Question 1: Does autonomous learning mean accommodating students?
Human development is always the starting point and destination of education. The question of what kind of people and how to train people through education has always been the basis of educational theory and teaching practice. This "people-oriented" concept has been adopted by the new round of basic education curriculum reform in China, and "student-oriented" has become its reform concept. Under the guidance of this concept, students' dominant position in classroom teaching has been strengthened, and the role of teachers has also undergone a series of changes, that is, from "preaching, teaching and dispelling doubts" to organizers, guides and participants. However, some front-line teachers misunderstood the connotation of the teaching concept of "student-oriented development" in the process of classroom teaching and organizing students' autonomous learning, thus weakening teachers' dominant position.
Case: This is an art sketch class. Before class, the teacher asked, "Students, can we have class now?" (Teachers should ask for students' opinions even in class), and students echo "ready"; Then the teacher showed a crock, and then said, "Today we are going to draw this crock, and the students can draw it as they want." After painting, the students showed their homework: some painted like jars, some like wine bottles, some like cylinders, and some looked like nothing ... The teachers praised them for their "good painting" and "creativity".
Comments: The author believes that "student-oriented development" is not completely "student-centered", but refers to the coordination of knowledge, social factors and learner factors in curriculum design, with learners as the main body and knowledge and social factors as the basis; When coordinating the relationship between curriculum and teaching teachers, students and teaching media, it denies their parallel relationship, primary and secondary relationship and opposition relationship, and affirms their dialectical relationship. In the above art class, the teacher's understanding of "student-oriented development" and "autonomous learning" is inconsistent with it, and even runs counter to it. The author believes that the current situation of curriculum teaching in this case is due to the teacher's disorientation in the process from "teacher-centered" to paying attention to students' subject under the collision of traditional concepts and new curriculum concepts.
"Autonomous learning" under the guidance of the concept of "student-oriented development" does not mean that students learn by themselves, nor does it mean that teachers "downplay their appearance" or ignore them. Teachers' guidance to students should run through the whole teaching process. Teachers should boldly let students do what they can and fully experience the learning process. For the content of students' recent development zone, teachers should give appropriate help and mainly rely on students to achieve their goals. The author thinks that the real autonomous learning should be under the guidance of teachers, follow the requirements of not deviating from the learning objectives, and let students have appropriate independent choices of learning content; On the basis of not misunderstanding or misinterpreting the ideological meaning of the text, let students have the right to interpret the text by themselves; On the basis of not being divorced from teaching practice, let students have the choice of learning methods. Only in this way can students' dominant position be truly reflected and autonomous learning be truly implemented.
Question 2: Does the "three-dimensional goal" system of the new curriculum mean diluting the "double-base" teaching?
The "three-dimensional goal" system advocated by the new curriculum refers to the trinity of "knowledge and skills, process and method, emotional attitude and values". In other words, the new curriculum requires teachers not only to complete the task of "double basics", but also to let students experience the methods of independent inquiry, cooperative learning, learning and mastering thinking; Not only cultivate cognitive ability, but also shape their non-intellectual qualities, that is, emotions, attitudes, values and related literacy. The three-dimensional target system of new curriculum is put forward based on the current situation of basic education in China and the trend of international curriculum reform. Its essence is to change the "double-basic" curriculum goal emphasized in the past into the basic quality necessary for cultivating students' lifelong learning and development. These basic qualities include knowledge and understanding, skills and abilities, emotional attitudes and values and their specific qualities. However, in order to embody the new classroom teaching concept under the background of the new curriculum, some front-line teachers deliberately pursue the cultivation of "process and method, emotional attitude and values" emphasized in the new curriculum, which virtually relaxes the teaching of "knowledge and skills".
Case: In an open Chinese class with "Jingyanggang" as the content, the teacher organized students to discuss, list, speak, simulate fighting tigers and tell stories about the water margin as soon as the class started, which was very lively. Media software, expansion and migration, moral education penetration, everything. Teachers set the teaching focus on "under what circumstances do heroes fight tigers?" Where shall we call them respectively? how can I make a phone call? What is the result? "In fact, the design and implementation of basic contents and links such as word recognition, sentence making and speech are omitted. Such a long article, arranged in a class, ends with "perfection", and its effect can be imagined.
