Design of photography teaching for special-grade teachers

The specific means to complete the teaching task is an important link in the whole teaching process. With the help of this method, teachers can guide students to perceive knowledge, master knowledge, develop thinking and intelligence, and then form skills and skills, so that students can develop in morality, sentiment and aesthetic consciousness. Therefore, the proper and effective selection and application of teaching methods is a problem that every teacher must pay attention to, and the uniqueness and richness of Chinese subject especially put forward new requirements for Chinese teaching methods. For more than ten years, colleagues all over the country have made many useful explorations around the theme of Chinese teaching effect, and many famous teachers with outstanding teaching achievements have emerged. For example, Wei Shusheng in Liaoning, Ning Hongbin in Beijing, Qian Menglong and Yu Yi in Shanghai and Yang Chuchun in Hunan. They have different personalities and styles in the choice and application of teaching methods, which have effectively promoted the development of Chinese teaching and given us great enlightenment. However, we find that while learning these experiences, there are also some practices and phenomena of blind imitation and mechanical copying, which are sometimes unified by the education administrative department. This phenomenon is worrying. The author intends to express my humble opinion on this point in order to consult colleagues and Fang Jia.

There is no fixed teaching method, and the method was invented by people. People with different personalities will naturally have different views on the choice of teaching methods. Ye Shengtao and Lv Shuxiang, famous educators in China, have all discussed this. Mr. Ye once wrote in his Twenty Rhymes of Chinese Teaching: "Teaching has many skills. If you care about people when you use them, you can test people. " In other words, there are various teaching methods, but teachers should choose the application according to their own specific conditions, and who uses what teaching method has the best effect should be verified through their own teaching practice. Mr. Lv Shuxiang once said: "Different teaching methods are allowed, which can be different teaching methods with good results. Everyone can do tricks, each with its own ingenious differences. " (See "Chinese Teaching Problems" on page 305) Effect is the only criterion to measure the quality of teaching methods adopted by teachers. Both masters emphasized that "there is no definite teaching method", and they should choose the teaching method suitable for their own teaching practice according to their personal reality and teaching practice.

As we all know, the Chinese subject is extremely rich in content and arduous in task. It is instrumental, ideological, literary and knowledgeable (including cultural knowledge, scientific knowledge and life knowledge). Therefore, Chinese teaching should not only pay attention to imparting knowledge to students, but also cultivate and develop students' abilities and skills of perception, thinking, analysis, comparison and generalization, which is the purpose of Chinese teaching process. At the same time, the teaching process is a process in which teachers, students and teaching materials move together in a certain scale environment, and the final result of this process should be reflected in students. Only when the teaching means, that is, the method and the teaching purpose are organically harmonious and unified, can satisfactory teaching results be produced. If we blindly worship a teaching method without considering the constraints of teaching objectives, teaching materials, teachers' own quality and style, students' perceptual ability and knowledge laws on teaching methods, the result will inevitably go against the development law of objective things, and how can the effect be satisfactory? Therefore, on the basis of investigating and analyzing the constraints of various factors on teaching methods, we must choose a teaching method that suits us, and we must not be rigid and unified, mechanically imitated, and we must not act arbitrarily without purpose. In this case, how to choose a suitable teaching method that can achieve and realize our expected purpose and achieve good teaching results? I think we should pay attention to the following four aspects.

First, from the teacher's own point of view, check and understand repeatedly, so as to "know yourself and know yourself". Sun Tzu's Art of War said: "Know yourself and know yourself, and you will be invincible." This should be a great inspiration to us. As a teacher, the teaching object is students. Teaching is to impart knowledge and skills to students through teachers' mastery of teaching materials and choice of teaching methods, so as to improve students to the maximum extent. But if teachers are not familiar with their own knowledge structure, personality hobbies and habitual interests, how can they choose a teaching method that really suits them? How can students get the most benefit from the teacher's teaching? Different age, personality, training, teaching experience, teaching attitude and teachers' own personality and style will affect teachers' treatment of teaching materials and choice of teaching methods. Even with the same textbook, different teachers will adopt different teaching methods. An old teacher with 30 years' teaching experience and a young teacher who just started out, a cheerful teacher and an introverted teacher, a male teacher and a female teacher will have great differences in their understanding of the teaching environment, their mastery of students' research, their perception of teaching materials and their handling methods of various things. Just like treating all seasons, people feel different, even on the same day in the same season. Like summer, in the eyes of writers, it is a hot season and a symbol of vitality; In the eyes of others, it is a cursed "purgatory". The same is true of flowers, and some people feel refreshing intoxication from its fragrance; Some people feel dazzling surprises from its glory; Some people even feel the charm of "graceful as a virgin" from its beautiful posture. Wait, these are the differences and personalities in people's perception. Therefore, before teaching, we must deeply study ourselves, find ourselves, define ourselves, find our own personality characteristics, grasp our own objective and actual situation, combine the students' reality, and combine the nature and content of the teaching materials to make in-depth and extensive thinking and selection of teaching methods. If you act according to your own subjective imagination, regardless of your own situation, forcibly use a teaching method that is not suitable for you, or blindly imitate the framework of a teaching method, you will eventually be a toddler. Of course, we don't mean that we can't learn from other people's successful experiences. We should learn from the successful experience. As long as the teaching methods follow the teaching principles, serve the teaching purpose and help improve the teaching quality, we all think they are good, and we should learn from them and digest them according to our teaching practice, so as to improve our teaching. Of course, we can't blindly be confident and arrogant, and regard the defects and deficiencies in our teaching methods as personality and style. Therefore, in the teaching process, in the choice of teaching methods, we must first achieve "bosom friend", which is the preparatory stage for success, and only "bosom friend" can make the right choice.

