Second, information acquisition and processing: knowledge of safety laws, learning of various management systems of factory safety production, operating procedures of various types of work, and introduction of factory managers and masters; By learning and understanding relevant safety knowledge, consciously abide by relevant regulations and strictly implement operating procedures.
Third, professional awareness: strengthen safety awareness and firmly establish their own responsibilities.
How to guide students to question "learning is in thinking, thinking is in doubt." If you have doubts, you will think, and thinking will yield. In classroom teaching, teachers should encourage students to ask questions actively. Inquiry, as its name implies, is to ask questions and ask people to answer them. Children are naturally curious and ask more questions. Teachers should actively guide and create a space and atmosphere for autonomous learning as much as possible, so that they can think hard, ask questions and solve problems in reading. "Problem is the source of creation, and doubt is the mother of creation." Questioning is the golden key to open students' thinking, which plays an important role in cultivating children's ability to discover, analyze and solve problems and learn to read independently. Small-class classes advocate children's personality thinking and personality publicity. Encouraging students to ask questions, solve problems and express their opinions in class can open up and develop students' creative thinking, cultivate their innovative spirit of dare to think, dare to say, dare to ask and dare to argue, help to remember knowledge and greatly improve classroom teaching efficiency. How to activate students' thinking, inspire them, let them read independently and learn to question? I think we can try it from the following aspects: first, democracy and equality, I dare ask. In classroom teaching, teachers should consciously and systematically provide students with more opportunities to ask questions, fully respect students' dominant position, encourage students to dare to express their opinions, ask questions if they don't understand, find questions while reading, and form the habit of thinking and asking questions. In the classroom, teachers should treat every student with an equal attitude, greet every question with a kind smile, and strive to create a democratic, equal and relaxed classroom questioning atmosphere, so that questioning becomes the inherent demand of students when they study. Second, there are rules in teaching, which I will doubt. Pupils are willing to think and dare to ask questions in class, but some students are not of high quality and can't get to the point. There is a doubtful question here. Where do you start? How do you doubt it? Teachers should teach students all kinds of effective questioning methods, so that students can learn to ask valuable and difficult questions in the learning process. In teaching, students should be encouraged to explore any questions, or put forward different opinions, or even ask questions that other students or teachers can't think of at the moment. This is the key to learning to question. Sometimes students ask a wide range of questions, which seems to be "many and miscellaneous". At this time, teachers should organize students to discuss which questions are well asked, which are irrelevant, and which are not the content and focus of the textbook, and guide students to gradually change from "many but miscellaneous" to "few but refined". As long as the guidance is correct, students can find things and gradually learn to question. Students can be guided to ask questions from topics, from the excavation of concept connotation and extension, from the key and difficult points of textbooks, from contradictions, or from different angles. Third, the scholarly classroom, we discuss. In class, because there are many students in the class, I divide into study groups to let students ask each other questions. In group activities, listen attentively to other people's speeches, think while listening, and then express your own opinions, dare to express yourself and cooperate with each other in a friendly way. Every student strives to be a small teacher to test each other, so that students can discuss each other's doubts in groups, cooperate to solve them, and promote the combination of learning, thinking, asking and understanding. In this way, students are interested and encouraged to be good at asking questions, inspiring each other and supplementing opinions. Let children taste books in doubt, which can make the classroom present an active atmosphere of using their brains and thinking positively.
