First of all, teachers are more approachable. Teachers use language, posture, expression, eyes, gestures and even interpersonal distance to keep emotional communication with students, and build a good teaching emotional field in the classroom, so that students are in a free psychological state. Secondly, teachers' listening awareness is obviously enhanced. Teachers' tendency of "discourse hegemony" in dialogue situations has changed greatly, and most teachers can listen carefully to students' opinions. Students feel valued and cared for, and their desire for self-expression is stronger.
Third, the sense of cooperation between teachers and students is more distinct. We are delighted to see that in the teaching process, teachers go deep into students, bend over to communicate with students and fiddle with learning tools. The situation of cooperation is no longer limited to knowledge itself, but has risen to equal treatment of teachers and students in personality and spirit, which is the cultivation of democratic equality consciousness.
2. Teaching methods have changed quietly.
First of all, the extensive use of games has brought great vitality to the classroom. One way is to play games in a certain part of teaching in combination with the teaching content. The second is to set the whole class as a game situation. The three-dimensional goals are well integrated, and the whole classroom is full of interest and seamless connection.
Secondly, teachers have made many useful explorations in advocating independent, inquiry and cooperative learning methods. It is reflected in the idea that students are the main body of learning and development, and teachers consciously change from the master of teaching activities to the guide, organizer, participant, server and promoter of learning activities.
3. Teaching evaluation tends to be diversified.
First of all, it embodies the goal and diversity of learning evaluation. Teachers' evaluation can involve cognitive development, the content of learning activities, language forms, thinking quality, non-intellectual factors and many other factors. Secondly, the forms of learning evaluation are also very rich, especially Chinese evaluation as the main evaluation form, which makes people fully feel the changes in teaching mentality brought about by curriculum reform. It's amazing that you can say something different from others! "Don't panic, the teacher believes you can say it." "Your question is very valuable, that's great! The teacher is proud of you. " ..... True feelings boast strengths, euphemistically refer to weaknesses, and tolerance, encouragement and expectation become the main theme of classroom evaluation.
4. Teaching resources have been expanded.
In the past, teaching materials were the only resources for curriculum, but this survey found that teachers set up a new concept of curriculum, regard themselves, students, texts and environment as resources for curriculum development, and actively use school conditions to carry out teaching activities. In teaching, we should base ourselves on and surpass the teaching materials, expand the value of the teaching materials, pay attention to the complementarity between in-class and out-of-class, and emphasize the study in interdisciplinary fields.
5. Pay attention to cultivating students' innovative consciousness.
Classroom teaching is based on teaching plans, and the process is dynamic. Encourage students to find problems by themselves, solve problems from all angles, allow students to have different understandings of answers, give students as much divergent thinking space as possible, and cultivate students' awareness of independent innovation. In classroom teaching, students are willing to ask questions, dare to ask questions, be good at asking questions, dare to express their views and dare to challenge textbooks and teachers. Students' subjective consciousness is forming.
Second, problems and deficiencies
1. Lack of understanding and grasp of teaching materials.
A small number of teachers don't go into textbooks at all, and their educational concepts haven't changed fundamentally. Holding new teaching materials in the old way and using old experience teaching materials rarely reflects the sense of innovation. Because teachers fail to link textbooks with life, society, nature and activities, and lack a macro grasp of key points, difficulties and knowledge structure, classroom teaching appears rigid.
2. Teachers' classroom management ability still needs to be improved.
Curriculum reform requires teachers to live in the classroom, but this will bring difficulties to classroom teaching. Some teachers don't know how to deal with the situation that they can't get it back in class, which leads to the classroom out of control and affects the teaching effect. However, some teachers "accept" too much in class, which makes the classroom atmosphere dull and students' learning mood depressed, which also affects the teaching effect.
3. Blind pursuit of innovative teaching forms.
Cooperative learning has jumped into a frenzy, and cooperation has replaced students' independent thinking. From the survey, there are many cooperative scenes in classroom teaching. No matter whether the question is valuable or not, there are no clear learning tasks for students to cooperate with. This is essentially a waste of teaching resources and precious teaching time, and students will not get real experience. At the same time, because students have a communication environment, it is inevitable to tease each other, and their learning energy cannot be concentrated, which distracts the attention of the whole class. Such cooperative teaching is ineffective.
