickly. "Red flowers are worn on your head, colorful clothes don't need to be cut, and a song is sung in the morning, which has reached thousands of households." (Rooster) "Long ears, short tail, only eating vegetables, not eating." (Rabbit) ... Dress the students who have guessed the riddle. And asked, "Students, do you know what these animals are doing together?" Convenient introduction is better than tail.

Second, the design of teaching activities.

Design teaching activity is the most important link in teaching design, and whether the activity is novel or not is directly related to the quality of classroom teaching. Therefore, we must design some activities that students are interested in and actively participate in according to the differences of students in the class and the classroom teaching concept of "student-centered, activity-oriented and equal participation".

For example, when teaching "Understanding of 0", a teacher designed such an activity: several students threw ping-pong balls into cups. After throwing the ball, the number of ping-pong balls in the cup is represented by numbers, and the number of ping-pong balls that have not even been thrown in the cup is represented by "0". This activity not only interested the students, but also made them understand the meaning of "0", which means there is not even one.

When teaching the subtraction of 10, the teacher designed a clapping song activity.

You shoot one, I shoot nine, and we are all good friends.

You shoot two, I shoot eight, and make the right game laugh.

You shoot three, I shoot seven, and the game will be studied together.

You clap four, I clap six, and everyone speaks mandarin together.

You shoot five, I shoot five, and the number of two is unambiguous.

A teacher used the method of rolling dice when practicing the addition and subtraction of numbers less than 12. Each teacher rolls the dice twice and adds up the scores twice. Labels of toothpaste, bubble gum and other things are posted in the classroom of the teaching corner, so that students can feel the shopping process personally. Really understand the source and life of mathematical knowledge, there is mathematics everywhere in life, and feel the fun brought by mathematical knowledge.

Another teacher, in order to consolidate the achievements of classroom teaching, compiled the new lesson into a textbook drama and performed it. Some textbooks are written under the guidance of teachers, while others are written and performed by students themselves. For example, after learning "It's going to rain" and "Looking at the sky from the well", under the guidance of the teacher, a textbook drama was specially performed with a class schedule, and teachers and students made headdresses and music together, which consolidated the teaching results, narrowed the distance between teachers and students and shared happiness. The performance is to pull the classroom desks into a round table.

Third, how to design exercises.

The purpose of the exercise is to enable students to master and consolidate what they have learned and improve their comprehensive problem-solving ability. Therefore, teachers can achieve good results through careful design in practice.

The design of exercises should be designed according to the needs of different students in order to obtain different mathematical development.

The practice in classroom teaching is an intensive practice of classroom teaching content, so the practice questions are designed according to the content of teaching materials. In order to improve learning interest, we can design game exercises and performance exercises. For example, in the second grade literacy teaching, games such as "picking apples", "picking mushrooms" and "finding friends" are adopted, which not only consolidates new words, but also cultivates students' awareness of active participation. For example, when teaching formulas, a game of "rolling dice" is designed in practice, and students can remember oral decisions through the game. Practice the design in the form of "grabbing the red flag", "climbing the pagoda" and "connecting". Make students consolidate the content of this lesson and develop their thinking.

1. targeted exercises.

Targeted exercises aim to guide students to solve cognitive biases and difficult problems in the process, distinguish the similarities and differences of knowledge, and thus better understand and master knowledge.

Typical mistakes in classroom learning and mistakes in exercise books are the best problems. These mistakes are classified into targeted exercises. Doing this work well is one of the keys to improve the quality of review class.

Design targeted exercises, which can be compared and discussed by students in the form of comparison questions, analysis questions and true and false questions, so as to understand the causes of errors and make clear the solutions.

2. Comprehensive practice design.

The design of comprehensive exercises is to guide students to understand the context of knowledge development and reconstruct the knowledge system. The design of comprehensive exercises is often used in the teaching of Review and Arrangement.

3. The design of developmental exercises.

Outward bound exercises aim at cultivating students' comprehensive ability to use knowledge to solve problems. Practice should be oriented to all students, which has the value and space to develop students' thinking and innovative spirit. The design forms of this kind of exercises are mostly open questions and thinking questions. For example, after teaching multiplication formula in the second grade, design the topic of "small shop":

Lock: 3 yuan toy car: 6 yuan toy plane: 6 yuan magnifying glass: how to use 3 yuan Xiaoming 15 yuan? How many kinds of goods can I buy? After discussion, the students found that < 1 > 5× 3 = 15 (yuan) 3×5= 15 (yuan) can buy three locks and five magnifying glasses. < 2 > 6+6+3 = 15 (yuan) can buy a toy car, a toy plane and a magnifying glass. < 3 > 6× 2+3 = 15 (yuan) can buy two toy cars and a lock. This will help to develop students' thinking and innovative spirit. )

It can also be designed as an interesting fill in the blanks: 4 chickens have () legs; Eight puppies have () legs; Five pigs have () ears; Seven geese have () legs; Six frogs have eyes, etc. This practical exercise design can not only make students remember the multiplication formula, but also increase their interest in learning, with high learning efficiency.

Students are very interested in these activities. Through practice, it is found that students who are usually unwilling to participate and are naughty are particularly prominent in such activities. Through activities, teachers really discover their own potential, which is conducive to the development of students' personality. The new curriculum requires our teachers to gradually change from the role of "educator" to the role of "scholar and researcher", which is a test and a challenge for our teachers. We should meet the challenge with full enthusiasm and positive attitude.