Tisch
Through the teaching practice and unremitting exploration for nearly one school year, this paper puts forward some experiences in the teaching of seventh grade ideological and moral course under the new curriculum standard;
First, create various situations to stimulate students to actively participate in classroom teaching activities; Second, let students motivate themselves in the evaluation;
Third, create a space for students to explore actively. In the teaching process, we should always embody the principle that students are the main body and teachers are waiters, so as to better implement the concept of new curriculum standards.
Compared with the previous ideological and political courses, the seventh grade ideological and moral course under the new curriculum standard is closer to students' life and ideological reality, pays more attention to students' ideological and moral education, and promotes the formation and development of students' healthy personality.
One of the teaching objectives of the new curriculum is to advocate students' active participation, willingness to explore and diligence in practice, and to cultivate students' ability to collect and process information, acquire knowledge, analyze and solve problems, communicate and cooperate. Then, how to infiltrate the goal of the new curriculum in the seventh grade "ideological and moral" teaching, and better promote the formation and development of students' healthy personality? My main method is:
First, create various situations to stimulate students' initiative to participate in classroom teaching.
Students are the main body of learning activities, and education and teaching should be student-centered. Today's middle school students face many opportunities and challenges. They need to make appropriate choices and judgments in a lot of complicated information. They must have certain methods and skills to collect, process and use information, and learn to think independently, question and reflect. Therefore, the teacher should not be a monologue, but a waiter to build a performance platform for students. In teaching, we should fully develop and make use of classroom resources inside and outside the school, be good at creating and selecting conditions for them, create a relaxed and harmonious classroom atmosphere, be good at seizing relevant opportunities to let students learn in practice, let students' thinking spark, be good at guiding students to "do" and let students actively participate in the whole classroom teaching process.
In the teaching of "Ideology and Morality" in grade seven, I have been trying various situational teaching methods, such as sketch performance, role-playing, games and discussions, to stimulate students' enthusiasm for active participation and exploration. Its teaching mode is: situation theory situation. Situation is the starting point and destination of classroom teaching. Exploring situations requires learning theories in order to better explore situations and improve students' ability to solve problems. However, the choice of situation is the primary condition of situational teaching method, and situation is the main line of teaching, which should run through the whole classroom teaching and play the role of organizing all aspects of teaching, such as introduction, performance (process), discussion and summary. However, in order to carry out situational teaching smoothly and effectively, we must make full preparations before class.
First, choose the right situation. The teaching purpose of each class is different, and the teaching links of each class are also different, so we should choose appropriate and effective teaching situations according to different teaching purposes and teaching links in teaching. For example, "meeting new partners" applies to games; Boys and girls are suitable for role-playing; "Civilized Communication" is suitable for sketch performance; Feel Youth is suitable for special discussion and so on. Through the creation of these situations, the enthusiasm of students' active participation and independent inquiry can be fully mobilized.
Secondly, students must be organized and carefully guided to prepare for various situational performances before class. For example, choose the right person, prepare props and guide students to rehearse. In order to make every situational teaching receive good teaching effect, deepen students' understanding of what they have learned and better serve teaching, I set up sketches (roles, etc. ) shortly after the start of this semester, the performance group will perform in each teaching class on a voluntary basis, thus avoiding the situation of situational teaching going through the motions and truly serving the teaching.
In addition, in order to fully mobilize each student's initiative in learning, avoid paying attention to one thing and losing another. In the process of classroom teaching, I will determine the students who perform according to different teaching contents and teaching links. My general practice is that the cartoons in each class "Exploring the Garden" generally require voluntary improvisation; According to the needs of various teaching purposes and links, the sketch and role-playing designed by teachers are practiced by students in the sketch group before class in order to better serve the teaching.
Second, let students motivate themselves in the evaluation.
Judging from the teaching content and requirements of the new curriculum standard, rote learning can no longer be the teaching goal of our classroom teaching, and evaluating students is not to let students recite some fragmentary knowledge points, but to decide by the number of test scores. We should realize that students are human beings, and they are growing every day. It is not difficult to remember a few knowledge points. What is difficult is how to really stimulate students' personal consciousness through the learning process, and how to cultivate students' emotions, attitudes and values, so that students can actively participate in and solve problems, strengthen the psychological adjustment of individual self, and truly achieve the unity of knowing and doing.
