teach students in accordance with their aptitude(yīn cái shī jiào)

teach students in accordance with their aptitude

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Teaching students in accordance with their aptitude is an important teaching method and principle in teaching. In teaching, according to different students' cognitive level, learning ability and their own quality, teachers choose learning methods suitable for each student's characteristics to carry out targeted teaching, give full play to students' strengths, make up for students' shortcomings, stimulate students' interest in learning, and establish students' confidence in learning, so as to promote students' learning All round development of students. Teaching students in accordance with their aptitude has rich modern connotation, and its implementation needs to implement four principles. Teaching students in accordance with their aptitude is of great significance to teachers, parents, schools and the realization of educational equity.

definition

Teaching students in accordance with their aptitude means that teachers should start from the actual situation of students and individual differences, and carry out different teaching with a definite aim, so that each student can develop his strong points and avoid his weak points, and obtain the best development. Cause: basis; material: qualification; application: exertion; teaching: education. Teaching students in accordance with their aptitude refers to the different education of the learners' interests, abilities and other specific situations.

Idioms and allusions

Source: Advanced chapter of the Analects of Confucius

Original text:

Zilu asked, "what do you think of this Confucius said, "if you have father and brother, how can you hear about it and do it?" Ran you asked, "Wen Si Xing Zhu?"; Confucius said, "Wen Si Xing Zhi." Gong Xihua said, "you also asked, what do you think of this? Confucius said, "my father and brother are here." he asked Wen Sixing, and Confucius said, "Wen Sixing.". Red is also confused, dare to ask Confucius said, "if you want to retreat, you can advance; if you want to be a part-time person, you can retreat."

Explanation:

In the sentence, it is interpreted as "Zhi Yu". It is also: whether or not you are a part-time person. You are brave enough to be brave enough to ask. You are a respectful adverb. You refer to Zi Lu. You refer to Gong Xihua himself. You refer to ran you. You refer to doing things in a timid way

Translation:

Once, after a lecture, Confucius went back to his study, and the student Gong Xihua brought him a glass of water. At this time, Zilu came in in a hurry and asked the teacher for advice in a loud voice: "Sir, if I hear a correct proposition, can I do it immediately?" Confucius took a look at Zilu and said slowly, "always ask your father and brother. How can you do it when you hear it?" As soon as Zilu went out, another student ran you quietly came up to Confucius and asked respectfully, "Sir, if I hear the right idea, should I do it immediately?" Confucius immediately replied, "yes, it should be implemented immediately." After ran you left, Gong Xihua asked strangely, "Sir, how can you answer the same question in the opposite way?" Confucius said with a smile, "ran you is modest and hesitant, so I encourage him to be decisive. But Zilu was so aggressive that he didn't do everything well, so I advised him to listen to others' opinions and think twice when he was in trouble. "

Modern connotation

"Teaching according to sex"

In ancient times, women could not receive the same education as men, so there was no problem of "teaching because of sex" at that time. However, with the development of society, it is obvious that "teaching students in accordance with their aptitude" should cover "teaching according to their sex". Originally, there are differences between men and women in physiology and psychology. Girls are generally one or two years earlier than boys in physical development. In primary school and junior high school, girls' language ability and mechanical memory ability are generally better than boys. In addition, there are less abstract thinking elements in their own learning content, so girls' learning performance is generally higher than boys at this time, but with the increase of years With the increase of grade, the mechanical memorization of learning content is reduced, and accordingly, the requirements of abstract thinking are higher and higher, and the advantages of boys begin to develop. Therefore, teachers should see the advantages of male and female students, guide them according to the situation, help them maintain and develop their own advantages, and make progress together.

