1. Make full use of teaching materials and adopt flexible and diverse teaching methods
Textbooks only provide teachers with an idea and a model. The new curriculum advocates teachers to process teaching materials creatively, use teaching tact to conduct reflective teaching, and improve the adaptability of teaching situations and the rationality of teaching practices.
Therefore, when preparing lessons, teachers must accurately grasp the scientific system and logical structure of the teaching materials, grasp the key and non-key contents of the teaching materials, and grasp the difficulties and doubtful points of the teaching materials. Then reorganize and integrate the teaching content, select better content for deep processing of the teaching materials, and adopt flexible and diverse teaching methods based on the teaching materials to seek novelty and novelty. In our classroom teaching, the teaching methods should be as diverse and lively as possible. Narration, reading, discussion and other forms are carried out alternately, and every effort is made to make students feel new in the learning process. New ideas can excite students and make them feel the beauty of the learning process, just like walking into a garden in full bloom and smelling the fragrance of flowers everywhere. Teachers must find ways to make every class full of new ideas. For example: when telling fairy tales, students can perform a performance; when talking about poetry, poetry recitations can be held in the classroom; when extensive reading of texts can be mixed with audio and video recordings, etc. This teaching method will bring endless fun to students and arouse their strong interest in learning.
2. Pay attention to the process and promote group learning
The curriculum reform advocates group cooperation learning. Group cooperative learning has highlighted many advantages in the curriculum reform. However, I found that in teaching, some Chinese teachers regard group cooperative learning as a way to "activate the classroom." The class was lively, but after the excitement, some problems emerged: such as "excessive but not refined", "learning but ineffective" and so on. So how to make group cooperation truly effective and allow students to truly collaborate in learning? First of all, we must conduct an in-depth and overall study of the teaching materials to eliminate unnecessary cooperation that is cumbersome, complicated, or easy to understand. Secondly, we must clearly define the goals of collaborative inquiry and have a clear division of labor in the group.
Teachers must first assign group members, group leaders, and division of labor among group members, so that every student has something to do during group learning