Comments: The teachers in this class spend a lot of time on reading, but ignore the most basic listening, speaking, reading and writing training. It must be clearly pointed out that the curriculum reform is by no means to weaken the "double basics", let alone oppose the "double basics" teaching, but to give it new tasks and functions. The difference lies in how to implement the "double base". Teachers should see that the relationship between the three-dimensional goals of the new curriculum is not contradictory, but the dialectical unity of interdependence and interaction. First of all, the teaching conclusion (knowledge) and process are unified. As far as the classroom teaching of a subject is concerned, the teaching process represents the inquiry process and method of the subject, and the conclusion represents the inquiry result of the subject (the system of conceptual principles). They are interactive, interdependent and mutually transformed. What kind of inquiry process and methodology must correspond to what kind of inquiry conclusion or result, and the acquisition of conceptual principle system depends on the specific inquiry process and methodology. At the same time, the inquiry process and methodology are inherent in the conceptual principle system and constantly change with the development of the conceptual principle system. Secondly, cognition and emotion are unified. The learning process is a process of unifying cognitive activities and emotional activities based on people's overall psychological activities. Cognitive factors and emotional factors occur and interact at the same time in the learning process, which together constitute two different aspects of students' learning psychology and have a great influence on learning activities from different angles.
In this sense, it is precisely because the teachers in the above cases split the relationship between the three-dimensional goals, downplayed the "double-base" teaching, and unilaterally emphasized "process and method, emotional attitude and values" that the teaching behavior contrary to the new curriculum concept appeared. The author believes that the all-round development of students must be based on solid basic knowledge and skills, and the lack of solid basic knowledge and skills will definitely affect the coordinated development of people. Therefore, in the process of education and teaching, teachers should not attend to one thing and lose sight of the other, pursue one-sidedly and be isolated. Of course, in the teaching of different subjects, targeted education and teaching activities should be carried out according to the characteristics and values of different teaching contents.
The three-dimensional curriculum objective system provides front-line teachers with broad thinking space in curriculum selection, curriculum implementation and curriculum evaluation. The connotation of the goal dimension of knowledge learning lies in enabling students to obtain a good knowledge structure and diversified activity experience; On the process and method level, it mainly pays attention to students' social and cooperative ability, learning and research ability, information collection and processing ability, problem-solving ability, as well as the most basic and core survival ability and the ability to pursue ideal life; In terms of emotion, attitude and values, it points to students' higher aspirations, that is, a sense of mission to mankind, the country and the nation, a sense of responsibility to society, to oneself, to others and to the earth, as well as personal interests, aspirations, dreams, life goals, positive mentality, good will quality and moral sentiments. Therefore, teachers should evaluate education and teaching according to the different directions of the above three-dimensional target system and the value pursuit of teaching content.
Question 3: Does teaching with textbooks mean teaching without textbooks?
With the implementation of the new curriculum, the problem of how teachers use new textbooks has gradually emerged, and teachers' understanding and mastery of new textbooks has become the key to the successful promotion of the new curriculum. Curriculum reform makes teaching materials tend to be diversified, and the diversification of teaching materials gradually shakes its only "statutory" position in teaching, and the positioning of teaching materials gradually shifts from "controlling" and "standardizing" teaching to "serving teaching". In other words, teachers should "use teaching materials" for teaching, not stick to teaching materials, but simply "teach teaching materials". However, some teachers often break away from the teaching materials when teaching under the guidance of this concept.
Case: We often see this phenomenon in class. Students' books are never opened in class, and some even say, "Students, please close your books and let's talk about this class ..." In other classes, there are no textbooks at all.
Comments: The new curriculum standard advocates that teaching should be based on textbooks and go beyond them. It doesn't mean going from one extreme to the other-turning the past "book-based" into a complete separation from teaching materials. "Teaching with textbooks, not teaching textbooks" refers to guiding students to supplement textbooks scientifically, processing textbooks accurately, and making textbooks become textbooks for students' positive development. However, some teachers unilaterally understand that textbooks are dispensable teaching resources; Some teachers spend most of their time supplementing extracurricular content; Some teachers ignore students' reading comprehension of the text in classroom teaching, and even add too much content prematurely; There are also some teachers who change textbooks in a hurry without thinking ... these have greatly weakened the learning nature of textbooks themselves. The reason, the author thinks, is largely because teachers don't fully understand the spirit of the new curriculum standard, and the functional orientation of the textbook itself is not accurate enough. In addition, the organization and presentation of the new textbook content are quite different from the past, which makes it difficult for teachers to adapt at the moment.
