First, reflect on the achievement of teaching goals and realize the organic unity of three-dimensional goals.
Reflecting on China's education, there has long been a single goal of one-sided pursuit of knowledge and skills. Teachers simply impart knowledge and skills in order to obtain the absolute quantitative result of evaluating students-scores, which will inevitably bring many disadvantages in education and is not conducive to the sound development of personality. The new curriculum standard requires us to pay special attention to cultivating students' scientific literacy when formulating the teaching objectives of each class. Students' scientific literacy is "three dimensions"-knowledge, ability and emotional attitude and values. The emphasis of the new curriculum on process, method, emotion, attitude and values highlights the development concept of student-oriented, which is a profound revolution in the field of education and a real return to the essence of education. Because for the sustainable development of students, ability, emotion, attitude and values have wider applicability and longer persistence. Therefore, teachers should reflect on the utility of teaching objectives, and organically integrate emotions, attitudes and values into the course teaching content, making it the flesh and blood of the course teaching content and the soul of the teaching process.
However, due to our lack of theoretical guidance and practical test on the design and operation of the three-dimensional objectives of the new curriculum teaching, there are often phenomena of illusory educational objectives at the implementation level: for example, knowledge and skills objectives should be verified but not verified; The goal of process and method is "free". Pay attention to one thing and ignore another in teaching. Therefore, after each class, the author should reflect on the completion of teaching objectives, for example, is the setting of teaching objectives reasonable? How's it going? Is the knowledge objective of this unit focused? Has the difficulty been solved? How are emotions, attitudes and values "generated"? Did you hand in the most important thing of this subject to class? Wait a minute. For example, when explaining how to learn to consume reasonably, according to the traditional teaching mode, we may only pay attention to imparting knowledge and explain the concepts of "green consumption and moderate consumption" one by one. In this way, it is difficult to achieve the goal of "emotion, attitude and values" required by the new curriculum standard. If the following improvements are made: first, guide students to read books by themselves, and then give examples. On this basis, let the students discuss in groups: "Why should we spend moderately? Green consumption? Why should we establish a correct concept of consumption? " Discussion complements each other ... This kind of teaching not only pays attention to "knowledge and skills", but also pays attention to the guidance of "process and method", so that students can understand the ability and method of thinking in the teaching process, and in the interaction between teachers and students, students' "emotions, attitudes and values" are really improved. Second, reflect on the differences in the teaching process
The biggest mission of education is to respect the individual differences of students, create conditions as much as possible to develop their thinking ability, cultivate their thinking quality and promote the development of all students. Therefore, teachers must give students with different personalities a stage to display their talents according to their personal specialties. Therefore, teachers should reflect on the differences in the teaching process, whether the teaching process is suitable for all students, whether there are unsuitable students, how to stimulate students' interest in learning, how to mobilize students' enthusiasm for learning, and how to let students learn to learn, learn to learn and enjoy learning. Third, reflect on the unity of student autonomy and teacher guidance.
Autonomous learning has become a beautiful landscape in the current political classroom. This way of learning is really helpful to improve students' learning enthusiasm and initiative, especially to arouse students' interest in learning and publicize their personality. Unfortunately, however, this concept of autonomous learning has been alienated in the process of changing teaching behavior. Some teachers think that if students are independent, teachers can stay away. This view is wrong. The new classroom emphasizes students' autonomous learning, but does not deny the role of teachers' teaching. This kind of teaching behavior, which emphasizes students' autonomy in learning and weakens or even ignores teachers' guiding role, is to "generalize" and "alienate" autonomous learning and turn autonomy into laissez-faire. In the teaching of ideological and political course, it is impossible for students to think, discuss or collect information about theoretical knowledge without their life experience, otherwise they will waste a lot of time and energy. In this case, teachers' appropriate lectures and vivid examples can not only stimulate students' thinking, but also get twice the result with half the effort, so that the process of thinking is full of life, generating sparks of wisdom and humanistic feelings. Without the subjectivity of teaching materials, teachers' teaching and students' learning, it can't really play its role.
The realization of classroom goals needs a wise guidance. Guidance is a sincere help. The establishment of students' learning goals, the development of learning resources, the choice of learning methods, the creation of learning atmosphere, the evaluation of learning results and the exertion of self-potential all need the sincere help of teachers. Guidance is a precise enlightenment. When students are confused in their studies, they should be given appropriate guidance; When students are "puzzled", guide them to step into "another village with a bright future", let students feel for themselves and resolve their confusion; When students' learning is superficial, we should give them appropriate inspiration and let them think for themselves to enhance their understanding. Guidance is also a kind of enthusiastic encouragement, which stimulates students' enthusiasm for learning, arouses their spiritual motivation and induces their vitality. Teachers must be "guided" to some extent. Under the guidance of the new curriculum concept, we should pay attention to cultivating students' autonomous learning ability and let them learn to learn actively. This is undoubtedly a wise move and our duty. We can't ignore the teacher's guidance and pursue the noisy and empty classroom teaching with the reputation of independent learning. Autonomous learning requires teachers to use lectures to guide students' thinking and summarize the results of thinking. Students' thinking should experience what teachers teach, promote the interaction between teachers and students, and promote emotional sublimation. In a word, only by letting Qi Fei, students and teachers dance together can we deduce the wonderful classroom of autonomous learning!
Fourthly, reflect on the diversity of teaching evaluation.
Teaching evaluation is the feedback to teaching in the teaching process. It can not only help teachers to judge students' advantages and disadvantages in learning, supervise and urge students to make continuous progress and improvement, but also help teachers to evaluate teaching effect, help teachers to constantly adjust and improve teaching methods and improve teaching quality. Traditional teaching evaluation pays attention to quantitative evaluation, overemphasizes the selection and management function of evaluation, and is more manifested as summative evaluation, which is too single in object, purpose, method and content. This is not conducive to the healthy growth of students, and it is easy for teachers to only pay attention to students' academic performance and ignore their all-round development. Therefore, we should reflect on the traditional teaching evaluation. Attention should be paid to the change of students' learning attitude and the experience of learning process, and to the improvement of students' comprehensive quality, especially the cultivation of students' innovative spirit and practical ability. Change the single evaluation method, realize the combination of "other evaluation" and "self-evaluation", "qualitative evaluation" and "quantitative evaluation", change the one-way evaluation method that students are only objects, and realize the diversification of evaluation subjects. Only in this way can teaching and learning have a good development, and finally let students love learning, know learning and enjoy learning.
Teaching reflection is conducive to the induction and summary of experience. Teachers write down some sparks in teaching and record their own teaching tracks, teaching feelings, teaching feelings and teaching experiences, so as to supplement nutrients for future teaching. We should constantly reflect and form a teaching chain of "reflection-teaching-rethinking-re-teaching". Only in this way can we foster strengths and avoid weaknesses, strive for perfection and raise our teaching level to a new height and realm.