(1) This topic studies the teaching strategies of improving the effectiveness of classroom teaching in China's basic education during the Eleventh Five-Year Plan period, that is, how to improve the effectiveness of classroom teaching during the period of building a well-off society in an all-round way and an innovative country. The characteristics of basic education in China during this period are: aiming at improving the comprehensive quality of all students, implementing the Nine-Year Compulsory Education Law, carrying out educational reform experiments with curriculum reform and examination reform as the core, and realizing educational equity and innovation are becoming the action slogans of educators. This is not only the domestic educational background faced by this topic.
(2) The "classroom teaching" mentioned in this question mainly refers to the classroom teaching in middle schools, and also involves the classroom teaching in primary schools, that is, the teaching of each class in primary and secondary schools in the traditional sense and the outdoor or even off-campus learning and practice activities organized by teachers in a broad sense. "Classroom teaching" includes teachers imparting knowledge to students, cultivating students' ability and carrying out ideological and moral education for students. It also involves the concept, content, method, management and evaluation of teaching and learning between teachers and students in classroom teaching.
(3) The "effectiveness" mentioned in this question refers to the actual teaching effect in the classroom teaching reform in the new period. It involves whether it has an effect or not. The research topic is: how to improve the effectiveness of classroom teaching, and how to improve the teaching effect quickly by constructing classroom teaching content, teaching methods, learning methods, teaching plans and classroom teaching evaluation system from the strategic task of improving students' quality in the eleventh five-year plan. That is to find the most effective way to impart knowledge, cultivate ability and improve students' ideological quality.
(4) "Strategy" refers to the steps, methods and ways to achieve the goal. The "teaching strategy" mentioned in this topic refers to the ways and methods adopted in classroom teaching in order to better improve students' comprehensive quality, achieve the predetermined teaching objectives and achieve the predetermined results.
In a word, this topic studies the ways and methods of how to improve the teaching effect quickly in the classroom teaching reform of primary and secondary schools under the situation of comprehensively implementing the spirit of quality education, deepening educational reform and emphasizing educational innovation during the Eleventh Five-Year Plan period.
2. Project background:
Classroom teaching is the main channel for schools to implement quality education and cultivate talents, and it is also the main battlefield for teachers and students to play a leading role. With the continuous development of social politics and economy and the all-round penetration into the field of education, society pays more and more attention to education and constantly puts forward new requirements. In science and technology, taking informatization as the characteristic of the times has become a new growth point to promote the development of science and technology and social progress. Every country puts knowledge innovation and independent innovation in a prominent position as an important symbol to enhance comprehensive national strength and international competitiveness. The key to scientific and technological innovation lies in talents, and the key to talent training lies in education. This understanding has become a global consensus, and all major developed countries are very concerned about the reform and development of basic education, especially the curriculum reform, especially the core issue-classroom teaching reform. Therefore, the educational reform presents a very active situation. During the Eleventh Five-Year Plan period, many new problems, new ideas, new experiences and new experiments will emerge one after another. In this situation, it is highly targeted and urgent to study how to improve the effectiveness of the new curriculum classroom teaching, which is of great practical and contemporary significance.
At present, the return of classroom teaching to students' life world has attracted the attention of some countries, including China. This requires us to respect the law of education and put people first. Make classroom teaching from content to form, emphasize the experience of learners' process, and let students learn through active learning methods that are relaxed, lively, easy to understand and willing to accept. Paying attention to the improvement of students' learning ability, cultivating creative and developmental thinking, emphasizing value education and moral education, respecting students' growth law and highlighting students' personality development are the characteristics of classroom teaching under the new situation. For example, the United States has launched a massive new curriculum standard movement since the 1990s. The ideological core of this movement is to improve the efficiency of classroom teaching and promote the all-round development of students. Driven by the new curriculum standards, they have formed the best practice classroom construction strategies: teaching unit strategy of content integration, group activity strategy, expressive learning strategy, real experience strategy and developmental evaluation strategy. (See Hu, Cheng Kela's article "The Construction of Classroom Best Practices Driven by New Curriculum Standards in the United States", published in Comparative Education Research, No.6, 2004).
According to the investigation results of classroom teaching in primary and secondary schools in China, we have been building our own classroom teaching strategies, which have produced valuable experience on the one hand, but there are also many problems.
