基于學(xué)生基礎(chǔ)有效教學(xué)

1、基于學(xué)生基礎(chǔ)有效教學(xué)在日常教學(xué)中，有些教師只按照教材進(jìn)行教學(xué)，而 忽略了學(xué)生的基礎(chǔ)，導(dǎo)致教學(xué)的針對性和有效性大為 降低，也沒有激發(fā)出學(xué)生的興趣。如一年級數(shù)學(xué)課中 “ 15的認(rèn)識”，“磁鐵”單元學(xué)生對磁鐵吸引鐵的物品等 性質(zhì)的認(rèn)識，學(xué)生的經(jīng)驗已經(jīng)非常豐富了，而教師還是 當(dāng)作學(xué)生不知道，使學(xué)生的學(xué)習(xí)在原來基礎(chǔ)上重復(fù)了 一遍。學(xué)生進(jìn)入學(xué)校學(xué)習(xí)時，腦中并不是“一張白紙”，他 們有自己的經(jīng)驗和一些初始認(rèn)識，這些已有的認(rèn)識和 經(jīng)驗，會影響他們對新知識的接受。心理學(xué)研究表明， 新知識的學(xué)習(xí)只有納入學(xué)生已有的認(rèn)知結(jié)構(gòu)后，才會 很好地被學(xué)生理解和掌握，因此教師的教學(xué)應(yīng)該遵循 這樣的規(guī)律。關(guān)于這個觀點，美國著名的

2、教育心理學(xué) 家奧蘇伯爾在他1978年出版的教育心理學(xué)：認(rèn)知觀 一書的扉頁寫道：假如讓我把全部教育心理學(xué)僅僅歸 納為一條原理的話，那么，我將一言以蔽之曰：影響學(xué) 生唯一最重要的因素就是學(xué)生已經(jīng)知道什么，要探明 這一點，并應(yīng)據(jù)此進(jìn)行教學(xué)?！毙W(xué)生學(xué)習(xí)科學(xué)的基礎(chǔ)包括知識基礎(chǔ)（科學(xué)前概 念）、能力基礎(chǔ)、學(xué)習(xí)習(xí)慣和態(tài)度、學(xué)習(xí)心理與價值觀 等。教師要想取得良好的教學(xué)效果，就必須清楚一定 年齡段的學(xué)生已經(jīng)知道了什么，懂得些什么，具備了怎 樣的能力，會做些什么；必須清楚哪些方面學(xué)生會學(xué)得 很快，哪些方面學(xué)起來比較困難等。教師不僅要預(yù)見 學(xué)生容易誤解的地方，也需要判斷知識的難易程度是 否適合學(xué)生的發(fā)展水平。在此

3、基礎(chǔ)上，及時調(diào)整教學(xué) 目標(biāo)，針對性地設(shè)計教學(xué)內(nèi)容，采取相應(yīng)的教學(xué)手段。學(xué)習(xí)使用酒精燈是常規(guī)的技能要求。課堂現(xiàn)實 是，當(dāng)學(xué)生要學(xué)習(xí)用酒精燈加熱的活動時，大部分學(xué)生 甚至不會劃火柴，一些學(xué)生好不容易劃著了火柴，又嚇 得立即扔掉。針對這種現(xiàn)象，某教師及時調(diào)整了教學(xué) 內(nèi)容和策略：先學(xué)習(xí)劃火柴和觀察火焰，再學(xué)習(xí)用酒精 燈加熱。教師先演示怎樣劃火柴，把劃著的火柴平放， 觀察火柴的火焰分層，讓學(xué)生消除緊張情緒。等到學(xué) 生熟悉了點火，消除了對火焰的恐懼之后，再繼續(xù)學(xué)習(xí) 教材上的內(nèi)容。經(jīng)過調(diào)整，這節(jié)課得以順利地進(jìn)行，并 且收到了很好的效果。:小車的運動”這個內(nèi)容中，學(xué)生在探究小車運動 與拉力大小的關(guān)系時，教師發(fā)

4、現(xiàn)學(xué)生其實都知道拉力 越大小車運動越快的結(jié)論，因為這是學(xué)生的常識，所以 這個活動對學(xué)生的吸引力不大，學(xué)習(xí)的價值也就降低 了。針對這個現(xiàn)象，如何讓學(xué)生在活動中更有興趣并深 入思維？教師可以借鑒項目式學(xué)習(xí)的要素，把驅(qū)動性的 問題調(diào)整為：如何讓小車精準(zhǔn)到達(dá)某個區(qū)域。讓學(xué)生去 解決問題，成功地激發(fā)了學(xué)生的探究欲望，使得他們學(xué) 習(xí)積極性高漲，學(xué)習(xí)的效果大大超出了教師的預(yù)期。學(xué)生學(xué)習(xí)的起點是先前已有的知識、經(jīng)驗、能力 等，終點是社會期望，中間有許多不同的發(fā)展水平。如 何在教學(xué)中達(dá)到針對性的教學(xué)和高效的結(jié)果，這是每 一個教師都應(yīng)該思考的問題。在教學(xué)前，教師要根據(jù) 教材內(nèi)容和學(xué)生實際情況，制定恰當(dāng)?shù)慕虒W(xué)目標(biāo)；