The new curriculum emphasizes how to use textbooks-whether to "teach textbooks" or "teach with textbooks", which is the yardstick to distinguish teachers' professionalism. "Teaching textbooks" is the symbol of traditional "teachers", and "teaching with textbooks" is the proper attitude of modern teachers. Because textbooks are just one of many teaching media. Starting from the original intention of the new curriculum, "teaching with textbooks" is first of all "using", rather than doing another set without textbooks. Teaching needs a carrier, and this carrier is the teaching material. In actual teaching, we should make rational use of teaching materials, rather than ignoring and separating from them. In this sense, teachers like those mentioned in the above cases should carefully analyze and understand the intention of compiling textbooks, dig deep into the multiple values of textbook content, correctly grasp the difference between teaching content and textbook content, and design teaching activities according to the actual needs of students.
Question 4: Does emphasizing inquiry learning mean that receptive learning is out of date?
The new curriculum reform emphasizes the discovery, research and experience of the learning process. There is nothing wrong with this change, but one-sided understanding and emphasis on this method may cause an illusion that all knowledge should be acquired through inquiry, which is the only way for students to develop in a diversified way.
Case: In a primary school Chinese class, the teacher asked the students to explore how to remember the word "stone". Students say that "rock" is a superstructure with the prefix "mountain" on it, and the word "research" is removed below. The teacher said it was good. Is there any other way? The students said that the above is a clever "can" to "fire", and the following is a clever "research" to "open"; The teacher said it was good. Is there any other way? The students said that the above is the "year" of the years, with the "evening" removed, and the following is the "bunker" of the bunker, with the "week" removed. ...
Comment: This makes people think. Is it really out of date to accept learning? Although inquiry learning has many advantages, not all teaching contents are suitable for inquiry teaching.
Professor Wang Cesan, a famous expert on teaching theory, recently made a comprehensive and systematic analysis of "giving and receiving learning" and "inquiry learning": … In school education, teaching is equivalent to teaching, and teaching corresponds to learning. Teaching and learning, teaching and receiving are corresponding categories and two inseparable aspects of an activity. ..... In school education and teaching, especially in primary and secondary education and teaching, which teaching method is the main one? Needless to say, teaching methods are the main thing. Due to the long-term teaching practice in China, the teaching method has almost become the only method, and it has become a "full-house irrigation". Today's reform should appropriately emphasize inquiry and discovery learning to change the situation of "one family dominates"; At the same time, reform and improve the teaching method itself, and overcome the phenomenon of "full house irrigation". But now there is a saying: We should change the current situation that too much emphasis is placed on learning, rote learning and mechanical training, and encourage students to actively participate, be willing to explore and be diligent in doing things … to learn. This statement is not accurate, so we should analyze and clarify the following issues in detail: First, the concept of "accepting learning" is based on Ausubel's research results in the United States, and the exact expression should be "accepting learning with meaningful words", not "accepting learning" in general, because all learning is (that is) accepting learning, especially students' learning, and it cannot be "changed" anywhere; Second, it is necessary to advocate inquiry and discovery learning, but it is necessary to distinguish between primary and secondary. The present sentence pattern of "changing … advocating" seems to be equivalent and should be divided equally, and may even be misunderstood as changing from one "transition" to another "transition" and replacing it; Thirdly, it is inaccurate to compare learning acceptance with rote learning and mechanical training, because language meaning acceptance learning may not be rote learning and mechanical training, but active participation and willingness to explore, that is, "constructing meaning" ... On the contrary, exploration and discovery learning may also be mechanical training, and there are many examples in practice, which is also verified by Ausubel's theory.
It can be seen that due to the one-sided understanding of receptive learning and inquiry learning, such teachers in the above cases are uncharacteristically extreme in teaching methods; Moreover, if we don't grasp the connotation and scope of application of receptive learning and inquiry learning, it will inevitably be biased to generalize. This reminds teachers that when dealing with a series of problems before and after the curriculum reform, we must treat each educational concept and teaching method dialectically, and creatively choose a scheme suitable for the development of teachers and students, whether it is the new curriculum concept or the "traditional" concept, combining the teaching content and the specific situation of students' development. At the same time, the emphasis on inquiry learning in the new curriculum does not mean that receptive learning is completely denied. Inquiry learning and receptive learning cannot be completely separated in class, but should be used alternately: there is inquiry in reception and acceptance in inquiry. The two should learn from each other's strong points and not neglect them.
