Question 1: What are the teaching and learning methods? Commonly used teaching methods in middle schools in my country include: lecture method, conversation method, discussion method, demonstration method, practice method, experimental method, etc. Learning methods include: independent learning method, inquiry learning method, cooperative learning method, etc.
Question 2: What are the learning methods for primary school students? Listen carefully in class, dare to speak boldly, be good at thinking, and study diligently and ask questions.
Question 3: What laws should primary school students learn? In fact, learning law for primary school students is mainly to enlighten them with legal knowledge, so that students can develop legal awareness and develop the awareness to abide by the law and protect themselves according to the law.
It is better for primary school students to simply study the following laws: Detention Law, Protection of Minors Law, Road Traffic Safety Law, Public Security Management Punishment Law, Commonly Used Parts in Civil Law, Commonly Used Parts in Criminal Law.
Learning content should be adapted to students’ cognitive abilities, and teaching methods should be flexible and diverse to make legal knowledge more accessible and easily accepted by students.
Question 4: Where is Zhejiang? Zhejiang is the old name of the Qiantang River.
The Qiantang River is formed by the confluence of the southern and northern sources.
The North Source originates from the east slope of Liugujian, the main peak of the Huaiyu Mountains in the southwest of Xiuning County, Anhui Province. Along the way, it receives tributaries such as Hengjiang River, Lianjiang River, Jinxian River, Wuqiang River and Shouchang River, and is called Xin'an River.
The Nanyuan originates from the northern slope of Qingzhidaijian in the south of Xiuning County, Anhui Province. Along the way, it flows into tributaries such as Jiangshan Port, Wuxi River, Lingshan Port and Jinhua River, and is called Lanjiang River.
Question 5: What are the teaching and learning methods of primary school mathematics?
Common teaching methods: lecture method, discussion method, question and answer method, demonstration method , practice method, reading guidance method, classroom discussion method
Common learning methods: independent learning, inquiry learning, cooperative learning
Question 6: What are the teaching methods and learning methods of primary school Chinese? Method, answer method (talking method), demonstration method, situational teaching method, emotional teaching method, teacher-student interaction method, reading method. Teachers first prepare lessons and master the teaching material content (specific knowledge), and then use oral language carriers in the classroom, using The method of imparting knowledge to students by teachers speaking and students listening is called the lecturing method. On the basis of first mastering the knowledge content of the textbook, the teacher in the classroom asks questions orally, and the students answer the questions orally. The teacher asks questions or uses language to inspire and guide the students to master knowledge and improve their understanding. This method is called the answering method or the conversation method. On the basis of mastering the teaching purpose and teaching content, teachers use visual teaching aids such as wall charts, models, and physical objects to make students think through observation and master knowledge through demonstration activities and teacher's language guidance. This method is called the demonstration method. ①Teaching method, as far as the purpose of teaching method is concerned, teaching method is to achieve the purpose of cultivating qualified talents by completing teaching tasks that enable students to master knowledge and skills, develop intelligence and physical strength, and form a certain world view, moral quality and personality. method. ②Teaching method, as far as its means is concerned, its basic means is knowledge. Teaching is to use knowledge to arm students, and to promote students' all-round development while imparting knowledge to students. Specific education has specific regulations on the knowledge used, which is mainly reflected in specific teaching materials. ③The application of teaching methods targets students and is a method to promote the all-round development of students. ④The users and controllers of teaching methods include teachers and students. Because teaching activities are bilateral activities between teachers and students, teachers and students are both the main subjects of teaching activities. They are both users and controllers of teaching methods and have active roles. It is just that teachers play a leading role in the activities of using teaching methods, and students' mastery of learning methods is reflected in the way of learning by cooperating with the activities taught by teachers.
Question 7: What are the specific teaching and learning methods for primary school Chinese? What are the new teaching methods for primary school Chinese teaching?
Dongguan Mayor An Dong’an School Ren Yidan
Chinese The fundamental purpose of teaching is to improve students' ability to "correctly understand and apply the language of the motherland" while promoting the overall development of people.
Today's Chinese language teaching focuses on understanding, that is, trivial analysis of articles, which results in misalignment of goals, offside requirements, and inadequate language learning. Therefore, based on reality, the intensity of learning Chinese should be shifted to the application link, and understanding can be promoted through application. To learn to use, we must pay attention to students' language practice activities, so that students can cultivate their language sense, learn to learn, develop good Chinese habits, and master basic Chinese learning methods in language practice activities. The new Chinese teaching syllabus also emphasizes accumulation and application, pointing out that "Chinese is the most important communication tool." Students must gain true knowledge in their own language practice activities, in language communication with teachers, classmates, society, and family. development.
In order to allow students' language practice activities to operate flexibly in Chinese teaching, I have made attempts in the following aspects:
1. Flexible organization of teaching
Traditional Chinese teaching usually involves teaching one text after another. Inspired by Teacher Xue Fagen’s “chunk teaching”, I try to downplay the strict boundaries between texts in middle and high-grade Chinese teaching and adopt the “unit-wide teaching method.” The texts in each unit are organized together because they have certain similarities. Teachers can use these similarities to focus on language training. When teaching, treat a unit as a text and start from the whole. First, let students read through each text freely, and then let students preliminarily understand the content of the text they like, and raise questions in a targeted manner, and then combine it with the unit The training focuses on organizing teaching, including word chunking, sentence chunking, paragraph chunking and writing style chunking, so that students can seek similarities and differences in various chunks, and gain internalization and accumulation. In this way, it not only improves the teaching speed and efficiency, but also increases the teacher's degree of freedom in handling teaching materials, reducing analysis and focusing on practice, so that students' language training can be fully implemented.