Second, from the reality of students, study students, find out their characteristics, and make students the object of teaching. Therefore, students and their actual situation are the "others" in teaching. Students are the main body of learning, and the verification of the effect of any teaching method can only be reflected by students. German educator Dos Hughes said: "Teaching must conform to the law of human nature and its development, which is the first and highest law of any teaching." Human nature and its development and laws here refer to the actual situation of students. Therefore, no matter what kind of teaching methods we are going to adopt, we must take students as the main object, take students' tolerance of teaching materials as the main basis, and take developing students' thinking and cultivating students' creativity in learning as the main purpose. To really do this, we must first understand and master the actual situation of students. Students' situation includes their knowledge base, thinking perception base, personality hobbies, life and study habits, family situation, class environment (including class size, distribution of excellent and poor students, discipline, learning atmosphere, unity and emotional tendency, etc.). ), former teachers' teaching situation (including former teachers' teaching methods and habits, adaptability and acceptance of learning, etc. ), as well as students' reaction to external influences. These are all things that we should and must understand. A qualified or excellent teacher should choose teaching methods on this basis and form his own teaching characteristics. Because students of different ages, even students of the same age, top students and poor students, boys and girls, have different psychology and physiology. Their personality, hobbies, interests, habits, thinking, perception, skills and the degree of influence all present colorful scenes. We should understand these situations, find out the commonness and individuality, find out their common perceptual laws, and make preparations for us to choose suitable and flexible teaching methods. We have noticed some phenomena: many famous educators who have made brilliant achievements in teaching, no matter where they take the demonstration class, the specific situation of the students they face is unfamiliar, but in class, they always have to make some proper investigation and understanding of the students before starting their classroom teaching activities, which is actually setting an example for us. Only by knowing the students' situation can we properly choose the teaching breakthrough and flexibly use teaching methods to achieve satisfactory teaching results. Wei Shusheng, Ning Hongbin, Qian Menglong and other teaching masters' successful experience of personality teaching characteristics actually reveals a truth to us: it is an objective law of education and teaching, especially an important feature of Chinese teaching to face students, study students and rely on students to choose teaching methods according to their own feelings. As a Chinese teacher, if you want to make your teaching targeted, fruitful and achieve satisfactory results, you must know the students, be close to them and choose appropriate teaching methods. Doing so can make your teaching targeted. Always grasp the students' attention and move for it, so that students' knowledge learning can be properly trained and strengthened. So, how to understand students? The first is understanding after class. Always keep in touch with classmates, try to draw closer the relationship between teachers and students through chatting, chatting and discussion, and learn about their family situation, their personal habits, learning foundation, hobbies and thinking ability, so as to have a more complete and in-depth understanding of them and find out their common characteristics. Secondly, in-class understanding, that is, in-depth understanding after class, is the best environment to understand their special situation, and it is also an important link to choose teaching methods to make teaching and learning synchronous and harmonious. In teaching, by observing students' expressions and behaviors, discussing and speaking, we can quickly judge their psychological needs, adjust teaching ideas and change teaching methods in time, and guide their attention to be in tune with their own teaching, which gives the opportunity to combine generality and individuality, and also makes teachers' teaching targeted. Again, understand after class. After each class, find some students to find out their reaction to teaching and their requirements for class. This is not only a summary of one class, but also a reference for the next class. The continuation of these activities can make our teaching targeted and stimulate students' interest in Chinese classes. Therefore, the understanding of students' actual situation determines and embodies the vitality of Chinese teachers' teaching methods!

