The new textbooks put forward new and higher requirements for teachers' professional knowledge. First of all, in the new basic education curriculum reform, it is proposed to change from "teachers' loyal orientation to teaching materials" to "mutual adaptation between teachers and teaching materials", that is, in the past teaching, teachers only paid attention to teaching methods and didn't care why or what to teach, and they only accepted and implemented all teaching materials, and they didn't have the right to choose teaching materials. Therefore, teaching materials alone greatly restrict teachers' initiative and creativity. The curriculum reform of the new basic education gives teachers some flexibility in the use of teaching materials, emphasizing that teaching materials are only materials or examples, but also the intermediary and topic for teachers and students to carry out activities. Teachers can delete and supplement teaching materials according to the actual situation, so as to realize the mutual adaptation between teachers and teaching materials. This change in the relationship between teachers and teaching materials naturally involves the extension of teachers' professional knowledge, that is, education can no longer be confined to the knowledge field of teaching materials as in the past, but satisfied with the knowledge range of teaching reference materials. Accordingly, teaching materials must be selected appropriately and added or deleted flexibly according to the cultural background and cognitive level of the educational object and the permission and restriction of the educational environment. This requires teachers to constantly expand their knowledge horizons. Therefore, the new textbook puts forward new requirements for teachers' professional knowledge: first, the directional professional knowledge requirements. It mainly includes carrying forward the excellent traditional culture of the Chinese nation and absorbing the excellent cultural traditions of all nationalities in the world through inheritance and criticism; Improve the quality of science and humanities, and form the concept of "scientific humanism" needed by contemporary education; Establish environmental awareness, seek the harmony between human beings and the environment with the broad mind of harmony between man and nature, and maintain the sustainable development of human beings. The second is the requirement of specific professional knowledge. Mainly the new curriculum theory, such as curriculum types (such as subject courses and comprehensive courses or activity courses and hidden courses) and curriculum levels (national courses, local courses and school-based courses) involved in curriculum reform, which require teachers to re-learn; New teaching methods involved in curriculum reform (such as experiential teaching, inquiry teaching, research learning, autonomous learning, cooperative learning, comprehensive practice, community service, social practice, etc.). ) In the past, it was rarely mentioned in teachers' work, which requires teachers to study again and introduce teaching in combination with teaching materials and students' reality.
97. What new teaching ideas and strategies do the new textbooks provide for teachers?
The new textbook "has changed the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocated students' subjective participation, willingness to explore and diligent hands-on, and cultivated students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating." In order to change this way of learning, the new textbooks have developed from simple regulations and suggested teaching methods in the past to guiding teachers to form open and innovative teaching methods and providing new ones for teachers. Under this guidance, teachers should use new teaching strategies. There are four representative teaching strategies:
(1) Actively participate in teaching strategies
Active participation in teaching strategy refers to the teaching strategy that students actively participate in teaching activities, master knowledge and develop their abilities under the encouragement and guidance of teachers. The significance of teachers' encouragement and guidance should be to stimulate students' motivation to participate in teaching, guide students' methods to participate in teaching, ensure the comprehensiveness of students' participation in teaching, and provide necessary reference opinions for students' participation in teaching.
⑵ "inquiry-discovery" teaching strategy
This teaching strategy is to enable students to acquire the knowledge of the nature of phenomena and the regular relationship between phenomena under the guidance of teachers, and to develop their intellectual ability, especially abstract logical thinking. At this time, we need to pay special attention to some procedures in inquiry teaching. Students' inquiry activities begin with questions, which arise from students' careful observation of the problems created by teachers. This requires that the created problem situation has cognitive significance to students that meets the requirements of teaching activities, that is, students' cognitive structure has concepts that are suitable for the problem, and students' existing concepts cannot fully and reasonably explain the problem situation.
⑶ Cooperative learning teaching strategy
Cooperative learning teaching strategy is a teaching strategy which takes the group as the basic unit of teaching activities, realizes the common goal of the group through the division of labor and cooperation among the group members, and takes the overall effect of the group activities as the main index of teaching evaluation. The main differences between cooperative learning and traditional classroom teaching system are: study group is the basic unit of cooperative learning activities; The goal of group cooperation is the motive force and direction of group members' cooperation; Division of labor and cooperation among group members is the basic activity form of cooperative learning; The overall effect of group activities is the main evaluation index of cooperative learning activities.
⑷ Teaching strategies of communicative life
The teaching strategy of connecting with life is a strategy to reflect life or simulate life directly or indirectly through teaching activities, so as to realize students' effective mastery of knowledge and skills, cultivation of intellectual ability and personality development.
98. What are the creative uses of teaching materials?
(1) Flexible use of teaching materials.
Mainly refers to the teachers' flexible handling of teaching materials and timely adjustment of teaching activities in combination with the actual situation in the region, especially the students' living and learning reality. For example, changing teaching content, reorganizing teaching units and integrating teaching content.
⑵ Rational use of curriculum resources.
First of all, teachers independently develop teaching AIDS and teaching AIDS. When teachers' teaching becomes a creative and personalized activity, the teaching AIDS and teaching AIDS provided by textbook publishing units and markets will inevitably fail to meet the real classroom needs. It has become an important part of teachers' teaching activities to develop teaching AIDS and teaching AIDS suitable for their own classroom teaching methods. Therefore, an important manifestation of creative use of teaching materials is to require teachers to develop and make simple teaching AIDS according to the new curriculum concept and their own teaching needs, especially those conducive to students' autonomy, cooperation and inquiry learning, as well as those suitable for students to exchange feelings, operate and use in group cooperation.
Secondly, it is the basic guarantee for teachers to use teaching materials creatively to make rational and effective use of all available resources and maximize resource sharing. For teachers, the cooperation between teachers, teachers and students, and parents is particularly important. Teachers should be good at understanding and discovering the situation and changes of students and their parents, and timely tap the educational and teaching resources related to the teaching content. They can also be invited to participate in teaching activities, so that the process of teaching activities is closely related to students' real life, which is jointly created and constructed by teachers and students, even parents and community people.
The ultimate performance of creative use of teaching materials is to create characteristic teaching suitable for one's own school (class). Because a creative teacher must have his own unique teaching style. It is the common pursuit of excellent teachers to effectively use the characteristics of themselves, schools and classes to form characteristic teaching suitable for their own classes.