The new curriculum standard also puts forward new requirements for evaluation: teachers should pay more attention to students' learning process while paying attention to their learning results. In order to better reflect the teaching concept of the new curriculum, so that every student can enjoy the joy of learning success and stimulate the enthusiasm for learning, my approach in this regard is:
(1) Make full use of the original knowledge section of the textbook for evaluation. For example, in some small designs of "Inquiry Garden" and "Practice and Evaluation", I boldly let students think, do and speak for themselves, so that everyone can express their opinions. I will give proper evaluation to students' ideas, methods and designs, especially to their uniqueness, so as to enhance students' self-confidence and fully mobilize their enthusiasm for active participation and exploration.
(2) Do a good job in after-class evaluation. Every time I finish a class, a textbook and a unit, I will evaluate the students accordingly. In the evaluation, I generally use flexible and diverse evaluation forms, such as asking students to make a simple summary of what they have learned, talk about feelings, write ideas, design activities, grade students, hold exhibitions of students' small works, and show their personal talents. In order to affirm students and inspire them. It is worth noting that evaluation must not become a questionnaire test for students.
extreme
During this time, we are all learning the relevant knowledge of education and teaching reform. Through learning, we have gained a lot and provided better guidance for my future education and teaching work. Let me talk about my feelings. I am deeply touched by the idea of tolerance.
First of all, the change of teachers' roles reflects the tolerance between teachers and students.
With the in-depth development of education reform, almost every school has raised the banner of education reform, and the government has also put education reform and school improvement on the priority agenda. The curriculum reform of basic education requires teachers as participants, and must break the "teacher-centered" and build a democratic, equal and cooperative classroom "cultural ecology". Teachers should move from condescending authority to equal chief, seek truth with students and share the joy of their success. The teaching process is no longer a monologue of teachers, but a constant dialogue between teachers and students. Teachers should stimulate students' interest in learning and guide them to explore constantly. Among them, teachers mainly encourage students to actively participate in activities and gain positive experience, and actively propose solutions to problems. Teachers become organizers, participants, helpers, guides and promoters of students' learning. The exertion of students' subjectivity needs freedom, and tolerance is the guarantee of freedom. Without tolerance, there is no freedom. The change of teachers' role is the expression of our initiative to create a tolerant atmosphere.
For students, the teacher's deep tolerance for students provides students with opportunities and space to fully express themselves, thus opening an epiphany, conducting more effective education and cultivating students' ability to judge right and wrong. For teachers, in the era of rapid development of science and technology, network communication technology makes teachers no longer have absolute authority advantage, and this role change is also an tolerance for teachers' limited personal ability.
Second, the selectivity of curriculum structure reflects the tolerance of individual differences of students.
The curriculum structure is selective, the curriculum is diversified, the teaching organization system is flexible, the proportion of elective courses is increased, the diversified needs of students are met, the development of students' personality is promoted, and conditions are created for the formation of a tolerant culture. In the short term, the selectivity of curriculum structure provides certain conditions for the free development of students' studies and the cultivation of creativity. In the long run, this will enable students to learn to know themselves, respect themselves and be responsible for their choices as soon as possible before entering the society. Giving students the freedom to choose is to admit their differences and tolerate them.
Third, the comprehensiveness of the curriculum structure reflects the inclusiveness of disciplines.
The new curriculum emphasizes comprehensiveness and overcomes the tendency of too many subjects and mutual independence. Therefore, this kind of integration embodied in the curriculum can enable students to learn tolerance indirectly from comprehensive disciplines, and can also handle and solve practical problems from a comprehensive perspective and multiple perspectives after experiencing comprehensive discipline education.
Education reform can't be achieved overnight, and it needs the mutual tolerance and joint efforts of the government, schools, teachers, parents and students. The reform of basic education has a long way to go, and we should work harder.