"Teaching according to age"

According to Piaget's four stages of cognitive development, each age stage has its own characteristics, so teachers should teach children of different ages according to their age characteristics. 1. Teaching because of individual differences in ability the ability of students varies from big to small, basically in a normal distribution: small at both ends, big in the middle; the ability to give full play to early or late, some talents are early maturing, some big tools are late maturing; the structure of ability also varies, some are better than imagination, some are longer than memory; etc. Therefore, we should teach according to the individual differences of students' abilities. 2. "Teaching students according to their aptitude" and "learning according to their aptitude" complement each other and jointly promote the all-round development of students. in the process of teaching, teachers' teaching activities and students' learning activities objectively adapt to each other. Teachers should teach students in accordance with their aptitude, and students should also learn according to their aptitude, and choose what they are good at and what they are not good at; students should also be allowed to choose what they are learning according to their aptitude, and develop freely according to their own abilities, interests and other special circumstances. The combination of the three, not only attaches importance to the "teaching" of teachers, but also attaches importance to the "learning" of students, so as to achieve harmony and unity. 3. Because of personality teaching, everyone has a different personality. Many of the root causes of poor learning are often caused by personality, and people with different personalities have different sensitivity to the way and content of learning.

principle

In different learning situations, the learning performance of students with different types and abilities is extremely complex, which requires teachers to flexibly design teaching methods according to their aptitude with their own experience and wisdom. The design and implementation of individualized teaching strategy should follow the following principles. Teachers should pay attention to the observation and analysis of students' learning characteristics students' performance when they have problems, especially the signs worthy of analysis, from which their unique cognitive characteristics and motivational tendencies may be found. Teachers should ask more questions like "why do you feel confused and where is the card?" "Why do you always make the same kind of mistakes?" "Why are there anomalies?" It is also worthy of attention and analysis that students are obviously successful in learning, from which we can find out what kind of problems students are good at solving and the motivation of learning, analyze what conditions students are particularly successful in, what characteristics they have in thinking and understanding, and so on. Through observation and analysis, to understand the characteristics of students. 2. To treat students with poor academic performance, we should make specific analysis and treat them differently some students have poor academic performance because of their low level of thinking, some because of the limitations of learning style, and some because of the obstacles of learning motivation. In the actual situation, motivation, ability and style are intermingled and interact with each other. Therefore, we must start with the stimulation and maintenance of motivation and the guidance of learning methods. Taking different measures to make students study in the state of self-esteem and self-confidence is particularly important for students with low ability level. If the education is not proper and the self-esteem of the students with poor ability is wiped out, it will be like adding insult to injury and draining the source of their development power. 3. According to the understanding of students' learning styles, teachers should provide teaching methods with matching styles in teaching. Some studies have shown that when teachers' teaching styles match students' learning styles, it is conducive to improving academic performance. For example, for students who like image representation, use schema to explain concepts, and avoid arranging quiet students to sit at the door of the classroom. Because any cognitive style is not suitable for all knowledge learning, if learners stick to a certain cognitive style in learning, they will fail in some subjects that are not suitable for their own style. Researchers believe that individual learning style is a habit, and acquired experience and training play an important role. It should be noted that the teaching method of matching first will not be as easy as matching teaching. It must be meticulous and progressive, and pay attention to the students' learning situation at any time, and adjust in time according to the feedback of students' learning. 4. Teachers should not only analyze and grasp students' learning style, but also guide students to understand their own learning style characteristics, so as to promote students to transform learning style into learning strategies. a study conducted by laedding and stellay in 1998 found that when the material requirements of a certain subject matched their cognitive style, the actual learning results of students were not as good as they expected, while when the material requirements did not match their cognitive style, they learned better than expected. Laedding's explanation for this result is that these students made relatively high expectations because they realized the matching between their learning style and material structure. In fact, to some extent, this result also shows that learners can make active efforts when they are aware of the matching relationship between learning style characteristics and learning task requirements. To be a strategic learner, one should at least be aware of the type of learning ability, know the requirements of different methods to complete the learning task, and be able to adopt different learning methods. Learning strategies are different from learning styles. Learning style is a relatively stable and unconscious preferred learning style, while learning strategies are flexible, planned and adaptable according to the nature of specific learning tasks. Only with the conscious cultivation of teachers can students fully understand themselves and actively develop their strengths and avoid their weaknesses. When students have the awareness of learning strategies, and realize their habitual learning style and its advantages and disadvantages, they will take the initiative to adjust. it should be pointed out that teaching students in accordance with their aptitude is not to (and cannot) reduce the differences among students. In fact, under the influence of effective individualized teaching strategy, the development difference of students' learning level may be greater, because whether they can benefit more fully from the educational conditions itself is a manifestation of their potential. Under suitable learning conditions, those with low potential can develop their potential, while those with high potential will develop faster. Teachers should set up different levels of students

Chinese PinYin : yīn cái shī jiào