First, the establishment of classroom teaching
The central position in quality education The ultimate goal of quality education is to improve the comprehensive quality of all students, and the formation of students' comprehensive quality is mainly carried out through subject courses and classroom teaching. Under the theoretical guidance of quality education, we should deepen the reform of classroom teaching and improve the quality of classroom teaching in an all-round way. To this end, the leaders of our education administrative department first went deep into the front line of teaching, entered the classroom, studied the classroom and became experts in education and teaching. It also requires all schools to thoroughly implement the subject teaching opinions issued by the county bureau and attach great importance to classroom teaching; Every teacher is required to take every class seriously, guide and design classroom teaching with the concept of quality education, and teach every link well in a down-to-earth manner. Thus, the erroneous orientation and one-sided view that quality education can be completed with beautiful school environment and vivid extracurricular activities are eliminated and corrected conceptually, and the central position of classroom teaching in the process of in-depth implementation of quality education is established.
Second, optimize classroom teaching objectives, highlighting the "five elements."
The goal of classroom teaching is the starting point and destination of classroom teaching activities, and it is the basis for checking and evaluating classroom teaching. Determining classroom teaching objectives is the premise of effectively implementing classroom teaching behavior. For a long time, due to the influence of exam-oriented education, many teachers often equate classroom teaching with "intellectual education". When determining the classroom teaching objectives, we often only pay attention to the teaching of basic knowledge and the training of basic skills, but ignore the cultivation of ideological and moral education and psychological quality, which leads to the failure to comprehensively improve the quality of the students trained. Practice makes us realize that in order to truly implement the task of quality education in classroom teaching, we must first optimize the classroom teaching objectives and make the teaching objectives have quality. Since 199 1 year, our county has actively carried out research and experiments to build a classroom teaching target system for quality education. In the process of constructing the classroom teaching target system of quality education, we always pay attention to mastering two basic principles:
The first is the principle of comprehensiveness. On the basis of in-depth study of the connotation, purpose and requirements of quality education and the teaching syllabus of various disciplines, we clearly put forward the "five elements" that classroom teaching objectives must have, namely: 1. The goal requirements of ideological and moral education (including aesthetic education, labor education, etc.). ); 2. Basic contents of scientific and cultural knowledge; 3. Training and cultivation of psychological quality; 4. Methods and steps of intelligence training; 5. Training and requirements of basic skills.
The second is the permeability principle. The five elements of classroom teaching objectives are not isolated, they must also penetrate and promote each other. Subject teaching content is the carrier of ideological education. To internalize subject knowledge into students' scientific and cultural quality, it must be carried out through certain training methods and skill activities. In the process of intelligence training, students' psychological factors must be considered, and psychological quality should be trained and cultivated to ensure the comprehensive completion of classroom teaching tasks. Therefore, we require teachers to carefully study the syllabus, teaching materials, students, teaching methods and learning methods before classroom teaching, take quality education as the main line, and organically combine the five elements to make the classroom teaching objectives concrete and scientific.
Third, improve classroom teaching methods, reflecting the "four stresses."
Classroom teaching method is a method used to complete the established classroom teaching objectives and tasks. It includes the methods of teachers' teaching and students' learning, and it is a way for teachers to guide students to master knowledge and skills, gain physical and mental development and work together. The optimization of classroom teaching objectives ensures the quality of classroom teaching, but in order to truly implement the goal of quality education in classroom teaching, we must constantly improve teaching methods and optimize teaching process. In teaching methods, we should not only consider how to teach students the basic social experience that has been summed up, but also how to teach students how to acquire these experiences effectively. When studying law, we should not only consider how to guide students to acquire existing knowledge and experience, but also consider how to guide students to automatically update their knowledge structure and constantly adjust their learning status. In recent years, on the one hand, we learn from and popularize the excellent teaching methods of famous teachers such as Li Jilin, Ma Xinlan and Qiu Xuehua, on the other hand, we actively encourage and support teachers to boldly reform and explore teaching methods with local characteristics that reflect the characteristics of quality education, and have achieved remarkable results. In the reform of various classroom teaching methods, we always pay attention to the "four stresses".
1. Focus on the internalization of knowledge.
We require all disciplines to internalize the knowledge they need to impart into students' quality through various teaching methods and means, so that students can not only "understand" what they have learned, but also master and apply it. We stipulate that class assignments for all subjects must be completed and tested in class. In visual inspection, anyone who finds that the completion rate and correct rate of classroom assignments and exercises can not reach the normal standard, no matter how wonderful the class is, is regarded as poor.
