A Study On Strategies Of Lesson Lead-in Based On The View Of Knowledge Of Deep Teaching

Deep teaching believes that the class has a quality of development.The purposes of teaching lie not only in the acquisition of knowledge,but also in the realization of human development through knowledge learning,the development of key competences,and the cultivation and improvement of personality.At the same time,deep teaching and its knowledge view emphasize that knowledge understanding is the basis of class teaching,class lead-in as the first link of class teaching,not only can attract the attention of students,stimulate students' interest,more importantly,it can create conditions for students to understand knowledge,promote the transformation and internalization of knowledge and lay the foundation for their development.Class lead-in based on the view of knowledge of deep teaching requires teachers to help students to understand and master the relevant culture and background,activate students' experiences,and stimulate students' thinking in the class lead-in part,to guide students to go beyond the knowledge symbol learning to build a solid foundation for the development of abilities and construction of the meaning.However,there are still some problems in the class lead-in part in current school,which has failed to give full play to the significance of itself to students' development.This study is based on the view of knowledge of deep teaching to define the connotation of class lead-in and its related concepts,to propose targeted strategies for solving the class lead-in problems based on the classroom observation.Therefore,this study has important theoretical and practical significances.This study adopts the method of documentation to systematically explain the deep teaching and its knowledge view and the class lead-in based on the view of knowledge of deep teaching.It also adopts the classroom observation method and the case study method to investigate and analyze the status quo and causes of the current class lead-in strategies,and propose some class lead-in strategies based on this.This study is organized around the following five parts:The first part is the introduction,which mainly elaborates the research origin,research purpose and research significance,and sorts out the domestic and foreign research status of class lead-in,and then elaborates the research method and research ideas.The second part is the theoretical basis of the study,it systematically introduces deep teaching and its view of knowledge.The third part is the definition of concept and meaning,mainly expounding the class lead-in based on the view of knowledge of deep teaching and its value,content and methods;The fourth part is the analysis of the status quo of class lead-in strategies,it mainly analyzes the status quo of the class lead-in strategies based on the classroom observation and analyzes the causes.The fifth part is the analysis of the class lead-in strategies,proposing targeted and operational suggestions based on the causes.The study results show that:according to the knowledge processing standards of the knowledge view of deep teaching,the current problems of class lead-in strategies are mainly the imported content fails to demonstrate the breadth of knowledge,the import process and method fail to achieve the relevance of the knowledge and the import effect fails to achieve knowledge depth.This study believes that the reasons for the above problems are that teachers fail to penetrate the kernel of knowledge to understand and process knowledge,fail to correctly understand the meaning of development to students,and lack a correct and clear curriculum awareness.Based on the analysis of the current status and causes of the above-mentioned class lead-in strategies,this study proposes the class lead-in strategies,they are restoring the background and cultural dependences of knowledge by background and culture lead-in,restoring the experiences dependence of knowledge by experience lead-in,and restoring the logical dependence of knowledge by logic knowledge lead-in;realizing students are the starting point and destination of teaching,thinking highly of students,multidimensional development,achieving the full play of the guiding role of teachers in student development;deepening understanding of the curriculum,deep grasp of core literacy of the discipline,and actively carrying out deep teaching research.