I think the release date of the excellent course selection: June 65438+February 65438+February 2006.
Moderator: Tao Xiping, vice president of China Education Association, pointed out at the National Junior High School Education Principals Forum held not long ago that "the wind of class competition" has made a group of teachers and delayed a group of students. He believes that there is a risk of formalism spreading in the current teaching reform, and the open class used for "competition class" is out of the normal state of teaching. Being able to teach such a well-prepared class doesn't mean that you can teach every daily class well. Many teachers "become famous in one class", which is "making stars" and can't cultivate real famous teachers. He pointed out that many classrooms now look lively and colorful, and students fully participate, but the knowledge that may be taught to students is superficial. Many teachers first consider how to teach when preparing lessons, and don't really study the teaching content.
In recent years, there are more and more high-quality courses and open courses at all levels and forms. In order to teach such a class well, teachers spend a lot of time and energy to prepare, try to give lectures repeatedly, and pull students to "practice together" many times. Many schools have also set up "think tanks" and "expert groups" to provide advice to teachers in the classroom and help them to make a lesson carefully. People have different opinions about such high-quality elective courses and open classes. Should excellent courses be selected and open classes be held? If necessary, how to "class competition", how to reform or what problems should be paid attention to? Please express your views on this.
Chen Jinhao: The year before last, I helped a teacher in our school to participate in an excellent course selection. At five o'clock in the morning, we set off from school. I hold the computer (for fear that the floppy disk won't open) and he holds the experimental equipment (which took two nights to make). The passengers on the bus looked at us with some strange eyes. When we arrived at the school where we were giving lectures, we first found an acquaintance to contact the vice principal, toasted and praised him, and asked him to arrange a better class for us and get in touch with the students early. Perhaps it is an acquaintance who has a big face, or perhaps our respectful attitude touched him. The vice principal asked us to choose courses and meet the students two hours in advance. Of course, after meeting the students, our enthusiasm is not to mention. The students have probably never heard such a beautiful compliment, and all their faces are extremely happy and eagerly looking forward to our class. But we still only picked half of the students, because the classroom couldn't hold them. The eliminated students are naturally "bad students" designated by the class teacher. As soon as the last high-quality teacher finished speaking, we all got busy. It was just over when the bell rang. It is supposed that I should have a rest outside the classroom, but I dare not, because I am afraid of computer problems. No, we talked for ten minutes, and then something happened. The speakers are not connected correctly. Fortunately, the problem was solved soon. When the bell rang, the students stood up. I really wanted to shout "liberation". At noon, we had dinner in a restaurant near the speech school. When I was drunk, the teacher who accompanied me told me that although today's class was not ideal, it was no problem to be rated as a high-quality class. Asked why, he just smiled. On his way back to school, he threw some lecture materials into the ditch by the road. I advised him to take it back, and he said, "You don't need these in class. If you can't comment this time, you won't want to participate in the evaluation next year. " A month later, he was on the list. While I am happy for him, I want to say that such a high-quality class is not worth evaluating.
Guo Lizhong: Many departments and schools regard holding high-quality class competitions of one kind or another as an important activity, and the winners of some competitions and even some schools with these winners often become famous in one class. In fact, if we can understand the production process of these so-called quality courses, we will know that the selection of these quality courses should really stop. First of all, let's take a look at the process of the excellent class. Generally speaking, candidates who take part in the competition will be notified 20 or 20 days before the competition, including the time, place and content of the competition. Then, the teachers who received the notice began to make the best preparations for their own competition. Under normal circumstances, participating teachers will first find enough classroom teaching materials in the library or reference room, and then screen these materials. Finally, they or their colleagues in the preparation group and the teaching and research group discuss together to decide which method is more suitable. This can be said to be the first lesson preparation session of the contest. Then, this is the beginning of a long experimental process. First of all, the participating teachers speak in their own classes and ask several teachers to help them listen. After listening, they concentrate on expressing their opinions or suggestions and then make changes. The next step is to talk over and over again, listen over and over again, and change over and over again. This kind of repetition usually takes more than a dozen rounds, at least six or seven rounds, and many people have to be busy. In this process, participants are busy preparing for this class all day, and other normal class matters are completely put aside, and students' learning is also ignored. Even more often, even the students in the class taught by the contestants are bored with this course, so the contestants have to find students from other classes to cooperate with their audition. This is all for this quality class. From the process of such a high-quality class, it is not difficult to find that such a high-quality class can not represent a player's real personal level at all.
Li Chuangui: In the selection of top-quality courses, when the instructors are passionate on the podium, when the judges are infatuated with the audience, and when the students speak enthusiastically, we all ignore a question: Who are we creating a classroom situation for? Is it for leaders, experts or our students? The slogan "All for students, all for students" is loud, but how much have we really achieved? Take the open class as an example. The teachers put on their best performances on the podium, and the students responded with one voice, trying their best to create a harmonious classroom atmosphere, all just to win the applause of the judges. What is the reason for the above phenomenon? I think, after all, utilitarianism is at work. The success of open class teaching can produce a series of chain reactions, and titles such as teaching experts and famous teachers often follow. How many people can resist such a huge temptation? In order to perform successfully, some teachers even try to lecture repeatedly before the open class, paying attention to every movement, every expression, who will answer which question, whether to raise their left hand or right hand ... It goes without saying that the open class is like this: students are trying their best to serve the teachers and the teachers are trying their best to serve the judges. On the surface, it is very lively, but in fact, the students have little knowledge. Even if students really have questions they don't understand, they dare not ask them directly in class because they are not within the scope of the program.
