How to effectively focus on students learning beginnings

After-class interviews to get to know the students.

Here's how to get to know where your students are starting from:

1. Determine the starting point of learning through pre-class survey.

Pre-class survey refers to the investigation of students' existing knowledge and life experience before class, so as to find out the starting point of students' learning. This method is suitable for teaching a unit at the beginning of a course, or for teachers to attend seminars, borrow classes, etc.

2. Determine the starting point of learning according to the homework.

According to the completion of students' classwork and extracurricular homework, judge what content students have mastered, to what extent, and what problems exist, so as to determine the starting point of students' learning group. This method is suitable for teaching non-introductory lessons. Classroom and extracurricular assignments are not only used to reinforce knowledge, but are also an important way to provide feedback on student learning.

3. Determine the starting point of learning based on classroom feedback.

Determining the starting point of learning based on classroom feedback mainly refers to determining the starting point of students' learning based on their reactions in the introduction of situational introduction or review of old knowledge in the introduction part of classroom teaching. Although the pre-class survey can understand the starting point of students' learning, the survey before each class is neither the time nor the energy for an ordinary teacher.

In addition, after completing class assignments and extracurricular assignments, students' mastery of knowledge still changes, sometimes the starting point for learning new knowledge is lowered due to forgetting, and sometimes the starting point for learning new knowledge is improved due to timely review and consolidation.

A student's starting point of learning refers to the level of foundation, skill, and understanding of a student's knowledge or skills as they begin to learn new knowledge or skills. A learning starting point is the starting point when a student begins to learn a new course or skill, and it includes the knowledge, skills, and experience that the student already has.

A student's starting point has a significant impact on their learning progress and achievement. If a student has a higher starting point in their studies, they may be more likely to master new knowledge and skills and be able to move forward more quickly in the learning process. Conversely, if a student has a low starting point for learning, it may take more time and effort to reach the desired learning goals.

Therefore, educators should assess students' learning beginnings in order to provide appropriate education and support to students. This can be achieved by assessing the student's prior knowledge, skills, and experience to understand the student's weaknesses and strengths, and to develop a learning plan and instructional strategy accordingly to ensure that the student is able to achieve their learning goals.

The starting point in the sea of words is explained as the student's time, place or thought of the understanding, action level, etc., the learning starting point refers to the student's existing ideological understanding and action level before learning knowledge, the student's learning starting point has a logical starting point and a realistic starting point, the logical starting point is according to the accumulation of teaching materials and skills learning progress, students have the knowledge is static, closed, the realistic starting point refers to the student in a variety of resources to learn the knowledge and skills of redundant textbooks, the main body is the student is dynamic and open.

How to learn efficiently has become something that students are concerned about, and improving their learning efficiency has been a topic for a long time, and I had this problem when I was in junior high school and high schoolBut as far as my own learning experience is concerned, I have summarized some of my own methods for your reference. <>

Properly screen some useless things, some things are meaningless or meaningless, and the valence brought to you is not as high as you think, then you can choose to rest assured, for example, your own grades are more biased, your history and politics can easily get more than 80 points, and get 90 points, but the math and English test is very bad, that is, the level of sixty or seventy points, then in this case, you should give up the history and politics homework and focus on other subjects, your time is limited, It may be said that you haven't studied so hard in those two subjects during this period of time, and your grades have not been so goodIt's a little down, but you can make up for it in two weak subjects, and your final overall score is still up. <>

Specialize in your own weak subjects and also say that if your math English is particularly bad, this will directly restrict your total score, whether you are a liberal arts student or a science student, or the new college entrance examination policy is now implemented 3+1+2 model, the three main subjects of language, mathematics and English are to be tested, no matter what, you can't avoid it, people's mathematics test 123, your math test is sixty or seventy points, no matter how strong other subjects are, they can't make up for it, so the study of mathematics and English these short-term subjects has become the focus of efficient learning, Because if you improve their grades, then your grades will go up, and you will achieve your goal of studying efficiently. <>

Don't listen too much to the teacher's words, everyone should have their own learning methods, what the teacher teaches you is not necessarily suitable for everyone, because everyone's situation is different, some people have a particularly strong memory ability, some people have a particularly strong ability to understand, you have to find your own strengths and weaknesses, generally speaking, the teacher of liberal arts will tell you, you have to write down the knowledge points, and then form a knowledge framework, form a knowledge tree and gradually spread out, such a knowledge system is complete, this method is suitable for good students, but not suitable for lower-to-average students, because you have problems with your own knowledge points, it is impossible to form a complete knowledge network when there are problems with knowledge points, which will only make you more confusedYou need to memorize the basic knowledge points clearly, and after reaching 60% or even 80% mastery, you need to try to build a knowledge network.

First, make a study plan and complete all tasks within the specified time. Second, learn to stay away from all irrelevant entertainment devices and devote yourself to learning. Third, establish a correct mentality, study hard when it is time to learn, and don't grind.

If you are more subjective, for example, you are more inclined to geography and history, and mathematics and English are not particularly good. You can focus more on math and English. Put your strengths aside a little, but don't put them down.

Also, don't listen to the words of yes, everyone should have their own way of learning. A teacher's is not necessarily for everyone. There is also the need to master the most basic knowledge points.

I think that effective learning is to be highly focused, to browse, think, ask questions, summarize, connect, remember, review, consolidate, and use scientific methods to learn.

1. Cut into the teaching content according to the starting point of students' learning.

Ausuber once said, "The most important factor influencing learning is what the student already knows, and the teacher should teach according to the student's prior knowledge." Many teachers are aware of this, and know that they need to understand the real starting point of students, but often only in the preparation of lessons to "prepare students", at this time "prepare students" is actually to a large extent just a subjective conjecture of teachers, and the students we are facing are indeed ever-changing, and their true level can not be accurately estimated, so that there is a certain distance between the teacher's subjective guess and the student's "objective" level.

2. Adjust the order of presentation of teaching materials according to students' learning starting point.

Generally speaking, the presentation of textbook content pays more attention to the logical starting point of knowledge, which involves the integrity of the knowledge system of the textbook itself, which is also one of the limitations of textbook compilation. When the students' realistic starting point is much higher than the logical starting point, it is necessary to make appropriate adjustments to the teaching order of the textbook.

3. Adjust the classroom teaching process in a timely manner according to the starting point of students' learning.

In the ordinary teaching process, there is often a deviation between the learning starting point of the students found in the classroom and the situation in the preset plan, which causes the teacher to be unable to copy the learning materials provided by the textbook and teach according to the preset plan designed by himself. On the basis of the learning resources that students possess or provide, they must adapt the learning materials provided by the textbook and adjust their own preset schemes.

1) Look for a starting point to grasp the direction.

Each student's life experience is different, the psychological needs are inconsistent, and the difference in knowledge reserve is always different in one way or another. In order to grasp the starting point of students' learning and improve the quality of teaching, it is necessary to understand students and understand their existing life experience and knowledge reserves. When entering a new class, students' learning environment, mood, needs and interests, etc., if we do not understand these, no matter how perfect the teaching design is, students will not be interested in teaching, let alone communicate and co-study with you.

In the process of Chinese teaching in primary schools, teachers should actively find and grasp the starting point of students' learning, lay the foundation for accurately entering the teaching entry point, and then make full use of the students' learning starting point for teaching. Only in this way can teachers be comfortable in teaching Chinese in primary schools, organize activities in the classroom, and stimulate students' interest in learning, so how can they accurately grasp the starting point of students' learning? This paper analyzes the teaching content according to students' classroom performance, helps students build a knowledge system, and experiences language in real cases, so as to promote students' effective learning.