From this, we have a deeper understanding of Mr. Tao Xingzhi's "life is education", and children have the ability to think and decide after experience, and learn effectively when making mistakes and correcting them. Children's learning ability is sustainable, and so is their growth motivation! Therefore, it is necessary to "1" to emancipate children's minds; 2. Liberate children's hands; 3. Liberate the child's mouth; 4. Liberate children's space; 5, the time to liberate children. "
The development of social economy inevitably requires higher and higher education, and the reform of education must adapt to and even lead the development of society. Therefore, the transformation from "exam-oriented education" to "quality education" is the inevitable trend of education development and the inevitable requirement of the development of the times. In quality education, we advance in exploration, innovate in development, innovate ideas, seek higher, faster and stronger development, and constantly promote the reform and development of basic education in China.
Tisso
There is a proverb in Ceng Zi, "I will save myself three times a day". "Three provinces and my body" only know what they have gained and what they have lost. If they get something, they will be very pleased. If they lose, they will redouble their efforts to make up for what they lost tomorrow. Every day, the three provinces will benefit and make progress. Here, I deeply reflect on my teaching, for tomorrow's progress.
First, have you studied the textbook carefully?
We often say to students: read it a hundred times and you will understand what it means; Reading aloud is easy to remember; Reading silently is easy to think ... a set of theories is imposed on children. Did you really understand and do it? How to grasp the teaching materials? I think I have a little knowledge and ability, and it is no problem to teach these children. I often come into the classroom with books in my arms, play as I like, and be complacent about myself, thinking that I have unlimited abilities. However, from the occasional textbook learning and the improvement of teaching strategies, students' learning effect has been significantly enhanced, and they have truly realized that "opening books is beneficial"!
Second, have you kept up with the progress of the times?
The times are progressing and people's ideas are changing. Have our knowledge system and thinking concepts kept up with the times? In the past, we were full of praise for well-behaved and obedient children, but now we appreciate children with flamboyant personality more; In the past, teaching focused on the learning and training of basic knowledge, but now teaching emphasizes the three-dimensional integration of knowledge and ability, process and method, emotional attitude and values. What we used to learn from normal schools will be far from meeting the needs of education and teaching now. The promulgation and implementation of the new Chinese curriculum standard is both an opportunity and a challenge for Chinese teachers. Chinese classroom teaching reform is not only a hot topic, but also a difficult one. Our teachers should not only study the new curriculum standard hard, but also make vigorous explorations. Only by collecting information extensively, learning a lot of knowledge, mastering new teaching skills and establishing the idea of lifelong learning can we not be eliminated by the times.
Third, do you really respect students?
In the distance training class, the teacher told an example: a teacher asked a student to answer the questions on the blackboard, and the student said: I am nearsighted and can't see. The teacher said: Oh, you can't see, please sit down! Analysis of the training teacher: This teacher is very polite to the students and seems to respect them. Actually, you are his teacher, so you should know him well. You wake him up and let him sit down, which is a kind of deprivation of learning rights and a kind of harm to students. The teacher can ask him to go forward, look at the questions, or read the questions to the students, so that he can have the same opportunity to answer the questions as other students. After listening to this example, what kind of attitude do you think your students have? For the good performance of the students, the teachers are all smiling, as if all this is their own credit; However, some children's views conflict with their own standard answers, or are unreasonable and childish, and are always rudely interrupted or severely reprimanded. Cultivate children's good listening habits. Have you learned to listen by yourself? Teach students to respect others, and how do you respect others?
Fourth, are you responsible for the students?
It is always taken for granted that students have different intelligence and uneven grades. For students of all levels, various methods are adopted to promote their progress. Students with good grades can certainly maintain their support in their studies for a long time, and students with average grades can also rack their brains to promote their continuous development. However, I can't consistently help some potential students. Facing them, many times, all my beliefs were destroyed by them in an instant, and I felt really powerless. Maybe, you want to escape your responsibility? Look at your performance and ask yourself: Are you really responsible for them?
Many places in education and teaching need our timely reflection. Reflection is an activity that teachers summarize, analyze, draw lessons from their own teaching behavior and students' success and failure, highlight and regret, and instantly inspire. I hope I can improve in reflection, improve in reflection and grow in reflection!