Three-step teaching method in teaching trial analysis of electrical.docVIP

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Three-step teaching method in teaching trial analysis of electrical.doc

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Three-step teaching method in teaching trial analysis of electrical

Three-step teaching method in teaching trial analysis of electrical Abstract: “The problem jobs - new courses - to explore the job.” Three-step teaching the students the teacher before the lesson on the issue of job prep courses with content and new courses in the heavy and difficult to solve operational problems and answer questions , and then to complete courses designed to explore a number of targeted operations as a job, two jobs plus classroom learning can be more profound understanding of issues, concepts, acquire knowledge to enable students to enjoy learning, develop good habits. Keywords: three-step approach, the problem job, classroom situation, to explore job Training with the main body of the people are the characteristics of modern education, so teaching in schools should be based on student-centered exploratory learning process, is to stimulate students ‘desire to learn, curiosity, creativity and development of students’ learning potential of the process. lt;lt;Electrotechnical foundationgt;gt; for high school students is a new course, which is characterized by very systematic, abstract concepts, learning difficult. Vocational School of Health Intelligence is not bad but a lot of learning bad habits and I think a good teaching method is to maximize stimulate student interest in learning, develop good habits. In recent years, my basic course in electrical technology trial “problem jobs - new courses - to explore the job,” three-step approach, not only to train students self-learning ability, but also effectively improve the quality of teaching. 1 Teachers should be good at design operation First, the problem is not the job of the teacher after class we arranged regular practice, but the teacher arranged the work to the next lesson for students to preview new lesson content, in prep books and language learning process using a preliminary answer questions so that not only may well urge students to preview new lesson content, but also to