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MyidealteachingmethodsWhenIwasinprimaryschool,oneofmyteacherstaughtmynaturalsciencecourse,itwasherwaythatimpressingaalot,uptillnow,thewaysheusedstillpoppedoutinmymindvivid.Shewasquitedifferentfromotherteacherswhogivencourseasusualinclassroom,shetaughtustoknowtheplantsoutside,byobservingtherealplantsfromitscolor,size,shape,features,class，function,howitwasdifferfromothercreatures,howitgrewup?andsoon,allthethingswedidisrealmattersalotonmystudy.Inaddition,shealsoaskedustodrawitdownsimply.Intheprocess,thentherecameacrossdeputesamongsomestudentsonthefeatures,thenshedidnotgivenusapproachbuttolduswhatwedidisofgreatsignificanceforourstudy.”wheretherearesparksamongourmindsthereisakeytothedoorofthetruth”thisiswhatshetoldtousstillinmyheart.suchkindofaimpressivememorymademeremindofhowtoteachefficiently,inordertogivethelearnersmoreinalimitedtime,whatshallwedo?whatisthemostidealpatterntoteach?Sopersonallyspeaking,forthemajorityoftheprimaryschoolorjuniorhighschoolstudents,muchcarefulnessshouldbepaidontheinterestsratherthantheknowledgeitself,interestsarethebestteacherintheworld,sowhenwetryourbesttopasswhatweobtaintothestudents,weneedtobasedonthecuriosity.Inaddition,weneedtreatthemasasingle,ratherthantheproductscomefromthefactory,cultivatingtheirabilitytofindwhattheyoccupy,findingouttheirflairs,andwearetheinstructorsofthem,itisharmfultotakeanobstacleontheirimagination,especiallyforchildren,manyteachersforcestudentstofollowwhatthesaid,itisnotallowedtobreaktheframeconstructedbytheauthoritarianteachers，atthesametime,cultivatingtheirabilitytocorporatewithothersisalsoplayingavitalroleinthelifeofthem,whentheyareyoungitisacriticalphasetofosterahabit,somestudentsrefusetoconferwithothersnotbecausethemdonotwanttocommunicatewiththembutthemfinditishardforthem.nowadaysitseemsthingsaredistorted,manycompulsivecourses,whicharebeyondstudents’sability,aretaughtintheprimaryschoolwhile,inuniversity,wherecoursesforchildrenaretaught,rathersomeprofessions,soIthinkpeopleshoulddotherightthingsattherighttim
