基于学生基础有效教学

1、基于学生基础有效教学在日常教学中，有些教师只按照教材进行教学，而 忽略了学生的基础，导致教学的针对性和有效性大为 降低，也没有激发出学生的兴趣。如一年级数学课中 “ 15的认识”，“磁铁”单元学生对磁铁吸引铁的物品等 性质的认识，学生的经验已经非常丰富了，而教师还是 当作学生不知道，使学生的学习在原来基础上重复了 一遍。学生进入学校学习时，脑中并不是“一张白纸”，他 们有自己的经验和一些初始认识，这些已有的认识和 经验，会影响他们对新知识的接受。心理学研究表明， 新知识的学习只有纳入学生已有的认知结构后，才会 很好地被学生理解和掌握，因此教师的教学应该遵循 这样的规律。关于这个观点，美国著名的

2、教育心理学 家奥苏伯尔在他1978年出版的教育心理学：认知观 一书的扉页写道：假如让我把全部教育心理学仅仅归 纳为一条原理的话，那么，我将一言以蔽之曰：影响学 生唯一最重要的因素就是学生已经知道什么，要探明 这一点，并应据此进行教学。”小学生学习科学的基础包括知识基础（科学前概 念）、能力基础、学习习惯和态度、学习心理与价值观 等。教师要想取得良好的教学效果，就必须清楚一定 年龄段的学生已经知道了什么，懂得些什么，具备了怎 样的能力，会做些什么；必须清楚哪些方面学生会学得 很快，哪些方面学起来比较困难等。教师不仅要预见 学生容易误解的地方，也需要判断知识的难易程度是 否适合学生的发展水平。在此

3、基础上，及时调整教学 目标，针对性地设计教学内容，采取相应的教学手段。学习使用酒精灯是常规的技能要求。课堂现实 是，当学生要学习用酒精灯加热的活动时，大部分学生 甚至不会划火柴，一些学生好不容易划着了火柴，又吓 得立即扔掉。针对这种现象，某教师及时调整了教学 内容和策略：先学习划火柴和观察火焰，再学习用酒精 灯加热。教师先演示怎样划火柴，把划着的火柴平放， 观察火柴的火焰分层，让学生消除紧张情绪。等到学 生熟悉了点火，消除了对火焰的恐惧之后，再继续学习 教材上的内容。经过调整，这节课得以顺利地进行，并 且收到了很好的效果。:小车的运动”这个内容中，学生在探究小车运动 与拉力大小的关系时，教师发

4、现学生其实都知道拉力 越大小车运动越快的结论，因为这是学生的常识，所以 这个活动对学生的吸引力不大，学习的价值也就降低 了。针对这个现象，如何让学生在活动中更有兴趣并深 入思维？教师可以借鉴项目式学习的要素，把驱动性的 问题调整为：如何让小车精准到达某个区域。让学生去 解决问题，成功地激发了学生的探究欲望，使得他们学 习积极性高涨，学习的效果大大超出了教师的预期。学生学习的起点是先前已有的知识、经验、能力 等，终点是社会期望，中间有许多不同的发展水平。如 何在教学中达到针对性的教学和高效的结果，这是每 一个教师都应该思考的问题。在教学前，教师要根据 教材内容和学生实际情况，制定恰当的教学目标；

5、在教 学中，教师要根据学生的反应和课堂教学的具体情况， 及时调整教学内容和方法，确保更好地实现教学目标； 在教学后，教师要反思自己的教学手段是否适合学生 的学习，以便及时改进。教师关注学生的基础，还包括关注他们是如何思 考的，他们的观点是如何形成的，错误概念是如何改变 的，正确的观念又是如何建立的，从而在教学中选择学 生易于接受的学习路径，建立新的学习范式。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