2. Well-designed questions
Einstein once said: "Raising a question is often more important than solving a problem." The famous Japanese teaching scholar Saito Yoshihiro even believes that teachers’ questions are “the life of teaching.” It can be seen how important "asking" is. But the teacher's questioning is an art. If the question is well asked, the students will want to say it and be able to speak it, thus achieving the purpose of understanding through application. Therefore, good questions should be asked in classroom teaching: First of all, the questions must be novel. The so-called "novel" means that teachers must be good at asking questions from a new perspective. Interested in seeking answers. For example, I often design in advance or randomly capture some controversial and challenging issues during teaching, so that they can clearly understand and argue thoroughly. Secondly, the question must have capacity. The questions raised by teachers should give students room for free play and encourage students to answer the teacher's questions from multiple angles, channels, and levels. Such as one question with multiple solutions, one question with multiple exercises, one question with multiple discussions, etc. Design questions on this basis should be inspiring. Combining the key points and difficulties of teaching, we carefully guide students to "what to say" and guide students to actively explore, actively think and clarify "how to say".
3. Create situations skillfully
Teachers create situations according to the meaning of the text, allowing students to comprehend, memorize and taste the language in a realistic way through performances, demonstrations and other activities, so as to make the situation more vivid. The setting and language training are organically combined and integrated, achieving the purpose of "education through entertainment, fun without playing". In class, I often randomly capture or deliberately set up some situations so that students can learn to use language unintentionally. After learning "Ivy's Feet", let the students introduce themselves to the habits and characteristics of the ivy using the "I" tone. Once in class, a small sparrow suddenly crashed into the classroom and could not fly out no matter how hard it flew. Now, the students' eyes followed the sparrow as it moved up, down, and right. So, I stopped teaching and simply let them watch. Finally, the sparrow stayed in the class for five or six minutes and flew out of the window.
The students also came to their senses, and I took advantage of the situation and made a free speech about how the sparrow flew into the classroom, how it flew in the classroom, and how it flew out of the classroom, as well as the students' performance, mood and opinions on the matter. , I found that several students who usually don’t talk much also have the desire to express themselves. After class, they also sent specific and vivid articles to me.
4. Create a relaxed atmosphere
Birds need a broad and high sky to fly high; students need a free and relaxed atmosphere to express themselves. Relevant research shows that students' thinking activities and emotional participation are closely connected.
When students’ emotions are at a positive level...gt;gt;
Question 8: What are the common teaching methods for teaching and learning primary school mathematics: teaching method, discussion method, question-and-answer method, Demonstration method, practice method, reading guidance method, classroom discussion method
Common learning methods: independent learning, inquiry learning, cooperative learning
Question 9: What teaching methods are there for primary school Chinese to learn French? Teaching methods
(1) Reading method (reading aloud, silent reading, reciting)
(2) Teaching method (narrating, explaining, commenting, lecturing, retelling, reading, practicing, Storytelling);
(3) Dialogue method (question and answer, conversation, discussion, debate)
(4) Practical method (observation, investigation, interview, visit, experiment, inspection, Examination, games, communication, travel, internship, apprenticeship, practice, homework, etc.)
(5) Audio-visual teaching method (camera, slide projector, projector, tape recorder, radio, television, film, video camera, voice experiment (practice, computer, network, multimedia)
(6) Research method (problem-solving method; subject-exploration method; experiment-demonstration method)
(7) Self-study method (self-study method) ―Counseling type) (Lu Zhongheng, Wei Shusheng)
(8) Examples of other education and teaching methods:
1. Language-sensing teaching method (Hong Zhentao, Wang Shangwen)
2. Thinking teaching method
3. Emotional teaching method (Yu Yi)
4. Case teaching method (Genschein, Krafki)
5. Instruction teaching method (Cai Qingcheng)
6. Situational teaching method (Li Jilin) ??
7. Guided reading teaching method (Qian Menglong)
8. Target teaching method (Bloom)
9. Feedback teaching method (Liu Xianguo)
10. Problem teaching method (Dewey, Mahmudov)
11. Appreciation teaching method
12. Activity teaching method (Dewey)
13. Point-to-point teaching method
14. Pleasure teaching method (Shanghai First Normal School Affiliated Primary School, etc.)
15. Successful Teaching Method (Shanghai Zhabei No. 8 Middle School)
16. Holistic Teaching Method (Cha Youliang)
17. Cooperation Teaching method (Slavin of the United States, Amonashvili of the former Soviet Union)
18. Heuristic teaching method ("Xue Ji", Bai's attempted teaching method) (Qiu Xuehua)
19. Design teaching method (Kerberkur)
20. Discovery teaching method (Bruner)
21. Innovative teaching method (Osborne, Guilford, Tao
22. Differentiated teaching method (*** building)
22. Unit teaching method
23. Comparative teaching method
24. Program teaching method (Plessy, Skinner)
25. Intuitive teaching method
26. Graphical teaching method (Wang Songquan)
27. Suggestion teaching method (Lozanov)
28. Competition teaching method (Luo Shugen)
29. Big Chinese teaching method (Zhang Xiaochun)
30. Non-directive teaching method (Rogers)
31. Mastery learning teaching method (Bloom)
32. Dalton teaching method (Burkehurst )
33. Meaningful Learning Teaching Method (Ausubel)
34. Transfer Teaching Method (Ma Xinlan)
35. Try teaching method (Qiu Xuehua)
36. Study-guided teaching method (Xu Changchen)
Question 10: What are the suitable
Laws studied by primary school students? I suggest you go to a bookstore and buy a book on the popularization of children's law. However, I personally feel that it is better to provide more traditional education. Many things in the law are suspected of depriving children of their innocence.