Ideological and moral lessons of junior high school issues in the design of Guidance.docVIP

Ideological and moral lessons of junior high school issues in the design of Guidance One philosopher once said, “is precisely the problem inspired us to learn, to discover knowledge, to observe, to practice.” In the classroom to allow students to issues of interest, to mobilize the enthusiasm of the students. Learning objectives to guide Studies presented in the form of issues, problems with learning materials for students. However, teachers provide students with the design outline for self-learning anomaly lies in the following areas: 1. Guiding of the deviation from the students real life problems, just from knowledge point to ask questions, the lack of sex life, it is difficult to mobilize the enthusiasm of students in the classroom. 2. The problem closely around the design point of textbook knowledge, the answer is fixed, thought fixation, lack of openness. 3. Of the problem general, stiff, and sometimes directed at the conclusion or question contains profound questions, so that students can not start, the lack of hierarchy. 4. The problem of knowledge of the occurrence of the design process of ignoring, neglecting the students of the cognitive rules, a simple question and answer, the lack of inquiry. The existence of these problems have become so dull moral character class, the students are not attractive, the goal of education and teaching can not be completed. The author studies the problem of classroom design, classroom Guidance for the design problem of a few points superficial understanding. First, knowledge and learn new type of question design Prior to the teaching of new knowledge, conscious designed to review the contents of the problems associated with each other, and by default part of the new issues, paving the way for the new learning content, and thus stimulate students intellectual curiosity, and gradually elaborate on the knowledge points enable students to make full use of their own thinking to find,