Question 5: Does "table spelling" mean cooperative learning?
"Cooperative learning" is an effective way to give full play to students' dominant position in classroom teaching and an important way to guide students' interactive learning at present. In view of the fact that cooperative learning is conducive to cultivating students' inquiry consciousness and cooperative spirit, and to the development of students' oral communication and problem-solving ability, teachers consciously introduce this form into the classroom. But careful observation reveals that some teachers put most of their energy into the specific operating procedures of cooperative learning in class, and the consequence is that we only get the form of cooperative learning, not its content, which will inevitably lead to rigidity and failure in practice.
Case: At present, there is a common phenomenon: all the tables in the classroom have to be spelled again, sometimes in pairs, sometimes in three tables, and students sit down in turn. This is the prelude to the beginning of cooperative learning. Again, no matter whether the problem is worth discussing or not, students must join the study group quickly and participate in the heated discussion under the command of the teacher. Several groups of people were observed: some talented students were singing monologues, and the rest were listeners; Some student groups think this is the best time to play ... the scheduled time is up. Even if the students are in a fierce ideological confrontation and in an unstoppable state of inquiry, cooperative learning will come to an abrupt end with a gesture from the teacher, and each student will return quickly and sit in his position to prepare the report. ...
Comments: Teaching is essentially an activity of "communication" and "cooperation". Simple desk patchwork in classroom teaching is not equal to cooperation, let alone cooperative learning. The manifestations of this illusion are as follows: as far as teachers are concerned, some teachers mistakenly equate "cooperation" with "merger" and equate essence with form, so that students are at a loss about how to cooperate; Some teachers give random discussion questions, and students' discussion is often divorced from the value of the problem itself; There is no guarantee of time for discussion; As far as students are concerned, they can't study effectively around the central issues in the discussion. On the surface, different people have different views, but in fact, without the impact of thinking sparks, the group basically stays at the level of individual autonomous learning, lacking real interaction, discussion and cooperation, and often only students with good academic performance speak. This kind of cooperative learning is nominal and formalistic, not cooperative learning in the true sense. At the same time, only asking students to cooperate does not guarantee students to learn social skills, and they must be educated purposefully; In order to make group cooperative learning really effective, teachers must strengthen guidance and let students learn to communicate. First, the arrangement of the group should be reasonable and the division of labor should be clear; Second, the content of cooperative learning should be valuable; Third, the time for discussion and study should be moderate; Fourth, the way of communication should be flexible; Fifth, the learning results should be fed back. Of course, in addition to ensuring the organizational form, content selection and various conditions of students' cooperative learning, the most important point is that cooperative learning can inspire students to think and promote their development. In the process of cooperative learning, teachers should pay more attention to the collision and exchange of students' thoughts, the continuous improvement of thinking mode, the improvement of cooperative communication and expression, and the development of personality in the process of cooperation. Only in this way can cooperative learning be implemented.
Question 6: What does it feel like to create a "situation" that is divorced from the teaching content?
Teaching situation in a broad sense refers to the objective environment that acts on the learning subject and produces certain emotional reactions. In a narrow sense, it refers to the teaching process that acts on students in the classroom teaching environment and causes positive emotional response to learning. "Let students learn in vivid and concrete situations" is one of the important ideas advocated by the new curriculum. Creating an effective teaching situation can not only make students master knowledge and skills easily, but also make them better experience the emotions in the teaching content and form a meaningful value orientation. Therefore, most teachers attach great importance to the creation of teaching situations. However, the author finds that some teachers pay too much attention to the teaching situation in teaching, and introduce the situation in every class without considering the purpose and effect of creating the situation, which leads to the creation of the situation becoming a mere formality.
Case: A teacher vividly said at the beginning of a primary school math class: "Children, Mickey Mouse is going to study with us today. Do you like it? " Students' interest was suddenly raised, and then it was boring: first, the head of Mickey Mouse.
