When the book is used, I hate it less. It's not difficult. Let's talk about it later. The Book of Learning says, "It is difficult to learn after practical teaching, but insufficient after learning." For our teacher, there are too many things to learn, and I know too little. "Ask how clear the canal is, because there is flowing water from the source", "Practice and then know the difficulties, and learn and then know the deficiencies". In teaching practice, I deeply feel that I have not studied enough teaching theory. 2 1 century is an era of "learning", and the focus of education is no longer to teach students inherent knowledge, but to shape learners' new personality. The fundamental task of school education is to let learners learn how to study, how to work, how to cooperate and how to survive. Therefore, the self-renewal of teachers' knowledge and ideas is more urgent than ever. A successful teacher is first of all a learner who is good at constantly updating his ideas. Only by absorbing the latest educational and scientific research achievements in time can he be in an invincible position.

However, for me, I don't have much time to study after busy work, so I have some skills in reading. I read more books related to our teaching, mainly magazines, and I buy less other books. Let's share it with you. I recently read a book, The New Concept of International Education edited by Gu Mingyuan. In fact, I chose this book because of Gu Mingyuan's fame. This book consists of three parts: the first part introduces the concept of macro education; The second part introduces the concept of general education; The third part introduces the concepts of teaching and learning. By reading this book, teachers can stand at the height of social development, take the characteristics of the times as the background, take the existing education and teaching concepts as the starting point, and learn from advanced foreign education and teaching concepts. It can better answer several common questions in our teaching: First, "the information age has arrived" and "the knowledge economy is emerging" have become our common words. Secondly, the majority of teachers have long abandoned the injection teaching method and accepted the heuristic teaching method. Especially in recent years, many imported and self-created teaching methods have emerged one after another, which has played a very good role in promoting the education and teaching reform and the implementation of quality education. Third, certain ideas dominate certain behaviors, and education is no exception.

This book sounds conceptual and theoretical, but it will not be boring to read, because it is closely related to our usual teaching and can directly help us solve some difficult problems in teaching.

For example, the book "Mastering Learning Theory: Let Poor Students Get the Same Development" is a difficult problem we encounter in actual teaching.

Poor students are the biggest headache for our teachers. I think everyone must be shaking their heads and sighing for the just-concluded exam. How to solve the problem of poor students is a problem that we have been thinking about. Bloom's mastery learning theory may open a good road for us.

At the beginning of a new semester or new curriculum, every teacher in traditional education always has such an expectation, about how many students will become top students, how many students will become middle students and how many will become poor students. I wonder if our teachers here have thought about this? This series of expectations is passed on to students through grading procedures, teaching methods and textbooks. This kind of transmission creates a self-fulfilling prophecy, and the final score of students through the grading process is almost the same as the original expectation. Bloom sharply criticized this "expectation". This traditional educational "expectation" is the most wasteful and circular aspect in today's educational system. He suppressed the creativity of teachers and students, reduced students' enthusiasm for learning, and destroyed a considerable number of students' self-image and self-concept. Therefore, Bloom pointed out that the most fundamental solution to improve every student's education lies in changing our views on students and learning. As a result, Bloom put forward his theory of mastery learning, and was therefore called "the man who destroyed American education".

The core of bloom's mastery learning theory is "teaching for mastery" and "learning for mastery".

"Most students can master what we teach, and the task of teaching is to find the means to let students master the subjects they have learned." This is the core idea of Bloom's mastery teaching. Bloomton believes that most teachers assume that only one third of their students are capable of learning, another third will fail or just pass, and the remaining third is in the middle. He believes that this idea "is the most wasteful and destructive aspect of today's education system. He suppressed the ambition level of teachers and students and weakened the learning motivation of students. " Bloom insists that more than 90% students can master the materials in the course. To this end, Bloom and his assistants have conducted long-term research. Through experiments, observation and follow-up research, they come to the conclusion that there is no big difference in learning ability, learning speed and learning motivation among more than 95% students except 12% supernormal children and 23% normal children (including children with mental, emotional and physical defects). As long as there are suitable learning conditions for students, almost everyone in the world can learn anything that can be learned. There are many reasons for poor students: on the one hand, the curriculum design and methods are not perfect; I think our new curriculum reform is to improve the defects in the original curriculum that are not conducive to students' study. On the other hand, teachers don't expect students to master it. It seems that a little carelessness in our teacher's words and deeds will mislead others' children. Bloom believes that in order for students to master the content of learning, teachers must have expectations for all students, not just some students. Teachers should explain to students the difference between mastery learning and general learning, and show their confidence that most students should and can reach mastery level.

Bloom's thought has a great guiding role in solving the problem of poor students. The concept of teaching for mastery requires teachers to face all students and believe that all students can develop. This means that in mastering teaching, our teachers should establish a correct view of students. Traditional teaching often grades students according to normal distribution curve, and students are divided into several grades according to this. Bloom believes that orthographic distribution can only explain the order and position of students in the crowd, but not their knowledge level. This practice often makes teachers form an idea that "they will regard students' learning ability as a lasting and stable thing, that is to say, the differences that students first discover will not only be manifested in their whole learning career, but also run through their lives." "Bloom believes that learning ability is not innate and fixed, but acquired and can be changed. It can be remedied by effective measures. Only by giving students enough study time and finding ways to help each student can all students master it, at least in theory.

The specific method of mastering teaching is to give students a second chance, that is, to conduct a "diagnostic test" after each unit is completed to find out the problems in learning, and then let the students who pass the test be given different explanations by another teacher in a planned way until they master the relevant teaching content. This method is called "giving students a second chance" and "shooting a second arrow at the target".

Learning for mastery is to let students confirm their learning ability and think they are competent for learning. Bloom believes that this is the influence of learning on students' self-concept. Bloom believes that students' frequent failures and learning incompetence will make them doubt their coping ability, so we should guide them to seek trust and ability in off-campus experience. Bloom stressed that if schools can't give students more successful experiences in the classroom, they will completely refuse to learn not only on campus, but also off campus. Mastering learning can bring vitality to schools, confidence to students and help students cultivate lifelong interest in all kinds of learning. Bloom's mastery theory is also applied to teaching invisibly, and we have been doing "giving students a second chance to learn". Isn't our after-school tutoring for students the idea of teaching for mastery? However, we also have some shortcomings. We are always impatient with poor students, always beyond the level and eager for quick success.