How to guide students to talk about math education in math class. People care about how much knowledge students have learned and how their academic performance is. As for students' feelings, values and status in mathematics learning activities, they have been mercilessly ignored. Students have experienced the bitterness and profundity of mathematics learning, but they have never thought about whether children enjoy the happy life of mathematics learning, and regard mathematics learning as a kind of fun, a kind of enjoyment, and an exploration and desire for mathematics wonderland. What does mathematics leave for our children's childhood? Give the students a pile of gold or give them a golden finger? Teach people to fish, or teach people to fish? Have we sincerely accepted a new idea? The new concept of the new curriculum standard is that it is more important to establish inquiry learning methods than to acquire knowledge. Only in inquiry learning activities can children experience the fun of mathematical wonderland and become explorers and pioneers with "innovative consciousness and practical ability". So, how to use teaching materials flexibly and construct inquiry learning methods in primary school mathematics teaching? First, create an exploration scene to stimulate exploration interest. Oganesian, a Soviet psychologist, once said that "the achievement of mathematics teaching depends largely on whether students' interest in mathematics is maintained and developed". Interest is the driving force for students to acquire knowledge and improve the quality of learning, and it is also the prerequisite for cultivating students' initiative exploration ability. Only by stimulating students' interest in learning in class can we ignite the flame of active participation. With the interest in learning, we can have the internal motivation to develop our intelligence and tap our potential. With interest, students can be motivated to participate in learning. Creating situations to stimulate interest is a common means for teachers. According to students' age characteristics, knowledge and experience, ability level, knowledge law and other factors, teachers start with objects and examples that children like to see and hear, grasp the key of students' thinking activities, and provide rich background resources for students to understand the "zone of proximal development". Through life presentation situation, story deduction situation, physical demonstration situation, picture reproduction situation, language dialogue situation, etc., we strive to create vivid and interesting problem situations, stimulate students' desire for knowledge, and make students want to understand but can't speak. For example, when teaching "the unchangeable nature of business", teachers use stories (courseware presentation, monkey brothers selling cakes, advertisements) to create situations to stimulate interest. Rabbits like cakes made of radish. One day, he came to the "cake shop" in the forest and wanted to buy delicious and cheap cakes, but he was stumped by the advertisement for the monkey brothers. I don't know whose house to buy is cheap. Children, are you willing to help it? Please look at the advertisement: Monkey Brother's advertisement: "Come and buy a cake! 120 yuan can buy 60. " Monkey 2' s advertisement: "Great discount! 1200 yuan can buy 600. " Monkey's advertisement: "It's on sale! 12 yuan can buy 6. " The teacher asked: 1 "Which cake do you think is cheaper? Please calculate it. 2. What did you find? Tell your classmates what you found. In this way, the story is integrated into the exploration of new knowledge, which greatly stimulates students' interest and effectively urges students to participate in the exploration of new knowledge. Second, implement inquiry operation and guide inquiry behavior. "Thinking begins with action. If the connection between action and thought is cut off, thinking cannot develop. " Therefore, operation is the source of students' intellectual activities. In mathematics teaching, strengthening students' operation activities and letting them use their eyes, hands, brains and mouths can not only deepen students' understanding of the essence of mathematics and help them master related arithmetic, but also stimulate students' enthusiasm and consciousness in learning, guide students to actively explore knowledge, promote students' active development and cultivate students' innovative consciousness and creativity. For example, in the understanding of mathematical triangles, as soon as class begins, I ask students to take out three sticks of different lengths and use them to make different figures, as many as they can. Students give full play to their talents and spell out many unexpected numbers ... These colorful graphics fully reflect students' imagination and creativity. Third, pay attention to the inquiry process and constantly sublimate the experience. An important factor affecting classroom quality and efficiency is that students can't learn mathematics and don't master learning methods well. In order to make students "learn mathematics" in teaching, teachers should not only cultivate students' good study habits and common learning methods such as analysis, synthesis and experimental operation, but also cultivate and improve students' inquiry learning methods such as operation, thinking, observation, trying, discussion and communication. Therefore, in classroom teaching, teachers should strive to create a space for students to explore actively, leave time and space for students to think, operate, try to write, express, solve problems and ask questions, and let students have the opportunity to acquire knowledge