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Thoughts on listening to Professor Cui's lecture
Curriculum reform has been on the way.

Reflections on Professor Cui's Report on "Curriculum Reform of Minimalism"

Wang Zhiguo lingyang town junior high school

On September 24th, at the invitation of President Guo, Professor Cui, the leader of deepening curriculum reform in Shandong Province and director of "thinking collision" classroom research institute, came to Lingyang Town junior high school. In the morning, Teacher Cui gave a report on "Making the simplest" curriculum reform "for all teachers. In the afternoon, Mr. Cui listened to a math class in our school and gave an incisive opinion. Teachers have experienced the brainstorming of "thinking collision" and the inspiration of teaching plans, and the response is enthusiastic, and they have found the development direction of continuing curriculum reform.

I especially agree with Teacher Cui that classes should focus on deep-seated goals, and no more than three problems can be solved in one class. A 45-minute class can't cover everything. If it is too comprehensive, it will blur students' cognition and make them not know where the key points are. When I was teaching spring, I designed a goal for the children: please tell the beauty of spring. The students found the beauty of spring in nature, structure, wording, rhetoric, scene and artistic conception ... As a result, after three classes, the students could still find the beauty of spring. I didn't deal with anything else in that lesson, but the children learned well and I am still impressed. Facts have proved that as long as teachers guide students to achieve deep goals, shallow goals, as by-products of deep goals, will be solved by the way.

Teacher Cui emphasized in his report that the new curriculum reform should attach importance to cultivating students' critical spirit. Pupils dare to question the truth of Cao Chong's elephant story. They give various reasons: water, boats and elephants, which makes me doubt the child prodigy I admire. This kind of critical thinking, which is related to both books and reality, is really commendable. However, this critical thinking of students was obliterated by our teacher in the process of pursuing standard answers. I thought of the word "sin". I did commit a crime. Fortunately, when studying and translating classical Chinese, I chose to let students believe in themselves after teaching them the translation secrets of "leaving, deleting, changing, supplementing and adjusting". The children did translate a more concise and memorable translation than the translation book, and I helped the students regain their confidence.

Regarding the crux of the inefficiency of group cooperation, Mr. Cui believes that the group negotiation is fruitless. That's true. Our teacher only knows how to make group discussions, but he doesn't know how to make group discussions orderly. I summed up the "order" like this: first study alone, then cooperate with two people, and finally discuss in a group. No self-study, no cooperation, no discussion of cooperation results, no pursuit of standards and uniqueness in discussion, seeking common ground while reserving differences, and being correct. Teacher Song Shuang learned this method, and everyone saw that the group cooperation in her class was orderly and efficient.

How to make team members devote themselves to learning? Teacher Cui's prescription for us is "division of labor, combination of management and learning, and one person has two responsibilities." I didn't make the division of labor among team members so scientific and reasonable when I used group cooperation, but I did let students have something to do. Take the translation of classical Chinese for example. In the process of showing books on the blackboard, I asked students to copy the original text, translate keywords, guide, find the wrong books and explain them according to their different learning levels, and the effect was good.

Teacher Cui told us that there are many ways to make students pay attention to the class, and it is a good way for teachers to make mistakes on purpose. When I was teaching Urban Elf, I deliberately wrote "Urban Ghost" on the blackboard. When the child kindly reminded me, I stubbornly said, "Maybe Yi Shu is wrong." The children went to the text to find the basis and kept stating the reasons why they should be "elves" rather than "ghosts". It was barely released after class. "Ghost" changed to? "Genie" received excellent results. This year, when I was teaching "Cradle of Ancient Civilization", I did the same thing again and wrote "Cradle" as "Shake the Blue". When the students asked me to correct it, I told them: "According to the content of the text, it makes sense for me to write" Shake the Blue ". It aroused children's curiosity and received good results.

An expert is an expert. Close contact with teacher Cui made me realize how important it is to refine a deep-seated problem to improve teaching effect. Teacher Xu Xiwei designed such a question to organize students to discuss when teaching junior middle school history The Three Kingdoms: "Why did Cao Cao win more with less in the battle of Guandu, but lose less with more in Battle of Red Cliffs? ? Please combine the teaching materials and extracurricular knowledge to discuss in groups and explain the reasons. " I can imagine what the classroom would be like if the teacher could listen patiently without worrying and keep his mouth shut under the guidance of such profound questions. I still have the ability to draw inferences from others. I thought of a few questions. For example: Germany participated in two world wars, why did they all end in failure? Why did Lenin's new economic policy, Roosevelt's New Deal and China's reform and opening up succeed? I'm going to try it when I review for the ninth grade next year.

My class can't arouse students' deep thinking, and there are few sparks of "thinking collision". The "Six Questions of Famous Teachers" left by Teacher Cui is a clever trick: 1. What do you have in mind? The reason is ... 2. How did you (the group) come up with this answer (method)? Is your answer the same as his? If they are the same, please talk about his ideas; If not, please tell me what you think. 4. Who has anything to add? Who can correct it? Is there a problem with this statement? 5. Who has different ideas? Who has a new solution? 6. Is this method feasible ... If not, how about ...? How practical. You must use it, and you must use it often.

After the meeting, under the guidance of President Guo, I formulated the Implementation Plan of Cui Deep Curriculum Reform in Lingyang Middle School, and I will always be on the road of curriculum reform. This study has once again inspired me to continue the curriculum reform, and I will stick to it with hope.