Focus on the development of students subject ability How to comprehensively improve classroom teach

(1) Create exploratory situations to guide students to form a sense of problem.

1. Pay attention to cultivating students' ability to ask questions and find problems.

2. Pay attention to cultivating students to use a variety of methods to solve problems and develop diversified methods of problem solving.

3. Pay attention to cooperation and communication, and try to express the process of solving problems.

Fourth, pay attention to cultivating students' habits of timely reflection.

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The level of problem solving can be improved through learning, and with appropriate teaching strategies, students can improve their problem-solving skills effectively. In general, the following measures can effectively improve students' problem-solving skills:

1. Promote the formation of a reasonable cognitive structure for students.

The quality of knowledge is mainly reflected in the degree of rationality of knowledge. Modern psychologists believe that a rational knowledge structure is conducive to the assimilation of old knowledge or concepts and the formation of new ideas and concepts. It can be seen that the more reasonable the knowledge structure, the higher the quality of knowledge, the stronger the ability to solve problems, and the higher the creativity.

Therefore, in teaching, teachers should promote students to form a reasonable knowledge structure through continuous improvement of teaching.

2. Help students master and apply thinking strategies.

To improve students' problem-solving skills, it is an indispensable teaching strategy to help students master and apply thinking strategies. The improvement of problem-solving skills directly depends on the training of problem-solving strategies, and psychologists have proposed several basic steps to help students improve their problem-solving skills: the first step is to establish an atmosphere of acceptance of opinions; In the second step, students are encouraged to define the problem carefully. The third step is to give students the method of analyzing the problem; The fourth step is to encourage students to put forward hypotheses from multiple perspectives. The fifth step is to evaluate the strengths and weaknesses of each hypothesis; The sixth step is to consider the factors that affect the problem solving; The seventh step is to provide opportunities for problem solving and give feedback.

3. Make students develop the habit of transferring and applying knowledge.

Cultivating students' habit of transferring and applying knowledge through teaching activities is very helpful for cultivating their problem-solving skills. The process of transferring and applying knowledge can not only help students to constantly reorganize and re-represent knowledge, but it is also a process of problem solving and even a process of creation.

1) Improve the quantity and quality of students' knowledge reserves.

help students retain knowledge firmly;

Provide a variety of variants to facilitate the generalization of knowledge;

Pay attention to the connection between knowledge and establish a network structure.

2) Teach and train problem-solving methods and strategies.

Combined with specific disciplines, teaching thinking methods;

Externalize ideas and teach explicitly.

3) Provide a variety of practice opportunities.

Teachers should let students practice according to different teaching purposes, teaching contents, teaching periods, etc., and should also pay attention to the diversification of practice forms, so as to mobilize students' enthusiasm for active participation in learning, and improve the flexibility and breadth of students' knowledge application.

4) Cultivate the habit of thinking about state issues.

Encourage students to take the initiative to identify problems;

Encourage students to put forward hypotheses from multiple perspectives;

Encourage self-evaluation and reflection.

5) Train logical thinking ability and improve the level of thinking.

There are two main forms of training students' thinking, one is to directly attend thinking training courses, and the other is to intersperse the content of thinking training in subject teaching.