First of all, the practice and research on how to further improve students' quality through classroom teaching reform have been fully carried out in China. All-round classroom teaching reform experiments have been deepened year by year, from curriculum category setting, large and small classroom experiments, classroom teaching content (teaching materials), classroom teaching structure, teaching methods, learning methods and evaluation methods of large and small classrooms. The concept of heuristic teaching, integrating theory with practice, applying what you have learned, and the setting of research-based (inquiry learning) courses are deeply rooted in the hearts of the people. In order to improve the quality and efficiency of classroom teaching, many scholars mainly adopt three classroom teaching strategies: the incentive strategy of active development, the guiding strategy of independent learning and the thinking strategy of seeking difference and innovation. These have accumulated rich research materials and practical experience for us to solve the quality education problems in classroom teaching;
Secondly, due to the influence of entrance examination and traditional concepts and practices, teachers are the center, students are in a passive state, and the cultivation of innovative consciousness, innovative spirit and innovative ability is neglected, which inhibits the development of students' intellectual ability. For example, from the overall situation of the course, the arrangement of teaching materials, teaching design, classroom organization, teaching methods, teaching strategies, teaching models and teaching evaluation, the traditional monologue teaching, which is not conducive to students' growth and innovation, is still the mainstream mode of classroom teaching in China; There is a lack of proper dialogue, interaction and mutual respect between teachers and students in classroom teaching. Students' learning intensity is high, teachers' teaching tasks are heavy, classroom teaching methods and techniques are lagging behind, and so on.
Therefore, these situations affect the effectiveness of classroom teaching from both positive and negative aspects. On the one hand, the positive and beneficial concept and practice of classroom teaching reform will promote the acquisition and improvement of classroom teaching effectiveness; On the other hand, blind and wrong classroom teaching ideas and practices will lead the effect of classroom teaching astray, and even produce the opposite effect to quality education. Here, our research on improving the effectiveness of classroom teaching must be combined with classroom teaching reform; On the contrary, in order to carry out teaching reform in depth, we must pay attention to improving the effectiveness of classroom teaching. Therefore, the research on the effectiveness of classroom teaching is the key to the success or failure of classroom teaching reform. If we don't pay attention to actual effect, or have no actual effect, it will make our classroom teaching reform get twice the result with half the effort, and even fail to complete the expected task of quality education well. If we pay attention to effectiveness, or have effectiveness, but we can't understand it correctly or unilaterally, the effect of classroom teaching will be counterproductive, and the great goal of implementing quality education will not be realized.
The reality is that people have insufficient understanding, grasp and research on the effectiveness of classroom teaching reform. In the process of curriculum reform experiment and daily teaching, some people only look at the effect of classroom teaching from the college entrance examination, some people look at the effect from the innovative form of classroom teaching, some people emphasize quality education and talk about the teaching effect by putting quality education in opposition to the college entrance examination, and some people seem to completely ignore the effect and only pay attention to sowing rather than harvesting. It can be said that many teachers are at a loss and confused about the curriculum reform, lacking in-depth study and understanding. Some people even hold skeptical and opposing attitudes, which are manifested in different degrees in classroom teaching during the implementation and promotion of new curriculum, new curriculum standards and new teaching materials.
However, in the practice of classroom teaching reform, there are also many good practices and experiences to improve the effectiveness of classroom teaching, which are worth summarizing, studying and popularizing. For example, to improve the effectiveness of the classroom, we must first correct the concept of classroom teaching reform and overcome metaphysical thoughts; Secondly, we should proceed from reality, study and compile teaching materials, study students, and study the direction and objectives of the new curriculum reform; Third, study the innovation of classroom teaching, that is, study teaching methods, teaching methods, learning methods, democracy and innovation of classroom teaching. Fourthly, study the evaluation system that meets the needs of quality education and helps to test the effectiveness of classroom teaching reform.
In a word, under the situation of in-depth development of education and teaching reform, there are still many problems to be solved in the theoretical and practical research on implementing quality education and improving the effectiveness of classroom teaching. It is necessary to carry out special research around the formulation of teaching strategies, improve the effectiveness of classroom teaching, and summarize relevant positive and negative experiences. This is the background of establishing this subject and organizing national schools to tackle key problems.
3. The significance of the topic and the value of the research:
(1) Carrying out the spirit of the central education work provides a new theoretical guarantee and new basis for the school system to better solve the breakthrough of implementing quality education-effectively improving the quality of classroom teaching under the situation of educational reform in the new period.
First of all, in theory, in view of the situation of implementing quality education, the research and attention on improving the effectiveness of classroom teaching is not enough, and it is still in a blind state, so relevant theoretical research is carried out. Define the connotation and extension of the concepts of "classroom teaching", "classroom teaching effectiveness" and "teaching strategies to improve classroom teaching effectiveness" under quality education; Study the connotation of "classroom teaching" in the general sense; Explore the law of classroom teaching under quality education: Finally, in theory, educators and educatees can clarify the goal and significance of classroom teaching reform, enhance their consciousness of participating in curriculum reform and improving teaching effectiveness, and overcome blindness.
