How to achieve the difference between learning to teach and learning to teach and learning to te

1. What is "learn before you teach"?

The so-called "learning first" means that in the classroom, students read books, study on their own, and practice according to the teaching objectives and pre-school guidance revealed by the teacher. The so-called "post-teaching" means that in response to the problems exposed in students' self-study and the mistakes in practice, teachers guide students to discuss, teach students, and students who can teach students who can't, and teachers only evaluate, supplement, and correct. In the multi-directional interaction between students, teachers and students, texts and teachers, and texts and students, learn new knowledge and consolidate knowledge growth points.

In a democratic, equal and innovative atmosphere, students learn to speak, learn to listen, learn to summarize, and learn to progress.

2. "Learn first, then teach" teaching mode.

1) Standardize the pre-study requirements and lay the foundation for classroom self-study.

2) Change roles and create an atmosphere of equality, democracy, relaxation and discussion for classroom self-learning.

1. Let the master of learning take ownership of learning.

2. Give full play to the leading role of teachers, and focus on less and more concisely.

3) Well-designed exercises are the guarantee for the smooth implementation of the "learn first, then teach" teaching model.

4) Teach students how to read independently, and gradually develop the ability to set their own learning tasks.

1. Combine teaching links to provide guidance on learning methods.

2. Guidance on learning methods for periodic summaries or end-of-term knowledge summaries.

3. Methods of questioning, memorization, memorization of texts, accumulation of good words and sentences, methods of choosing words to form sentences, etc.

The differences are as follows:

Teaching is to teach for the sake of the lesson plan, without taking into account the foundational, emotional and life development of the student. Teachers only have themselves in mind, they are busy instilling knowledge and teaching methods, and they do not consider whether students like it or not, and accept it without explanation.

Teaching by learning is to determine the starting point, method and strategy of teaching according to the learning situation. The learning situation here includes the basic information of the learning subject, such as the knowledge and ability base of the students, the cognitive level of the students, the pre-class level of the students, and the emotional state of the students to the new knowledge. Choose the best teaching method at the right starting point.

Using the art of teaching and learning, each student can achieve the optimal development.

The essential difference between learning and teaching is that there are people in the eye, respect for students, people-oriented, student-oriented, and truly reflect that teaching is for the development of students.

To learn to teach:

1. Truly establish the concept that teaching is to serve the development of students, and it should be learning first and then teaching, focusing on learning. From this standpoint, it would be more appropriate to replace "teaching" with "learning and teaching" and "classroom" with "classroom". Only when we teachers truly establish the student first in their hearts.

First, after learning the first point of view, our teaching can truly serve learning.

2. Understand the learning situation and set the starting point.

Our teachers are accustomed to preparing lesson plans, teaching materials, and teaching methods, but we often do not prepare students. Therefore, I suggest that teachers add a "learning situation" column to the lesson preparation column. In fact, teachers with rich teaching experience should know the general situation of students even if they are experienced.

Only by accurately understanding the real learning situation can we properly establish the starting point of teaching. This is also called "knowing oneself and knowing one's other, invincible in a hundred battles, "self" is the teaching situation, and "the other" is the learning situation.

3. It varies from person to person.

Yan Hui. He was the most proud protégé of Confucius, and he sincerely praised Confucius's teaching methods for being superb: "Look up to the high, drill the strong."

Look ahead, ignore behind. The master is good and seductive, and he writes about me and asks me to be polite, and he can't stop it. Yan Hui is worthy of being a master disciple of Confucius, and in just a few words, he immediately grasped the essence of Confucius as a great educator, that is, "teach students according to their aptitude, and follow them to be kind and inducing."

The above content refers to Encyclopedia - Teaching by Learning.

There is only one characteristic: student-centered, and the teaching content is determined according to the learning situationTeaching methods

With the rapid development of society, the education situation has also undergone great changes, and many new teaching concepts have been born.

Among them, the "learn first and then teach" model is a new teaching model that accompanies and adapts to the requirements of the current era.

