First, pay attention to students' "specific individuals" from the teaching design?
? Although I am a new generation teacher, I am limited to the traditional lesson preparation mode: preparing textbooks, students, teaching methods, homework, resources and so on. Especially in lectures or open classes, I always want to consider all aspects of the teaching process as much as possible and make a good plan 1, 2, 3, so as to be safe and not make mistakes. Handwritten lesson plans are already full of books, but compared with the "vibrant" "new basic education" classroom, I don't seem to consider students as "concrete individuals" when writing teaching design. In every "teaching script", I pay attention to knowledge points, design teaching links, the performance of star students and the evaluation of teachers. "Teaching in the true sense is not teaching, because it is not for all students", which reminds me, and I ask myself: Have I ever paid attention to those introverted children who dare not express their sense of shame? Have you ever given a chance? I can't help but think of the evaluation given to me by the former teaching and research researcher Wu-there are not enough students.
? In the past, "preparing students" often only paid attention to children's age characteristics and knowledge points, without scientific student analysis, which was one-sided. Ignoring "people" and all students in preparing lessons will inevitably put the cart before the horse in students, knowledge and exams. The teaching design of "New Basic Education" research always puts "educating people" on the basis of teaching thinking, develops educational resources contained in teaching materials, and makes a long-term, holistic, transformational and generative plan for the relationship between elements (teaching) with complex thinking. Under the concept of "concrete individual", students' analysis in teaching design should analyze the "pre-concept", that is, the pre-existing state formed by each student before entering the classroom, as well as the potential state of individual students and the differences between students. I want to get to know you again before I start teaching design.
Second, create a "live" classroom and show "vitality"?
? In the past few days, I have been constantly thinking back and reviewing my class. It is not equal to "full-house irrigation" teaching, but it is related to "full-house questioning". In class, my questions are divided very carefully, with poor quality and lack of skills. I always want to guide them step by step and stuff the knowledge points to the students, just like the "hello" teaching pointed out in the book. Sometimes children don't answer the answers they expect, so they rush to guide the answers in their own designs, lacking listening and responding to students. I have a "loving mother's heart", but this practice separates the internal relationship between knowledge and thinking, ignores the experience process of students discovering knowledge, ignores the thinking process of students exploring and forming knowledge, and does bad things with good intentions.
? To create a "lively" classroom, first of all, I want to change the previous way of asking questions, give up small and detailed questions, activate the classroom with "big questions", urge every student to participate in the classroom, and develop thinking ability in independent thinking. And, dare to "let go", plan the appropriate activity organization way, let students experience the understanding of knowledge in cooperative learning, and form the habit of interaction. Then, I will learn to listen and respond patiently, and exercise my ability to capture and weave information in the process of responding to students, and exercise my ability to promote the teaching process. If we let it go, will the class be lifeless and unresponsive? I think I can definitely "live"!
? I still remember that in the training of Chinese reading teaching strategies, teacher Mao Lailai from Hangzhou taught the lesson "Our Wonderful World". Her class rarely asks questions to students, and what she hears more is students' evaluation and communication between students. When teaching the wonderful beauty of clouds, raindrops, afterglow and stars, she asked the children to choose their favorite scenes and discuss them in groups. During the presentation, the group leader presided over the lecture, read aloud for life, and the other students in the group evaluated it, and then the group leader invited other groups to evaluate it. Her teaching process is not a process in which teachers carry out teaching plans, but a teaching process from directional opening, interactive feedback to collective generation. At every step, we can see that Teacher Mao listens to the students carefully, feels her sensitivity to the core target resources, captures, magnifies, promotes and then returns to the students. Teacher Mao's cooperative learning in class pays attention to the effective cooperation of classroom dynamic generation. Teacher Mao gives students the right to time and evaluation in class. She gave the students the initiative in class and let them feel the wonderful beauty of the sky by reading aloud. Isn't this kind of classroom the "interactive generation" classroom advocated by "new basic education"?
Third, improve the ability of self-reflection and reconstruction.
? After one class, we devote ourselves to students' homework and preparation for the next class, leaving little time for ourselves to reflect and rebuild classroom teaching. However, reflection and reconstruction after teaching is an indispensable part of the whole teaching process. "Finding problems means finding room for development". The New Basic Education advocates that we can reflect and rebuild by writing teaching reflections, teaching diaries, case records and attending reconstruction classes in time after class.
? As a new teacher, we often don't realize what problems exist in classroom teaching, but the school has more experienced teaching and research groups and seniors than ourselves. We should strive for more open classes, seize every colleague's opportunity to attend classes, ask seniors to help diagnose the problems in the classroom, and ask the other party to help "catch insects". I think, with the help of others, it is also helpful to reflect on ourselves-reconstruction Teachers' complete preparation of lessons, attending lectures, evaluating lessons and rebuilding several times are the "two-stage" development process of teachers' sharpening their open mind, learning transformation and practicing new basic skills, and the only way to improve teachers' ability.
? In the theoretical study of "new basic education", I seem to have opened a new door and seen a broader world of classroom teaching in the future. The new curriculum reform has a long way to go, "I will go up and down" and strive to become a new teacher with "life consciousness".