At present, it has become a strategic task for educators and even the whole society to implement the education policy of the party and the country, fully implement quality education and actively promote new courses and teaching reform. Promoting quality education in an all-round way involves many problems. After several years of exploration and thinking, people have reached a consensus that promoting the curriculum reform of primary and secondary schools and promoting the all-round development of students' morality, intelligence, physique and aesthetics is the key to promoting the breakthrough progress of quality education. Therefore, vigorously promoting the curriculum reform of primary and secondary schools has become the top priority of current basic education. Under the guidance of the spirit of the Outline of Curriculum Reform of Basic Education, we will formulate compulsory education curriculum plans and ordinary senior high school curriculum plans, issue curriculum standards for various subjects, organize the compilation of diversified teaching materials, and gradually form the operational mechanism of curriculum management at the national, local and school levels. All these should be implemented in classroom teaching and reflected in the effectiveness of teaching.
Classroom is a collection of time and space for people to carry out educational activities in a planned way. It is not only a purposeful autonomous behavior group, but also a social body with high interpersonal communication density. Classroom is the main position of students' learning and school education, so it is also the main position of implementing quality education. Classroom teaching was, and still is, the basic component of primary and secondary education activities in China, and it is the basic way to implement school education. The key to the breakthrough in teaching reform and curriculum reform is to "focus on the classroom" and "lay a good job in the classroom". Efficient classroom teaching has played an important role in cultivating students to learn to learn, reducing their learning burden and establishing students' dominant position in the teaching process, which makes our classroom teaching practice pay attention not only to students' lively and active learning, but also to the process of students' success and development. Actively carrying out practical research on democratic innovation in classroom teaching is of inestimable significance and value for improving teaching quality and efficiency, promoting teachers' professional development, promoting curriculum reform in primary and secondary schools, comprehensively promoting quality education, and cultivating hundreds of millions of high-quality workers, tens of millions of specialized talents and a large number of top-notch innovative talents.
This new curriculum reform has put forward a series of new ideas for our classroom teaching. Therefore, people expect to study the classroom teaching mode and its effectiveness at a higher, deeper and more comprehensive level:
① Advocating the teaching goal view of "knowledge and ability", "process and method" and "emotion, attitude and values". Only when the classroom teaching objectives pay attention to knowledge and skills, process methods and emotional attitudes and values at the same time can people's quality be truly improved in an all-round way.
Advocate an open and generative new knowledge view, that is, emphasize the immanence, dynamics, openness and generativeness of knowledge, and regard the classroom as an open, dynamic and generative knowledge system. The real classroom is a series of vivid events in the teaching field. It is the meaning and value produced by the mutual communication and democratic dialogue between teachers and students based on the text of teaching materials, and it is the continuous innovation of knowledge, emotion, personality and quality.
③ Advocating creative and constructive classroom teaching ideas. The innovative orientation of classroom teaching is related to the inherent nature of the new concept of knowledge. In innovative classroom teaching, knowledge transfer becomes a two-way construction activity for teachers and students around knowledge resources.
④ Advocating the concept of classroom teaching evaluation that pays attention to process and respects differences. Paying attention to process evaluation aims to advocate and encourage students to engage in knowledge inquiry activities, experience the original process of knowledge, feel the excitement and joy of knowledge generation, release the educational function of knowledge process, and learn to learn to learn, explore and create. In addition to the common contents, standards and requirements, classroom teaching evaluation should also consider the individual differences of students. Respecting students' differences in classroom learning is essentially respecting the diversity of knowledge and the personality of human existence.
On the theoretical level, we are studying how to further clarify the connotation of some basic ideas and how to further promote the organic integration of new ideas and traditional educational ideas; How to further straighten out the relationship between the new curriculum concept and traditional teaching methods, teaching strategies and teaching models; How to build a new teaching model and evaluation system, update teachers' educational concepts, change students' learning methods and rebuild the school teaching management system; At the same time, we must attach great importance to the effect and effectiveness of classroom teaching reform. This series of problems need further study and verification.
Secondly, in practice, there are many new problems when the new concept of curriculum reform is implemented in classroom teaching. From the practical point of view, the new problems are mainly as follows:
First, the surface of classroom teaching is lively, students' autonomous learning is a mere formality, and the learning mode of "autonomy, cooperation and inquiry" has fallen into a misunderstanding. In terms of learning methods, it is generally believed that "discovery learning" is the "best" learning method. In fact, the occurrence of meaningful learning is not conditional on a certain learning style. Accepting learning is not equal to mechanical learning, and discovering learning is not equal to meaningful learning. Both learning methods have their own suitable situations. Real autonomous learning seems to be far from our classroom. What are the main obstacles to the transformation of our classroom learning style? How to combine the advantages of new learning methods with traditional learning methods to promote the improvement of students' basic academic ability and innovation ability? This involves the formal implementation of various classroom teaching reform measures regardless of the actual situation, which is contrary to improving the effectiveness of classroom teaching. It is worthy of our study and solution.