Ma Junsheng: Nowadays, there are more and more high-quality elective courses and open class activities, but without exception, the final decision is based on what is presented in the class. The quality of a class depends on whether the classroom appearance is wonderful or not. No wonder some people say that today's class is more about skills and tricks. It is true that the "competition class" is also a competition. Since it is a competition, the lecturer's teaching art is certainly among the competitions. However, no matter how wonderful a teaching method or means a teacher can call art is, it also depends on whether it is conducive to students' learning. Whether a class is of high quality depends first on what explicit gains and what implicit gains students have gained through this class. The more students gain, the better the class; Students get less, and their classes are worse. On the other hand, most of the current "competition classes" are that the classroom has become a stage for teachers, students have become a foil for teachers, and the selection of high-quality classes has become a "personalized" display for teachers. Why is this happening? This is related to the fact that most "competition classes" compete for the sake of competition. Do you want to evaluate the quality class? Comment. In order to reform our teaching and make our classroom more suitable for students to learn, we need to improve our teaching ability through observation and communication. Do you want to evaluate the quality class? When we only look at "Excellence" and ignore "quality", we even forget that this is the time to teach students, so we should not judge high-quality classes.
Gou Yong: I think the current open class has entered a misunderstanding: there must be courseware in the multimedia classroom to be regarded as an open class, otherwise it will be the same old story. Is it true?/You don't say. I don't think so. I think, since it is an open class, it is to give you a demonstration, so that the teachers who attend the class have a place to study, in other words, to be practical. However, in reality, many open classes are not like this. They are beautiful, with colorful pictures and well-designed "classroom procedures". Teachers only need to go this way. In fact, normal classroom teaching is not like this. In our actual teaching, if teachers fully arouse students' enthusiasm, unexpected problems will inevitably occur. What should the teacher do at this time? Should we follow this question, or simply avoid it and continue to follow the finished courseware?
Li Lan: Nowadays, most high-quality courses are "polishing" courses. In this class, all the procedures are preset, the instructor leads the students into the "ambush circle" step by step, and even the standard answer to each question is set. In fact, there is an unpredictability in teaching, and some problems are impossible to prepare when preparing lessons, let alone in advance. A creative question and an unexpected mistake in a student's classroom are all rare teaching resources. Ignoring its existence is to bypass the interface of communication between teachers and students, and actually put both teachers and students in a passive position. In this specimen-like almost perfect class, the so-called no problem is the biggest problem, because it kills the personality and creativity of the instructor. Therefore, I think the open class should return to its true colors, instead of seeking novelty blindly, and emphasize practicality in new China, which is the main thing.
Fu Like: People are worried that the selection of high-quality courses will lead to the proliferation of formalism and create a group of famous teachers who are "not worthy of the name". This is a fact. However, our classroom teaching must develop in a better and more ideal direction. This also needs the reform and guidance of high-quality courses, which can only be produced through selection. The author was fortunate enough to participate in the exhibition of provincial Chinese excellent courses. After listening to these classes, I got a lot of inspiration. I think listening to such classes is of great help to improve my classroom teaching level. I don't think there is any problem in choosing high-quality courses. The mistake is that some courses pay too much attention to form. Then, why does formalism appear in the selection of excellent courses? I think it is mainly caused by some unreasonable education policies. For example, it is preferred to evaluate senior teachers and famous teachers who have participated in "competition classes" and won prizes. This evaluation system mainly depends on the teacher's "competition certificate". In this way, how can we judge a real teacher?
Liu Daling: Professor Yang Zaisui once evaluated a quality class. He said shyly, "Everyone has seen the advantages of this class. The biggest shortcoming of this class is that there are no shortcomings. " In my opinion, in order to make the excellent courses return to their true colors, we must reform the selection method of the excellent courses. First of all, the organizers do not provide soil for the classroom "show": teachers can't bring their own teaching content for the competition; A few days before the competition, the content of the course is refined, so that the contestants can design and make courseware before class under the supervision of the organizer, so as to avoid the "think tank" and "expert group" from giving advice to the teachers in class. Secondly, strictly control the contact time between participants and students before class, and the participating teachers are not allowed to have too much communication with students in class, which is only 15 minutes before class, so that teachers and students can have an understanding process, and the conversation content cannot be related to the teaching content. Once again, the judges expressed their views on the spot in class, without giving any chance to "operate behind the scenes". In addition, the judges' eyes and likes and dislikes are very important. Classroom teaching design has teachers' personality, and good classes have obvious personality, but different judges have different opinions. Some judges may think that a class is unpretentious, which is the normal state of teachers and has reference significance, while others may think that there are not many "bright spots". Therefore, the key to the choice of high-quality courses is the selection criteria.
Liu Ye: There are more and more fraudulent elements in open classes, and teachers also suggest that open classes should also be falsified. This is absolutely necessary and necessary. However, when pouring bath water, you can't spill it on children. You should distinguish counterfeiting from the open class itself. Teachers welcome real open classes, but only oppose fake open classes. An obvious sign of a fake open class is "acting", just like an actor acting. In this lesson, which student answers which question, which student answers which sentence and then shows which courseware. Everything is well arranged and seamless, and the cooperation between teachers and students is like running water. "Answer every question, answer every question and write every pair." Such classes can only be watched but not learned-most teachers simply can't do it, or they don't have the energy to do it at ordinary times. This kind of high-quality class, like the moon in the water and the flower in the mirror, has no practical value. Open classes should be held and high-quality classes should be evaluated. The key is how to grasp and evaluate them.
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