4. We can't properly grasp the relationship between publicizing personality and cultivating good study habits.
In class, we can see that teachers turn a deaf ear to some basic habits of students. In some classes, some students don't obey the classroom discipline, which makes the learning environment and atmosphere of the whole classroom very unsatisfactory and affects most students' learning. In the discussion and exchange, some teachers think that frequently asking for students' study habits in class will hinder the development of students' personality, which is contrary to the concept of curriculum reform and affects the teaching content.
5. Multimedia can't be reasonably used in teaching.
The effective use of multimedia courseware to assist teaching is worth popularizing, but some teachers regard multimedia teaching as a fashion and only pursue form, which is counterproductive. The courseware is not well made, the content of the courseware does not play much role in this class, and the "temperature" of the courseware is not well mastered. In addition, some teachers can't master the production and correct use of multimedia courseware, which should be highly valued.
6. Some teachers have the same teaching methods.
In the investigation, it is found that some teachers have a weak sense of curriculum reform, which is not obviously different from traditional teaching. In classroom teaching, some teachers can't let go, always feel that some places can't go on, for fear that students can't understand; Originally, asking a question could make students have something to say, but the teacher divided it into several simple questions, asking and answering, and let the students follow the teacher. In this way, the space for students to think freely is greatly limited, and students become containers for passively accepting knowledge.
In addition, some teachers' question designs are too casual, lacking levels and gradients, and some can't attract students' interest. Some questions are inappropriate, unrefined and inappropriate, which makes students at a loss. The blackboard writing didn't make the finishing point and didn't follow the topic. Some teachers do not prepare enough lessons, which leads to poor classroom teaching planning and serious delay. Some teachers' homework is not targeted.
Three. Countermeasures and suggestions
1. For teachers themselves, there are two problems to be solved urgently: First, we should strengthen the study of curriculum standards and related interpretations. Through investigation, it is found that some teachers can't master the core concepts and basic ideas in the curriculum standards, and it is even more difficult to implement them in teaching behavior. Therefore, it is still a long-term task to study and study curriculum standards. The second is to strengthen the familiarity and study of professional knowledge and improve the professional level. In the process of continuous learning, teachers should practice basic skills hard in practice and improve their ability and quality as soon as possible. Only by internalizing the learned theory in continuous practice can we apply it freely.
2. Schools should give full play to the role of academic leaders, hold more observation classes, provide teachers with opportunities for mutual learning and discussion, strengthen the connection between academic knowledge, realize the integration of academic knowledge, and realize the sharing of high-quality class resources.
3. Schools should actively create conditions for most teachers to participate in relevant training or related teaching and research activities, broaden their horizons and provide learning opportunities for most teachers, so as to reduce the phenomenon of unbalanced development among teachers and achieve the goal of common improvement.
4. Strengthen lesson preparation. Don't be a mere formality when preparing lessons collectively; Really tap the connotation of teaching materials, grasp the curriculum standards, and use good teaching methods scientifically and reasonably. When preparing lessons, we should study the new curriculum standards carefully, accumulate more knowledge related to life and enrich the content of preparing lessons.
5. Strengthen the training of teachers' information technology (courseware, website production, blog application), and teachers should also take the initiative to strengthen self-study in this respect, so as to better complete the integration of information technology and classroom teaching.
6. Actively advocate the opening of classroom teaching, and let the society pay wide attention to it. Good teaching should dare to show it to the society, so that society, parents and people who care about education can pay attention to curriculum reform and listen to their voices, which is more conducive to promoting education reform. According to the survey, some teaching methods dare to be so open, but they are not universal, and such an atmosphere has not yet formed.
7. Improve the target management evaluation system and give full play to its guiding and incentive leverage.
In view of the above situation, as the vice principal in charge, I have the responsibility and obligation to lead the teachers of the whole school to develop their advantages and overcome their shortcomings. Under the correct guidance of the higher authorities, I actively seek solutions to related problems. In view of the above problems, I earnestly carry out multi-level and multi-form special education and training activities to make the school's education management, education reform and teaching quality by going up one flight of stairs!