2. Pay attention to students' independent participation.
The core of modern teaching concept lies in cultivating students' subjective consciousness and participation consciousness, and highlighting the systematic law with quality education as the core. The primary feature of quality education is to develop and mobilize students' subjectivity, including autonomy, self-esteem, adaptability and creativity. Students are the subject of cognition and the master of learning, so they should be actively guided to participate in the cognitive process. To this end, we require teachers to strive to achieve "seven hands-off" in teaching. Namely: let students actively explore new knowledge; Let students read textbooks freely; Let the students talk about the key points, difficulties and doubts; Let students think and answer questions; Ask students to summarize the conclusion or central idea; Let students find it regularly; Let students freely construct knowledge structure. The active participation of students not only enlivens the classroom teaching atmosphere, but also enables students to actively feel and acquire knowledge and exercise skills in the process of participating in teaching, so that their quality has been comprehensively developed and improved.
3. Pay attention to quality training.
The mastery and consolidation of students' knowledge, the acquisition and proficiency of skills, and the formation and habit of good behavior are not achieved overnight, but can only be achieved through a lot of strict training. Therefore, in the teaching of various subjects, we always demand to grasp the main line of training, so that students can practice in schools and middle schools and constantly consolidate and improve. Drawing lessons from the experience of Yang Si Middle School in Taixing, Jiangsu Province, we have stipulated the basic structure of classroom teaching of "practice, lecture and practice", which requires that "the basic training time of new teaching should not exceed 5 minutes, the new teaching time should not exceed 20 minutes, and the feedback practice should be about 15 minutes."
4. Pay attention to emotional experience.
Quality education requires not only students' extensive participation, but also students' emotional input and profound experience. We should not only attach importance to cultivating and developing students' intelligence factors, but also cultivate and develop students' non-intelligence factors. Psychological research shows that classroom teaching behavior must follow the emotional principle in order to truly achieve the goal. The function of teaching is not only to establish a cognitive system, but also to actively mobilize the emotional system.
Therefore, we require teachers not only to pay attention to the emotionalization of their own teaching verbal behavior, nonverbal behavior, teaching management behavior and teaching evaluation behavior, but also to be good at creating various experiential teaching environments to let students get feelings, stimulate interest and guide students to deal with various problems they have experienced.
Fourth, reform the classroom teaching evaluation system and implement "three combinations"
The traditional classroom teaching evaluation is often based on lectures, only focusing on the evaluation of the teaching process, lacking certain scientificity and comprehensiveness. In order to promote the quality of classroom teaching and give full play to the guiding role of teaching evaluation, we have reformed the evaluation method, changed the single evaluation into comprehensive evaluation, formulated seven elements of classroom evaluation, and established a graded class evaluation system, which has promoted the in-depth development of classroom teaching reform. In the classroom teaching evaluation, we have implemented "three combinations".
1. Self-evaluation is combined with other evaluations.
We require every teacher to make a self-evaluation after each class, write a "teaching evaluation", constantly sum up the success or failure of teaching, and constantly improve teaching and teaching art. We also require all schools to establish a normal system of teacher mutual evaluation and leadership evaluation. Every semester, the school organizes at least one mutual evaluation of teachers and one random evaluation of each teacher. Both mutual evaluation and random evaluation exchange opinions with teachers and record them in teachers' professional files.
2. Combination of process evaluation and effect test.
In order to do a good job in classroom teaching evaluation, we uniformly designed and printed notes on class evaluation. Notes not only record the teaching process, but also design evaluation and grading columns according to the basic elements of classroom teaching. For each evaluated class, it is necessary to evaluate not only the teacher's grasp of teaching content, the choice of teaching methods, the arrangement of teaching procedures, the use of teaching language, and the handling of bilateral teaching activities. It also depends on teachers' determination and mastery of teaching objectives, the achievement of teaching objectives and the teaching effect. The combination of process evaluation and effect test urges teachers to pay more attention to accurately grasping teaching objectives, carefully designing teaching process and paying attention to teaching effect, effectively curbing formalism and ostentation in teaching and ensuring the implementation of quality education tasks in classroom teaching.
3. The combination of peacetime evaluation and final evaluation.
Any classroom teaching reform must help to improve classroom efficiency and teaching quality. Therefore, we use the method of combining the usual assessment with the final assessment to evaluate classroom teaching. Each township and school organizes summative teaching quality testing for all grades and classes every semester, and comprehensively evaluates each teacher's teaching ability, level and teaching performance in combination with the usual classroom teaching testing, and evaluates the grade. Poor teaching level or poor teaching quality test results shall not be rated as "excellent" or "good". Therefore, teachers are required to take every class seriously and improve the teaching quality in a down-to-earth manner. In recent years, based on quality education, we have continuously deepened classroom teaching reform, which has greatly improved the professional level of primary school teachers and the overall quality of students in our county, and the teaching quality has been steadily improved.