independently. If students can think independently, the teacher will not prompt; If students can operate independently, teachers will not replace them; If the students can solve it independently, the teacher won't demonstrate. For example, when teaching "Understanding of Circle", students are required to prepare several paper circles before class. In class, after understanding the students' existing knowledge, the teacher will ask such a question: How much do you know about circles? (Some students will talk about the center, radius and diameter. Can you try to find the center, radius and diameter? Teachers ask students to use paper circles for learning activities such as folding, measuring, comparing and talking. (1) Through folding, students can find that the longer crease is the diameter of the circle, the shorter crease is the radius of the circle, and the point where the creases intersect is the center of the circle. (2) Say, let the students observe the crease carefully and talk about the diameter, radius and center of the circle at the same table; (3) Measuring the length of the crease, the students found that the diameter is twice the radius and the radius is half the diameter (i.e.1/2); (4) compare deskmates. Students found that in the same circle or in the same circle, all the diameters or radii are equal. This design leaves more time and space for students to explore independently, gives full play to students' main role, not only mobilizes students' learning enthusiasm and initiative, but also enhances students' awareness of participating in exploration independently. Fourth, create a ladder to improve students' inquiry ability. In classroom teaching, teachers should not only guide students to master knowledge, but also pay attention to guiding students to take their own learning as the cognitive object, sum up their learning process, master learning methods and problem-solving strategies, and let students learn to think, observe, operate, express and learn. Teachers should try their best to transform the teaching process into a process of independent exploration and discovery by students under the guidance of teachers. Let the students explore, try, summarize and conclude independently, find problems and find solutions. Therefore, teachers should give timely guidance, adopt various teaching forms, carefully design appropriate slopes, build necessary bridges, help students clearly define their learning objectives in time and effectively, overcome obstacles, and gradually form the ability of independent exploration. For example, when teaching "the feature that numbers are divisible by 3", the teacher first gives a set of relatively simple numbers: 9, 12, 33, 123, 186, 219,726, so that students can judge which of these numbers can be divisible by 3. At this time, this contradiction immediately aroused students' desire to explore. The teacher seized the opportunity to make the students think: Will the number divisible by 3 have anything to do with 3? If so, what kind of relationship is it? Some students will say that these numbers are multiples of 3. Can you name a number divisible by 3? Ask the students to list a large number of examples, and then observe these figures carefully to see what their characteristics are. I'm sure you will find something. Through examples, verification, communication and summary, students not only mastered the method of independent inquiry, but also improved their ability of independent inquiry. In a word, it is a step-by-step process to cultivate students' independent exploration ability and let them learn actively. Teachers need to create a platform for independent inquiry, and constantly carry out training and exercise, so as to promote students' sustained and harmonious development and continuously improve students' independent inquiry ability.
How to guide students to ask questions in chemistry class is an essential link in teaching activities. Effective classroom questioning can inspire, enlighten, feedback and strengthen students, help teachers and students to interact with each other, and make the classroom more targeted and effective. Based on the new curriculum concept and many years' teaching experience, this paper summarizes four links of effective questioning in junior middle school chemistry classroom teaching. In order to effectively ask questions in the new curriculum classroom teaching and effectively implement the new curriculum classroom concept.
How can we guide students to discuss effectively and choose the content of discussion in class? Usually, the class discussion is only arranged for a few minutes or more, and the effectiveness of these minutes depends largely on the choice of discussion content. So, what kind of content is valuable? First of all, organizing discussion must grasp the key and difficult points of the textbook, which is the core issue of the textbook.
How to guide students to ask questions independently in primary school Chinese class, starting with their own interests?
How to guide students to set questions effectively in Chinese class can effectively improve students' attention to classroom teaching and stimulate their interest and enthusiasm in learning. This paper expounds the functions, methods and effects of setting doubts, and summarizes the help of setting doubts in creating efficient Chinese classroom.
How to guide students to speak actively in class?
In class, every teacher wants students to raise their hands like a jungle. But with the growth of age, more children choose silence in class. So, impatient, we racked our brains, gave a little hint and nominated casually. Of course, we also encouraged it, but it always had little effect.
