Research On "Five In One" Teaching Based On Thinking Development-oriented Classroom

Thinking development is the realistic demand of modern society for talent cultivation.Since the new curriculum reform,thinking development-oriented classroom aiming at promoting students’thinking development has attracted more and more people’s attention.Throughout the theory and practice of thinking development-oriented classroom in foreign countries,most scholars have narrowed the development of thinking or misunderstood it,resulting in a series of problems and deviations in thinking development-oriented classroom.From the point of view of teaching,this paper interprets the concept of thinking development-oriented classroom teaching,considers that thinking development-oriented classroom teaching has the characteristics of "five in one",and puts forward the trend of thinking development-oriented classroom teaching.Guiding the teaching objectives with the development of thinking,stimulating the vitality of thinking;enriching the teaching content with the development of thinking,extending the width of thinking;perfecting teaching methods with the development of thinking,excavating the depth of thinking;penetrating the teaching environment with the development of thinking,highlighting the temperature of thinking;guiding teaching evaluation with the development of thinking,enriching the thickness of thinking.On the basis of theoretical analysis,this paper takes the use of literature method,classroom observation method and investigation method to find out the real situation of the thinking development-oriented classroom.This paper goes deep into the thinking development-oriented classroom teaching in Y city,finds out the problems existing in the current thinking development-oriented classroom teaching,and makes attribution analysis from two aspects of schools and teachers.Finally,it explores the practical strategies of thinking development-oriented classroom teaching from five aspects:returning to the core of thinking and remolding teaching objectives;emphasizing thinking orientation and enriching teaching content;enriching organizational forms and activating students’ thinking;changing materialized ideas and optimizing teaching methods;emphasizing thinking dialogue and improving teaching environment;highlighting the status of thinking and improving teaching evaluation.It provides a train of thought for the implementation of thinking development-oriented classroom teaching.