Thirdly, the restriction of Chinese textbooks on teaching methods can not be ignored. Textbooks are an important tool for teachers' teaching, which greatly restricts the teaching methods. In particular, Chinese textbooks have large capacity, heavy tasks and many changes, which makes Chinese teachers change and choose teaching methods from time to time. Mr. Lv Shuxiang has always believed that teaching methods should be changed according to the different contents of textbooks. If you don't care about the reality of teaching materials, just stick to the rules and don't choose appropriate teaching methods, I'm afraid it will not only make teaching lose its vividness, pertinence and purpose, but also make students lose their interest, enthusiasm and initiative in learning, and even lead to the failure of the whole teaching and get farther and farther away from the teaching purpose. Chinese textbooks have extremely rich requirements for knowledge and ability. From the content point of view, the whole Chinese textbook includes Chinese knowledge, writing knowledge and ancient and modern style records, and each category contains many subcategories. If we all use some kind of teaching method to teach indiscriminately, it will definitely not work. In addition, as far as the requirements of Chinese textbooks are concerned, Chinese teaching not only requires us to pay attention to cultivating students' listening, speaking, reading and writing abilities and master certain Chinese knowledge, but also requires us to carry out ideal education and patriotism education for students in connection with texts, cultivate students' healthy moral concepts, and also requires us to carry out aesthetic education for students and develop their creative thinking ability, which is also the requirement of the times for Chinese teaching. Therefore, in the face of these requirements, we naturally can't realize them in the same teaching mode or by thinking about the perception since the Enlightenment. Instead, we should consciously and purposefully adopt different teaching methods according to different contents and requirements, and sometimes even need the integration of several methods. Specific to the teaching practice, for several texts in a unit, we can comprehensively implement the unit target teaching method according to the unit requirements, or we can try the single target teaching method; It can be a combination of two texts for comparative teaching of similarities and differences, a question and discussion of a single text, and a self-study by students under the guidance of teachers. Of course, to do this, first of all, teachers are required to study the textbooks carefully and know them by heart. In this way, the teacher's eyes can be freed from the lesson plans and textbooks, and always focus on scanning the eyes under the podium efficiently. At this time, your attention is not only focused on teaching, but also on students' thinking. Observe how each student studies, which student encounters any difficulties, etc. And see all kinds of reflections from the students' demeanor, and then adjust the language speed and teaching methods wisely, so that the thinking activities of both teachers and students in the classroom can be organically unified, resulting in the best effect of "teaching resonance" and realizing the optimization of teaching. Therefore, as a Chinese teacher, it is as important as studying students to study textbooks carefully, which is the basis and premise of choosing teaching methods and can not be ignored. Fourthly, environmental influence is also an important factor restricting the choice of teaching methods. The teaching environment includes both the big environment (i.e. social environment) and the small environment (i.e. campus environment). These factors restrict the choice of teaching methods of different scales. Macro-environment, including social development trend and requirements for education, social atmosphere and its influence on education and teaching have both positive and negative effects. According to the trend of social development and the requirements for education, the whole world and the whole international community have entered an era of knowledge competition, technology competition and ability competition, which needs the support of education. From a global perspective, there are some new common trends in Chinese teaching, which are as follows: (1) In terms of teaching philosophy, both the practical use of Chinese and literary edification are equally important; (2) In the direction of training, intellectual development and personality development are compatible; (3) In the compilation of teaching materials, discipline and synthesis coexist, showing signs of comprehensive development; (4) In the training system, the main body is still the reading center and the writing center; (5) Chinese knowledge is closely combined with Chinese ability in reading teaching; (6) In writing teaching, style training and ability training complement each other. (See Ni's Chinese Teaching Reference for Middle Schools, JulyNo. 1990) It is not difficult to see that ability and application have become the focus of Chinese teaching in various countries. Accordingly, a new situation of teaching theory research has emerged in the world, and new theoretical systems and new teaching methods have emerged one after another. Such as: procedural teaching method based on cybernetics; Example teaching method under the guidance of system theory: suggestion teaching method based on unconscious psychological tendency and super memory research; discovery teaching method based on Bruner's cognitive structure theory; new teaching system based on zankov's development theory. In addition, there are the teaching theories of Suhomlinski and babanski, which also have an impact on our country. The establishment and perfection of domestic market economy system, the deepening of competition mechanism and the improvement of talent quality demand also put forward new topics and new requirements for education and teaching. All these are promoting the diversification and scientificity of teaching methods. Of course, at the same time, we can't deny the negative inducing effect of exam-oriented education on Chinese teaching. For example, the senior high school entrance examination has a direct impact on junior high school Chinese teaching, and the senior high school entrance examination has a direct impact on senior high school Chinese teaching. In this regard, we "should try our best to implement the teaching principle, no matter how unfavorable these situations are, we can still make it change in a direction conducive to teaching." Only by doing this, can the teaching methods come alive "(from Lv Shuxiang's Chinese Language). Social environment affects teaching, and campus environment directly affects teaching, which mainly refers to the advanced and outdated education and teaching concepts of school leaders and the attitude of the whole school to exam-oriented education and quality education, which directly restricts the choice of teaching methods. Therefore, in the choice of Chinese teaching methods, we cannot ignore the educational environment. What we need is to overcome unfavorable factors, make use of favorable factors, and choose Chinese teaching methods that suit us and meet the needs of the situation. To sum up, we believe that no matter which Chinese teacher or teaching method is adopted, they should and must study hard from the above aspects, think seriously and make good preparations for teaching. The choice of teaching methods can neither be imitated deliberately, nor copied mechanically in a hurry, let alone stick to the rules, dare not cross the line, and can not rely on temporary enthusiasm and impulse. Instead, we should carefully choose an effective teaching method that not only conforms to the students' reality, but also reflects our own teaching personality after careful consideration and repeated exploration. But in any case, teaching effect is the eternal goal that any teaching method will always pursue.