+review questions, followed by Mickey mouse head+examples, Mickey mouse head+consolidation exercises, and finally Mickey mouse head+summary. Can a simple picture of Mickey mouse be called a situation when it is posted in the classroom? What is the value of this so-called "situation"?
Comments: The author believes that we put the teaching situation back on the agenda today, not that there was no situation in the previous classroom teaching, but that we didn't pay enough attention to the teaching situation, didn't dig it out and didn't consciously create it. Because it plays a huge role in effective teaching, it is necessary to attract educators' attention and explore and create educational and teaching situations. In this sense, the teacher in the above case is suspected of "creating a situation" for the sake of "creating a situation", which is inevitably blunt and ineffective. In fact, situation is a kind of psychological state of human beings, including the harmonious indirect situation provided by teachers through the media that students have never seen or have no impression, and the actual situation that students feel in real situations is consistent with the "theme" of learning. No matter what kind of circumstances, students can feel a natural state. Only in this natural state can students fully integrate into the whole teaching situation and appreciate the value of teaching content, and only then can they have the expected effect. In this sense, not all teaching activities need to render indirect situations, and not all indirect situations will be beneficial to students' learning activities, which is ignored by teachers in this case.
Creating teaching situation requires teachers to fully understand students' existing life experience and cognitive level from the internal needs of students' development; Create situations according to teaching objectives and teaching contents; The creation of teaching situation can include subject knowledge, ability factors and related subject factors; Can have emotional factors to mobilize students to actively learn and grow. At the same time, the excavation and utilization of the actual teaching situation is the main channel of classroom teaching situation. Teachers should devote themselves to the development and utilization of local school resources, create as real a problem situation as possible related to the theme, arouse students' thinking, take into account students' recent development fields, organize students' cooperation, and gradually reach the realm of harmonious resonance between teachers and students. On the other hand, if the creation of situations can't make students immersive, can't effectively stimulate students' inquiry consciousness, can't guide students to experience the learning process, and can't promote the coordinated development of students' multiple intelligences, then such teaching situations would rather be abandoned.
Question 7: Multimedia teaching is "cramming"-is this the multimedia teaching advocated by the new curriculum?
With the continuous development of science and technology and the deepening of basic education curriculum reform, modern educational technology with computer as the core has been paid more and more attention by teachers and students. The application of modern teaching media makes it possible to transmit teaching information conveniently and efficiently, which lays a material foundation for the improvement of teaching quality. Undoubtedly, the use of multimedia in classroom teaching can effectively improve the teaching quality. However, many teachers still have many misunderstandings when using modern educational technology in classroom teaching.
Case: As soon as the bell rings, the teacher immediately sits on the multimedia console in the corner of the classroom. "Students, today we begin to learn the lesson" The White Rabbit and the Moon ". Please look at the teacher's courseware demonstration ... "The courseware is illustrated and colorful, which makes the students eyes wide open and excited. After a class, the students are still full of interest, but there is not a word on the blackboard. ...
Comments: On the one hand, we should make rational use of traditional teaching media, and at the same time actively introduce modern teaching media, so that the two can be organically combined and complement each other. In this way, teaching information can be transmitted accurately and quickly, feedback can be adjusted in time, and the overall optimization of teaching process can be realized. However, this kind of teacher in the case unilaterally isolated traditional teaching and tried to pursue multimedia teaching, which led to the classroom teaching moving from one extreme to the other. The author thinks that the front-line teachers who do this should treat the application of teaching methods dialectically and rethink "multimedia teaching".
At present, there are a series of problems in multimedia teaching: some teachers ignore the scientific nature of multimedia application in pursuit of superficial effect; The purpose of multimedia teaching is unclear, and the auxiliary role of media replaces the leading role of teachers; The courseware presents different pictures and texts that do not correspond to the content of the textbook; Courseware making grandstanding leads to a cursory look in the classroom; The main role of students has not been paid enough attention; Modern educational technology is widely adopted.
The author believes that in the practice of multimedia education and teaching, teachers should handle the relationship between traditional media and modern media, teaching materials and courseware, blackboard writing and screen demonstration, and use multimedia teaching to achieve clear goals, pay attention to practical results, timely feedback and control, comprehensively use various media, and mobilize teachers and students to actively participate in activities. In addition, we must ensure that the courseware is well-made and has a strong infection effect.