Problems existing in high school education and teaching
During the period when we entered the new curriculum, I reflected on my past teaching thoughts and behaviors, and re-examined the views and practices that were once regarded as experience with the concept of the new curriculum. Now, I will summarize the experience gained from reflection to encourage my colleagues.
First of all, we should change the role in teaching and the existing teaching behavior.
(1) The new curriculum requires teachers to change from traditional knowledge givers to organizers of students' learning.
(2) Teachers should be the guides of students' learning activities.
(3) Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning.
Second, we should "use" teaching materials in teaching. Thirdly, students' existing knowledge and experience should be respected in teaching reflection, or "reflective teaching", that is, teachers critically examine students' subjective behavior and its behavior basis in teaching practice, and through observation, review, diagnosis and self-monitoring, they can either affirm, support and strengthen, or deny, think and correct, and "learn to teach" and "learn to teach".
Teaching reflection is considered as "the core factor of teachers' professional development and self-growth".
Posner, an American scholar, believes that experience without reflection is narrow experience and can only form superficial knowledge at most.
Only after reflection can the teacher's experience rise to a certain height and have an impact on the subsequent behavior.
He put forward the formula of teacher growth: teacher growth = experience+reflection.
Then, how should we learn to teach in teaching reflection?
Self-questioning
Self-questioning means that teachers ask a series of questions after self-observation, self-monitoring, self-adjustment and self-evaluation of their own teaching, so as to improve their self-reflection ability.
This method is suitable for the whole teaching process.
For example, when designing lesson plans, you can ask yourself: "What life experience and knowledge do students have", "How to design lesson plans that are easy for students to understand according to relevant theories and students' reality", "What will happen when students accept new knowledge" and "How to deal with these situations".
When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students' failure to answer questions as planned, disputes between teachers and students, and disputes between classmates.
At this time, teachers should reflect on "why there are such problems, how to adjust the teaching plan and how to adopt effective strategies and measures" according to the feedback information of students, so as to organize teaching along the students' ideas and ensure the teaching process to run along the best track.
After the teaching, teachers can ask themselves questions like: "Is my teaching effective?" "Are there any highlights that surprise them in teaching? What is the reason for this highlight? " "What can be further improved?" "What did I learn from it?"
Behavioral research
Action research is an effective way to improve teachers' teaching ability.
For example, "cooperative discussion" is an important learning concept advocated by the new curriculum. However, in actual teaching, we often see a "formal" discussion.
"How to make the discussion orderly and effective" is the problem we need to study.
After the problem is determined, we can collect relevant literature extensively around this problem, put forward assumptions on this basis, formulate an action plan to solve this problem, carry out research activities, make necessary adjustments to the research plan according to the actual needs of the research, and finally write a research report.
In this way, through a series of action research and continuous reflection, teachers' teaching ability and teaching level will be greatly improved.
Teaching diagnosis
"Classroom teaching is an art of regret", and scientific and effective teaching diagnosis can help us reduce regret.
Teachers may wish to start with the study of teaching problems and dig out the hidden problems of teaching concepts.
Teachers can collect all kinds of teaching "medical records" through self-reflection and group brainstorming, then classify and analyze them, find out typical "medical records", analyze "pathology", focus on various teaching concepts that affect the effectiveness of teaching, and finally put forward countermeasures to solve the problems.
Communication and dialogue
Full dialogue and communication between teachers is very beneficial to the development of groups and the growth of individuals.
For example, a teacher designed some familiar life situations when teaching "average score": dividing peaches, fish, biscuits and apples.
In the exchange and dialogue, some teachers suggested that it seems to be limited to start teaching only around "eating". In fact, we still have a lot to allocate in life, and we can appropriately expand the teaching design.
Such open discussion can promote teachers to reflect more effectively and transform practical experience into theory.
case study
In the case study of classroom teaching, teachers should first understand the current teaching background, on this basis, collect typical teaching cases through reading, classroom observation, investigation and interview, and then interpret the cases from multiple angles and in all directions.
Teachers can not only make a technical analysis of classroom teaching behavior, but also discuss the teaching strategies and teaching concepts embodied in the case, and also explain the teaching theory problems involved.
For example, when a teacher asked his students to do comprehensive training on fractional application problems, he came up with such a question: the price of a set of tables and chairs is 48 yuan, and the price of chairs is 5/7 of that of desks. What's the price of the chair? Under the guidance of the teacher, the students calculated the price of the chair as 20 yuan by various methods.
Just as the teacher was preparing to sum up, some students suggested that the price of chairs might be15 yuan, 0 yuan ... At this time, the teacher impatiently interrupted the students' thinking with "Don't make a wild guess".
After class, some students said that if a table is equipped with two chairs or three or four chairs, then the price of chairs is not necessarily 20 yuan.
By analyzing this typical case and checking their teaching behavior against the case, teachers realize that although we call for "paying attention to students' development" every day, we often go our own way in classroom teaching, rarely considering students' needs and adjusting teaching in time according to students' feedback information.
Observation and analysis
"Stones from other mountains can attack jade".
Teachers should watch more classes of other teachers and talk to them more.
In the process of observation, teachers should analyze how other teachers organize classroom teaching and why they organize classroom teaching in this way; How did I organize the classroom teaching when I took this course? Compared with them, my classroom teaching links and teaching effects are different and the same; What inspiration did I get from their teaching? If I encounter an accident, how will I deal with it ... through such reflective analysis, I can get inspiration and reference from other people's teaching.
Summary record
After the end of a class or the completion of a day's teaching tasks, we should calm down and think carefully: whether the overall design of this class is appropriate and whether the teaching links are reasonable. For example, a teacher asks students to carry out comprehensive training on fractional application problems: the price of a set of tables and chairs is 48 yuan, whether its content is clear, whether the teaching methods are fully used, and whether the key and difficult points are prominent; What actions I have taken today are correct, which ones are not good enough, and which ones need to be adjusted and improved; Whether the enthusiasm of students is mobilized, whether students are willing to learn, whether I am willing to teach, and what are the puzzles.
Think about these clearly, make a summary, and then record them for reference in future teaching.
After a long period of accumulation, we will certainly gain a valuable teaching wealth.