要把学生当成认识的主人,充分发挥他们在认识过程中的主体作用,以兴趣作向

要把学生当成认识的主人,充分发挥他们在认识过程中的主体作用,以兴趣作向导,引导学生独辟蹊径,从常人的思维中思考、分析,以获得全新的创造。比如,在教五年级画《儿童的面部表情》时,为了创设情境,教师可首先请几位善于表演的学生上来分别演示喜、怒、哀、哭、愁,大家被他们逗人的脸部表情乐得开怀大笑,这时,教师以启发学生作画思维入手,很快在黑板上画一个带哈哈大笑的卡通人脑袋,学生兴趣盎然,教师趁机问:谁想上来学老师的样,也试画一个不同表情的卡通头像。通过这种方式,可使课堂教学真正成为学生欢乐认识兴趣的场所。在兴趣高涨时总是能激发创新思维的火化,这时教师只需轻轻点拨学生创造性思维如开闸的洪水源源流出。

We should treat students as the masters of cognition, fully utilize their subjective role in the process of cognition, guide them with interests, guide them to explore new paths, think and analyze from ordinary people's thinking, and obtain new creations. For example, when teaching fifth grade students to draw 'Children's Facial Expressions', in order to create a situation, the teacher can first invite several students who are good at performing to demonstrate joy, anger, sadness, crying, and sorrow. Everyone is laughing with joy at their funny facial expressions. At this time, the teacher starts by inspiring students to think in drawing and quickly draws a cartoon person's head with laughter on the blackboard. The students are full of interest, and the teacher takes the opportunity to ask: Who would like to come up and learn from the teacher, Also try drawing a cartoon avatar with different expressions. Through this approach, classroom teaching can truly become a place for students to joyfully recognize their interests. When interest is high, it can always ignite innovative thinking. At this time, teachers only need to gently stimulate students' creative thinking, such as the flood of water flowing out.

We should regard students as the masters of cognition, give full play to their main role in the process of cognition, take interest as a guide, guide students to find a new way, think and analyze from the thinking of ordinary people, and obtain brand-new creation. For example, when teaching the fifth grade to draw "Children's Facial Expressions", in order to create a situation, the teacher can first invite several students who are good at performing to demonstrate joy, anger, sadness, crying and sorrow respectively, and everyone is happy to laugh at their funny facial expressions. At this time, the teacher starts with inspiring the students to draw a cartoon head with a big laugh on the blackboard, and the students are full of interest. The teacher takes the opportunity to ask: Who wants to go to school? In this way, classroom teaching can really become a place for students to know their interests happily. When the interest is high, it can always stimulate the cremation of innovative thinking. At this time, teachers only need to gently motivate students' creative thinking, such as the flood that opens the floodgates.