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一、实施“研学后教”的教育理念,变教师举例过程为学生收集材料和自主研学过程传统的思品教学中,教师在讲解重难点知识时,都会力求引用很多不同的、生动的事例。但是这些事例只是符合教师的思维实际,不一定适合学生的生活实际。学生在学习过程中只是被动地接受,学生的思维被限制在教师教学设计的条框之中,不能主动生成知识。笔者在讲授新的教学内容之前,在研学案的设计中会严格根据教学目标,设置成学习目标,然后让学生自主收集材料和课堂上小组合作完成各个学习目标。也就是抓好学生预习和课堂上研学这两个环节,让学生在预习过程中自己了解掌握知识、自己思考问题、自己提出问题、自己找出解决问题的方法,使学生做到“会读、会思、会
First, the implementation of ”post-graduate teaching" concept of education, change the teacher process for the process of collecting materials for students and independent research process of traditional thinking teaching, teachers in the heavy and difficult to explain knowledge, will seek to cite a lot of different, vivid case. However, these cases are only in line with the teacher’s thinking reality, not necessarily suitable for the actual life of students. Students in the learning process is only passively accepted, the students’ thinking is limited to the teaching of teachers design, can not take the initiative to generate knowledge. Before teaching new teaching content, the author will set the goal of learning strictly according to the teaching goal in the design of the research project, and then let the students collect the materials independently and collaborate with each other in the classroom to accomplish all the learning objectives. That is, do a good job of students preview and classroom research these two aspects, so that students in the preview process to understand their own mastery of knowledge, think about their own problems, put forward their own problems, find ways to solve the problem so that students do Will think, will