Reading is an important skill that people must have in the process of growing up, and it is also an important way for people to obtain information.

In the teaching of English reading in junior high school, reading can not only broaden students' vocabulary, but also improve students' ability to grasp and use language. Therefore, junior high school English teachers can skillfully use the "learn first and then teach" model to enhance the pertinence of reading teaching, break through the problem of students' low English ability, and improve the effectiveness of English reading teaching.

"Learn first, then teach" teaching model.

The characteristics of the learning first and then teaching model are embodied in the following three aspects:

First of all, we should learn to teach. In the teaching process, students learn first, and teachers teach later, and then combine students' difficulties and teaching goals.

and so on, so as to realize the service of "teaching" and "learning".

At the same time, combined with the students' classroom learning and feedback, etc., the teaching plan is constantly improved, the teaching efficiency and effect are improved, and the key points and difficulties in the class can be effectively summarized in combination with the timely feedback of students, so as to reduce the embarrassment of redundant knowledge teaching as much as possible. in instructional design.

In the process, the students' learning perspective is taken as the starting point of the teaching design, and finally the purpose of teaching is realized from learning and learning to teach.

Second, promote learning through teaching. Teachers are the key guides and organizers of the "learn first and then teach" model, and in the process of classroom teaching, they can step down from the podium, go deep into the students, make effective use of classroom time, and give them corresponding and appropriate assistance and guidance according to the different situations of different students, and strengthen care, especially for junior students, they should not hesitate to give them encouragement and praise, so that they can be given encouragement and praise.

Naturally, students will be more motivated and actively engaged in classroom activities. Finally, teaching and learning are mutually beneficial. In the learning-after-teaching model, teaching and learning are mutually influencing and mutually reinforcing, and both can be improved.

What does it mean to learn to teach?

Principal Cheng Hongbing said:

It's not that we teach what the textbook has, but what we teach what students need; It is taught according to the needs of the students. The structure of teaching is not selected according to the structure of the teaching materials, but according to the psychological structure of students and the rules of behavior of students. This sentence is very abstract and difficult to understand, so everyone will know it.

First, what do students already understand?

Students already understand as a teacher you just need to check it, we found a lot of teachers in this link has a problem, what is wrong, the child already knows something, he is still chattering, nagging, endlessly talking, students already understand, you just need to check.

Second, what do students not understand?

But please note that he can understand some things after reading the textbook, the student's brain is not a blank, if it is a blank, you just need to fill in the land to check, the student does not understand, but after reading the textbook, he can understand some content, you let him read the textbook, after reading it, let him summarize, let him refine, if the summary is not in place, you help him, if the refinement is not in place, you help him.

Third, what is it that a student doesn't understand, and he doesn't understand after reading the textbook, and he needs to study to understand it?

Then you can organize discussions and exchanges, to tell you the truth, we now have some open classes for cooperative learning, purely for show, this discussion is purely superfluous, it is not a real discussion, less than 10 minutes into class, the teacher said: "Students, you have four students in two rows to discuss and discuss." "The discussion was resolved in less than 1 minute.

Is this discussion valuable? In addition, the so-called group discussion, the composition of the group is exquisite, not just two rows of 4 students can be discussed, the members of the group to maximize the difference to be valuable, to have the value of the team.

Fourth, what must be taught by the teacher?

If the students don't understand, they don't understand the textbook, they don't understand it through discussion, and if the teacher doesn't talk about it at this time, where is your conscience? When it's time for the teacher to speak, you have to speak.

Fifth, if the teacher says that the students still don't understand, then it is necessary to practice it.

Don't think that the students will understand everything the teacher says, and the students will not understand what the teacher says, so the teacher will design the activities, and let the children practice and carry out activities.

Here's a very simple example:

For example, the physical education teacher teaches the child to learn to swim, you talk about the theory of swimming, the knowledge of floating, and the action of water skiing in the classroom, but you just don't let the child go into the water, change the key is what you say the child can swim, the child will never learn, you only throw the child into the water, the child can learn to swim, he needs practice to master.

This is a typical metaphor of learning to teach.