In class, our practice has always been to ask students to raise their hands. Let's choose by name. In this way, the class really looks neat and orderly. This is more obvious in primary school students. If they are not allowed to raise their hands, they sometimes stand up in a large group of people, and when no one sits down, everyone starts talking, making the classroom messy. But when they finished, no one heard clearly, so they had to call again. At that time, because the students were particularly active, they didn't feel anything, but some middle school students were so steady and silent in class. This makes me particularly unaccustomed. Especially in Chinese class, what should we do without students' active participation? Helpless, how can we cultivate students' ability?
In fact, I have tried many methods, such as encouraging them to believe in themselves, telling them seriously that you are important in class, calling them to show their important personal qualities, and even expressing their dissatisfaction angrily, but it seems to be of no help, and the class is still so boring.
Anyway, fewer and fewer people raise their hands, and I won't let them raise their hands at all. I didn't expect more people to talk in class, and some even don't talk much at ordinary times. This made me think a lot. ...
Does "raise your hand, I'll choose" give students the feeling that I am an authority in the classroom, and only with my permission can you have the right to speak? Will some students raise their hands several times? If we don't call him or call him less for various reasons, he will feel very depressed, and even think that the teacher doesn't like himself and is dissatisfied with himself, and then he will gradually stop raising his hand.
And those students with poor grades will not lose the courage to raise their hands? I feel that I have raised my hand, so the teacher won't call me. Slowly, in class, they not only stopped raising their hands, thinking actively, but also participated in the class. Gradually, they will become worse and worse, because they are less confident than anyone else, and they are more eager for affirmation and praise than anyone else.
Think about it this way. Students, like us, all want to be their own masters. Then delegate power to students. If you want to say something, stand up and say it. Say it when you think of it. In a word, it's all your own decision. As a teacher, all I do is listen quietly and attentively, and praise sincerely without stint. Isn't it said that "the power of example is infinite"? Let your praise garland his companion and set an example for him. Then why are you worried that he won't stand up?
Therefore, give students room not to raise their hands, let them have a sense of accomplishment in participation, and understand that those who dare to be masters of their own affairs have more opportunities and more success. Of course, in some cases, it is necessary to call the roll. For example, a classmate is too timid to stand up, so we should help him seize the opportunity. There are relatively simple questions that most students can do. There is no need for you to fight for it.
On how to effectively guide students to explore the new curriculum standard of Pan Fangjing Quanzhou Wensheng Primary School: scientific learning focuses on exploration. Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Experiencing inquiry learning activities is the main way for students to learn science. Science curriculum should provide students with sufficient opportunities for scientific inquiry, let them experience the fun of learning science, increase their scientific inquiry ability, acquire scientific knowledge, and form a scientific attitude of respecting facts and being good at questioning. The following are some views on how to effectively guide students to explore independently in science teaching: First, harmonious teacher-student relationship and create an atmosphere of exploration. Effective teaching must be based on a good relationship between teachers and students. Belinsky said: "Love is the tool and medium of education, and trust in children is the guarantee of the success of education." Teachers should pour their love into their students. Harmonious teacher-student relationship is conducive to cultivating healthy learning emotions. Teachers' love can promote students' positive emotional experience and make them feel warm and encouraged. Many students attach great importance to teachers' love, even more than pursuing their parents' love for themselves. Their joys, sorrows, changes in their learning mood, and the quality of their academic performance are all closely related to their teachers' love to a certain extent, so teachers should spread their love to all students and give them more praise and help. Teachers should show respect, consideration and frankness. In class, language should be emotional and artistic, and students should dare to express their opinions and speak freely. Teachers and students have a harmonious voice in teaching and learning, which can enhance emotional communication, create a pleasant, harmonious, democratic and cooperative learning atmosphere, and promote the all-round and harmonious development of students' personality. Second, it is the best teacher to stimulate interest in learning and enhance the desire to explore. Students' love for science often begins with interest. They explore from interest, succeed from exploration, and generate new interest in the joy of success, and so on, to promote the continuous progress of scientific learning. 