5、在教 學(xué)中，教師要根據(jù)學(xué)生的反應(yīng)和課堂教學(xué)的具體情況， 及時調(diào)整教學(xué)內(nèi)容和方法，確保更好地實現(xiàn)教學(xué)目標(biāo)； 在教學(xué)后，教師要反思自己的教學(xué)手段是否適合學(xué)生 的學(xué)習(xí)，以便及時改進(jìn)。教師關(guān)注學(xué)生的基礎(chǔ)，還包括關(guān)注他們是如何思 考的，他們的觀點是如何形成的，錯誤概念是如何改變 的，正確的觀念又是如何建立的，從而在教學(xué)中選擇學(xué) 生易于接受的學(xué)習(xí)路徑，建立新的學(xué)習(xí)范式。Effective Teaching Based on StudentsBasic KnowledgeIn the daily teaching, some teachers only teach according to the teac

6、hing materials, but ignore the basis of students, which leads to the reduction of the pertinence and effectiveness of teaching, and does not stimulate the interest of students. For example, in the first grade mathematics class, understanding of 1 5, magnet unit, the students understanding of the nat

7、ure of magnets attracting iron objects has been very rich, but the teacher still regard s the students as not knowing, so that the students learning is repeated on the original basis.When students enter school, their mind is not a blank sheet. They have their own experience and some initial knowledg

8、e, which will affect their accep - tance of new knowledge. Psychological research shows that the learning of new knowledge can only be well understood and mastered by students after it is incorporated into their existing cognitive structure. Therefore, teachers should follow this rule in teach - ing

9、. On this point of view, Ausubel, a famous American educational psychologist, wrote on the front page of his book Educational Psychology: cognitive view published in 1978: if I summarize all educational psychology into one principle, then I will say in a word: the only and most important factor affe

10、cting students is what they already know. To explore this point, and teaching should be carried out accordingly. The basis of primary school students learning science includes knowledge basis (pre scientific concept), ability basis, learning habits and attitudes, learning psychology and values, etc.

11、 If teachers want to achieve good teaching effect, they must know what students of a certain age have known, what they know, what abilities they have and what they will do; It is necessary to know which aspects students will learn quickly and which aspects are difficult to learn. Teachers should not

12、 only foresee where students are easy to misunderstand, but also judge whether the difficulty of knowledge is suitable for students development level. On this basis, adjust the teaching objectives in time, design the teaching content pertinently and adopt the corresponding teaching means.Learning to

13、 use alcohol lamp is a routine skill requirement. The reality of the clas sroom is that when students want to learn to use alcohol lamp to heat the activity, most of them cant even strike a match. Some students cant easily strike a match and are scared to throw it away immediately. In view of this p

14、henomenon, a teacher timely adjusted the teaching content and strategy: first learn to strike matches and observe the flame, and then learn to use alcohol lamp heating. First, the teacher demonstrates how to strike a match. Put the striking match flat and observe the flame stratification of the matc

15、h. Let the students get rid of the tension. When the students are familiar with the ignition, eliminate the fear of fire, and then continue to learn the content of the textbook. After adjustment, this class can be carried out smoothly, and received good results.In the content of car movement, when s

16、tudents explore the relationship between car movement and pulling force, the teacher finds that students all know that the bigger the pulling force is, the faster the car movement is. Because this is students common sense, this activity is not attractive to students, and the value of learning is red

17、uced. In view of this phenomenon, how to make students more interested in activities and in-depth thinking? Teachers can learn from the elements of project-based learning, and adjust the driving problem to: how to make the car accurately reach a certain area. Let the students to solve the problem, s

18、uccessfully stimulate the students desire to explore, make their learning enthusiasm rise, the effect of learning greatly exceeds the teachers expectation.The starting point of students learning is the previous knowledge, experience, ability, etc., and the end point is the social expectation. There

19、are many different levels of development in the middle. How to achieve targeted teaching and efficient results in teaching is a problem that every teacher should think about. Before teaching, teachers should formulate appropriate teaching objectives according to the content of teaching m aterials and the actual situation of students; In teaching, teachers