Second, in the process of classroom teaching informatization, it is manifested in improper use of courseware and lack of teaching art. In current classroom teaching, people seem to suddenly lose interest in teaching art. When talking about teaching modernization, it seems to mean the modernization of teaching means, as if classroom teaching without multimedia means backwardness and no innovation. There is nothing wrong with the use of teaching media and technology. The problem lies in people's thinking. Only when the teaching media consciously and properly serve the teaching art can we achieve the icing on the cake teaching effect, realize teaching innovation and reflect the value of the teaching media. If we ignore the solid study of teaching content and the pursuit of teaching art, but unilaterally emphasize the use of courseware or rely too much on teaching technology, it will only lead to the dangerous tendency of teaching technology. This phenomenon, which has no real innovation in classroom teaching, still exists widely in people's teaching practice. This also involves the problem of formalism deviation in teaching to improve the effectiveness of teaching.
Third, there is disharmony between the stages of basic education, and there is a problem of convergence in classroom teaching to a great extent. For example, after the evaluation method of classroom teaching in lower grades has changed, the evaluation method of classroom teaching in middle schools, especially in high schools, can't keep up, so that in some cities, students in experimental areas are not as popular as students in non-experimental areas in enrollment. However, the students in the experimental area need to make up a lot of courses after they arrive at the new high school, and the original classroom learning method is no longer suitable. Obviously, the classroom teaching reform in the first stage of high school must be closely followed up and naturally connected with the classroom teaching in the lower stage, so as to promote the in-depth development of the new curriculum reform and truly promote the cultivation of talents. This problem also exists between primary school and junior high school. This also involves how to improve the effectiveness of classroom teaching.
Fourth, in the teaching content, from the choice of teaching materials to the arrangement of specific teaching content, it is still a passive situation: what is stipulated by superiors, the teacher has the final say, and students have no right to speak and participate. This will undoubtedly affect the improvement of classroom teaching effectiveness.
Fifth, in the teaching reform, influenced by the baton of college entrance examination, college entrance examination and quality education are in opposition, which shows that classroom teaching only emphasizes the content of examination, evaluates classroom teaching with the effect of examination, and ignores the improvement of students' comprehensive quality. Even if this kind of teaching is very effective, it is not the best classroom teaching effect we want to pursue.
In a word, studying teaching strategies to improve the effectiveness of classroom teaching can help us find solutions to many problems and puzzles in classroom teaching, and we can seek or construct operable classroom teaching schemes, methods or models that meet the requirements of the times, have school characteristics, are democratic and innovative, and are conducive to improving students' quality in an all-round way. It provides reference for how to improve students' quality through classroom teaching, the main channel of implementing quality education. There are two other gains from this research:
(1) Correct teachers' pragmatic attitude towards classroom-centered scientific research, and provide experience for schools to train research-oriented teachers to meet the needs of the times.
As the leader of the teaching process, teachers play an important role in the teaching process. Through the research on the effectiveness of classroom teaching, teachers become direct participants in the implementation of quality education for students. Teachers seek the feasibility of innovating classroom teaching mode to promote students' all-round development through educational research, and promote their own growth through practical discussion and reflection. Doing a good job in the research of this topic can promote all teachers to improve in the direction of pragmatic research teachers, which in turn can promote students' quality education.
(2) Explore and summarize the scientific research experience of "seeking truth and being pragmatic", promote schools to pay attention to classroom teaching, improve the effectiveness of classroom teaching, improve the overall quality of running schools, and achieve the goal of sustainable development.
The school adheres to the scientific research orientation of "seeking truth and being pragmatic", embarks from the international and domestic background, bases itself on the reality of local schools, and adopts the methods of research, practice and reform through the project of "Research on Teaching Strategies to Improve the Effectiveness of Classroom Teaching" to achieve the goal of comprehensively promoting the work and improving the quality education level of the school. We can also explore the experience and mode of establishing a school with teaching characteristics and classroom teaching characteristics under the situation of implementing quality education.
In short, today, with the comprehensive promotion of quality education, the in-depth promotion of curriculum reform, and the active advocacy of "people-oriented" and "education-oriented", we put forward the topic of "research on teaching strategies to improve the effectiveness of classroom teaching" and organize nationwide schools to conduct research, which is not only realistic and targeted, but also realistic; And it will inevitably have a strong radiation effect, forming a set of systematic new classroom teaching concepts and teaching methods to meet the needs of the new curriculum reform and improve the effectiveness of classroom teaching, as well as a number of research results including the feasible mode of implementing quality education for students through classroom teaching.