1, teaching creates situations to stimulate learning interest. To stimulate students' curiosity in science class, we should create familiar situations for students according to their age characteristics, psychological characteristics and teaching requirements, adopt teaching methods acceptable to primary school students, and use various teaching methods, such as experiments, competitions, telling stories, playing games or guiding students to operate, so as to make boring book knowledge more interesting. For example, when I was teaching the knowledge of food web, I put headdresses and jingles on several students. For example, students who play sparrows read: "Little sparrows, chirping, love to eat plant seeds. A big locust flew in and ate it together. " While reading, put red hair on its food, and finally connect these animals and plants with a net made of red hair, so that students can see the food net intuitively. In order to make students feel good about "games", today's masterpiece "Game Education in America" expounds the role of games in students' development, directly or indirectly links games with quality education, and points out that the positive significance of "games" is the satisfaction of participation. The curriculum reform advocates the return to "human life education" and emphasizes the subjective position of students' active participation. The purpose of guiding students to operate and explore is to organically combine active games with endless learning, so that students can get "natural" satisfaction without neglecting their studies. And make full use of the characteristics of multimedia, such as intuition, visualization and controllability, and combine music, pictures, projection, audio recording and video recording to reproduce the situation, so as to arouse students' intentional attention, stimulate students' enthusiasm for thinking, stimulate students' interest in learning and inquiry, and let students observe and analyze with various senses, thus gaining knowledge in interesting scientific inquiry activities. 2. Combine with practice, promote the interest in learning science, and promote students' desire to explore knowledge. In the implementation of inquiry teaching, teachers should strive to make inquiry proceed from reality and be close to the real environment (natural, living and social environment) in which students live; Taking students' development as the goal, considering students' psychological characteristics and cognitive rules; From nature to science, from life to science, from science to society, we should provide a broad humanistic background for students to learn science and be close to students' reality. Only in this way can we effectively stimulate students' learning motivation and promote the development of their attitudes, emotions and values. For example, in the class of observing trees, we can break the previous method of observing wall charts in class and take students out of the classroom to observe real trees, which can not only stimulate students' interest in learning, but also improve students' observation effect, encourage students to observe and experience, and cultivate students' cognitive ability of natural and social life. 3. Give everyone a stable interest in success. When students finally succeed after overcoming many difficulties in science study, their joy is beyond words. Teachers should give students of different levels a chance to experience success. For example, when students answer questions, the best way to give students who answered the wrong questions a chance to correct their mistakes is to be inspired, so that they can turn defeat into victory and still maintain their confidence in learning; If the inspiration is invalid, you can ask other students to help you answer it and let them repeat it. Pay attention to giving him a chance to perform again in the future. It is important to educate students to realize that the process of learning is a process of constantly solving contradictions, correcting mistakes and raising awareness. Thereby enhancing their courage and perseverance to overcome difficulties. Starting with cultivating students' interest in science and constantly strengthening guidance, it will develop into an ambition. Once interest is guided by indomitable ambition, the emotion it shows has far-reaching influence on people. However, science classes involve a large geographical area, a long time and a wide range of knowledge. The experiment itself is interesting, but it is difficult to abstract scientific concepts. These test students' interest and perseverance from time to time. Teachers should strive to reform teaching concepts, implement the principle of happy education, and vigorously implement measures such as good habits, scientific attitudes, competitions, and rewarding interests. For example, I often use the stories of young scientists to cultivate students' patriotic feelings, set up lofty ideals, strengthen students' learning motivation and guide them to study hard. Third, cultivate self-study ability and form scientific literacy. With the continuous progress of society, higher requirements are put forward for the cultivation of talents. Modern education should not only impart knowledge, but also develop students' intelligence and promote the development of students' self-study ability. In the teaching process, we should pay attention to developing students' thinking ability and creativity, and cultivate students' scientific literacy. Scientific literacy cannot be directly "imparted" to students like knowledge. Teachers must organize scientific inquiry activities so that students can get feelings, experiences and internalization in the process of participating in the activities. The process of education is not only the process of imparting knowledge, but