I. Calibration and demonstration
A high-quality "target teaching" course begins with "calibration". Practice has proved that the following principles should be followed when setting teaching objectives:
1. Principle of good faith. The knowledge and skills, process and method, emotional attitude and values in teaching objectives reflect the all-round development of students from three aspects: knowledge, development and education. Only by taking all three-dimensional teaching objectives into account and reaching the overall standard can we meet the requirements of quality education and the characteristics of "target teaching"
2. The principle of hierarchy. The cognitive goal of primary school mathematics has four levels: cognition, understanding, mastery and flexible application. The goal of ability includes three levels: beginner, learner and proficiency. When calibrating, the target level should be appropriate and clear, and it should be accurately grasped in teaching to avoid blind advancement.
3. The principle of adaptability. Attention should be paid to the flexibility of the target when calibrating, and the gradient of the target should be designed according to the students' cognitive structure and acceptance ability. For example, teaching "the understanding of cuboids and cubes" belongs to the level of mastery in the field of cognition, but it is impossible for students to reach the level of proficiency through one class of teaching.
"Symbol display" is an important feature that distinguishes target teaching from traditional teaching. There are many ways to "sign the exhibition", but be careful not to miss every opportunity for students to participate. For example, letting students read the tender is by no means a formal participation. The purpose is to make students clear their learning goals and urge them to reach the standard voluntarily.
Second, the premise of diagnosis and measurement
We think this is the first step to achieve the goal. Some people call it "pre-teaching". "Premise" is the preparatory, basic and relevant knowledge and skills necessary for learning new knowledge. The purpose of pre-diagnosis test is to understand and diagnose the learning situation, make up for the lack of learning in time, and make all students enter the old knowledge reserve before learning new knowledge, which is an important embodiment of "facing the whole" in target teaching.
Bloom believes that cognitive presupposition plays an important role in the three main variables that determine the teaching effect, accounting for 50%, which shows that presupposition diagnosis is necessary. The link should do the following:
1. Give full play to the diagnostic compensation function of premise diagnosis.
Teachers should design diagnostic questions according to the students' mastery of knowledge and skills, foresee the possible defects and deficiencies of students, and the obstacles they may encounter when learning new knowledge. Problems are mostly judgments and choices. After diagnosis, the existing problems should be remedied in time. So as to ensure the smooth progress of new target learning.
For example, when teaching the section of "volume of cylinder", we should apply two formulas of "circumference of circle" and "volume of cuboid" in the teaching of examples. Therefore, in the premise evaluation, targeted diagnosis is needed.
2. Emotional premise, focusing on training.
The transmission and communication of emotional information "sneak into the night with the wind" all the time, and quietly enter all aspects of the teaching process. Teachers should always pay attention to the cultivation of students' interest in learning and other non-intellectual factors, observe the changes of students' emotions in time, and take corresponding measures to adjust them. The key point is to attract students' attention as soon as possible. On the one hand, we should restrain the thinking activities that interfere with the new lesson learning as soon as possible, on the other hand, we should use novel materials or languages to let students enter the new lesson learning in a pleasant atmosphere.
The third is to guide the standard.
Guiding students to reach the standard is the core link of target teaching, and the following points should be achieved:
1. Establish a correct outlook on talents and students.
Talents include not only experts and scholars with advanced science and technology, cultural knowledge and high level, but also hundreds of millions of workers with morality, dedication and skills in all walks of life. Any student who can persist in normal study can complete the learning task in the basic education stage. In other words, all students can achieve their training goals and become useful talents in society through external and internal influences and functions. Only by establishing such a view of talents and students can we truly face all students.
2. Adopt the method of layered teaching.
Based on the establishment of the above ideas and the objective existence of students' differences in knowledge, skills, interests and specialties. What we want to explore is how to make students with special skills and students with learning difficulties develop on the original basis. Hierarchical teaching is the concrete embodiment of the principle of teaching students in accordance with their aptitude, and it is a teaching method integrating collective teaching, cooperative learning, individual counseling and other forms. It adopts the teaching strategy of "low starting point and multi-level".
(1) Organizational form of hierarchical teaching
Each class has three levels of students: strong, weak and weak. Teachers should be clear about the level of each student in a certain period of time, and adjust members at all levels at any time with the development of learning. It should be noted that teachers and students should jointly establish an optimistic attitude and a positive and enterprising consciousness in teaching and learning. Students should know themselves objectively and treat the result of this stratification correctly. It is necessary to prevent the top students from being complacent, and the underachievers from being discouraged and losing confidence.
(2) The guiding method of hierarchical teaching.
The first is to lower the starting point of teaching, which is the "starting line" for each student's knowledge reserve and thinking ability. Secondly, the teaching objectives are divided into several levels, so that most students can achieve the basic goals, and at the same time, students with good foundation can reach a higher level. I think only in this way can we really implement it to all students.
(3) remedial measures for hierarchical teaching
In order to minimize the accumulation of mistakes in the learning process and make the vast majority of students reach the standard, teachers should also give individual counseling or set up study groups in the class to help them overcome their learning difficulties after class.
3. Adhere to the principle of comprehensive standards.
Only by implementing the three-dimensional teaching goal can we achieve the goal of promoting all-round development.
In teaching, we should first show the thinking process and pay attention to the teaching of process and method. By showing the ins and outs of mathematics knowledge, let students know not only why, but also why. Secondly, there should be enough time for students to practice and experience in class, internalize knowledge and skills, practice and experience processes and methods, let students see their own learning achievements, experience the joy of success and other emotional experiences, and make learning more interesting and motivated.
Fourthly, teaching evaluation.
Teaching evaluation is an important means to achieve teaching objectives, feedback learning situation, make up and correct in a targeted way, and also an important link to implement target teaching and avoid the accumulation of teaching errors. The teaching evaluation of target teaching is divided into three stages: formative test and class evaluation; Unit formative testing and evaluation; Summative testing and evaluation. The main significance of summative test and evaluation is to feedback the learning situation and investigate the compliance rate. In order to transform underachievers, avoid the emergence of new underachievers and achieve the educational goal of all-round development, formative testing and evaluation of class hours and units are particularly important.
1. Classroom formative testing and evaluation
It aims to understand the effect of classroom teaching, diagnose the problems in learning and correct them in time.
When designing test questions, we should: (1) correspond to teaching objectives, and each objective must be equipped with one or more test questions to ensure the coverage of test questions; (2) The topic selection should be as objective and standardized as possible; (3) Design a reasonable gradient from easy to difficult to improve students' learning confidence and interest.
2. Unit Formative Testing and Evaluation
At the end of a unit, two sets of parallel test questions A and B corresponding to the teaching objectives of the unit are compiled for testing, which is a teaching evaluation link. The purpose of this evaluation is to grasp the students' learning situation and find out the problems existing in the teaching of this unit in time. For a small number of students who fail to meet the teaching standards, necessary remedies should be made, or arrangements should be made to help the students in the group correct each other. After making up lessons and helping each other, parallel group B tests are conducted to ensure smooth correction and lay a solid foundation for all students' follow-up unit learning.
(Editor: Wu)