also the process of students' life activities, and it is also the process of opening wisdom and consciousness. In science teaching, we should first guide students to observe in the right way, cultivate students' keen observation ability, let students see more, think more, do more, draw more, play more and use their brains, and teach through interesting and fun activities. It can not only inspire and guide children to observe, but also fully respect students' observation feelings about life, give play to students' personality and develop students' imagination and creativity. For example, when teaching "observing hands", students can be encouraged and guided to observe from multiple angles. Hands-on experiment, a teaching method, conforms to the psychological characteristics of children who like to play and try by themselves, and to the cognitive development law that children need to establish concrete images through action thinking perception in order to carry out abstract thinking. Modern creative teaching view also believes that the process of obtaining scientific conclusions is more important than the conclusion itself. This is a brand-new teaching concept, which is essentially different from the traditional teaching concept. In fact, the process of experiment is not only the process of students participating in exploring natural things, but also the explicit process of thinking. Therefore, in science teaching, strengthening experimental teaching can undoubtedly cultivate students' innovative spirit and is undoubtedly a good way to cultivate students' creative thinking. Improve practical ability. Experiments and production allow students to practice, which is conducive to breaking through important and difficult points and seeking self-explanation. It is conducive to students' understanding of knowledge and practical significance, and they are eager for deeper exploration; Conducive to the development of students' ability. Only by letting students experience the whole process of the experiment from beginning to end can they develop their creative potential and cultivate their creative spirit. For example, in the course of teaching "Objects expand with heat and contract with cold", in order to study whether air also has the property of expanding with heat and contracting with cold, students put forward various experimental schemes on the basis of studying the properties of solid. Some people think that you can plug a thin glass tube in the flask, insert the nozzle backward into the water, and observe the bubbles in the water or the water in the sink entering the glass tube; Some people think that soap can be coated on the nozzle and the change of soap can be observed. Some people think that you can put a balloon on a flask and observe the inflation and deflation of the balloon. Secondly, the heating methods are different, some use hot water bubbles, and some use hands. No matter what kind of idea, we provide students with sufficient experimental materials for them to design and explore by themselves. Therefore, students' innovative spirit has been cultivated to varying degrees. In the teaching of science class, we should pay attention to promoting students to apply what they have learned in and out of class, asking questions about the situations encountered in social and personal life, seeking solutions and making decisions, and making their own choices and judgments. This can inspire students to transfer learning methods, grasp the connection between old and new knowledge, and realize learning methods, so as to cultivate scientific literacy more effectively, and the formation of ability also promotes students' in-depth understanding and internalization of scientific concepts. For example, in the teaching process of "Wonderful Fingerprint", it is necessary to rubbing on the fingers according to the knowledge learned before, and let the students ask and solve their own problems about fingerprints through group cooperative learning, so that students can display and exchange their research results on the basis of observation and research. At the same time, in the teaching process, we should also pay attention to teaching step by step according to the age, psychological and physiological characteristics of students, and don't put forward too high requirements for students from the beginning. For example, when teaching "all kinds of leaves", students should not be forced to use the definitions in botany, such as needles and hearts, as long as the descriptions are accurate. As for the leaf shapes that students can't describe in words, teachers can guide them to describe them with gestures or pictures. Adhere to the teaching principles of step by step, from near to far, from concrete to abstract, so that the objectives, contents and operation difficulties meet the characteristics of children's development stages. In the process of scientific inquiry, students are the main body, so we must give full play to their autonomy, initiative and creativity, which are embodied in the following aspects: students can actively discover and ask questions, actively think and demonstrate to explain problems, and carry out cooperation and exchanges. Inquiry is not laissez-faire, not just focusing on the process and ignoring the results. It is carried out under the "effective" guidance of teachers, guiding students to learn science through personal experience, hands-on operation and experiments, actively exploring the process of knowledge generation and development, and enabling students to gain and accumulate experience and have the ability to experience life. Develop their scientific understanding, thinking ability and various scientific literacy.