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Division of labor and cooperation, according to the different qualities of students to arrange learning tasks. Cooperative learning is based on independent thinking. Students should first explore independently and deeply understand the issues of cooperation, so as to express their unique views, compare and screen them, and then draw the final conclusion. Second, we should guide students to learn to communicate and listen, clarify their own views, understand other people's speeches and conclusions of thinking with correct methods and attitudes, encourage some students who are not good at expressing, and educate strong children to respect other people's labor achievements. The third is to guide students to reflect actively after cooperative learning, on the one hand, sort out the final solution, on the other hand, analyze the causes of the solution and the learning experience they can gain.
Fourthly, cooperative learning should be combined with the cultivation of autonomous ability.
The application of cooperative learning in primary school mathematics teaching can improve teaching efficiency, develop students' communication potential and cultivate students' sense of cooperation to meet the needs of talents in the new era. However, the basis of cooperative learning is students' independent inquiry, and the purpose of cooperative learning is to obtain students' learning results and improve their learning ability. Therefore, teachers should combine cooperative learning with the cultivation of autonomous ability in teaching, which should not only leave time and space for students to think and explore independently, but also provide platforms and opportunities for cooperative learning. Similarly, taking lateral area as an example, teachers should first let students think independently, find a method to calculate the lateral area of a cylinder, and then communicate, analyze and compare in a cooperative group, and come to the conclusion that the best algorithm for lateral area of a cylinder is to multiply the perimeter of the bottom surface by the height. In order to consolidate this calculation method, students need to learn and master this method independently when calculating the lateral area of different cylinders.
Verb (abbreviation of verb) conclusion
In a word, it is of great significance to cultivate students' sense of cooperation in primary school mathematics. As a primary school mathematics teacher, we should create a relaxed and pleasant cooperative learning atmosphere for students, give full play to students' dominant position in cooperative inquiry learning, teach students the skills and methods of cooperative learning, cultivate good cooperative learning habits, combine cooperative learning with the cultivation of autonomous learning ability, cultivate students' cooperative consciousness and lay a foundation for future study.
Jump bar
"Chinese Curriculum Standard" points out: "Chinese subject should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other subjects well and develop in an all-round way. " "Chinese literacy" is a comprehensive literacy centered on Chinese ability, including Chinese knowledge, Chinese accumulation, Chinese ability, Chinese learning methods and habits, thinking ability and humanistic literacy. The "core" literacy of Chinese subject should also include literary aesthetics, cultural value and ideological value. In the teaching of leisure time, I pay attention to reforming and optimizing the teaching contents and methods of existing courses, and make some positive attempts to improve students' core literacy by carrying out Chinese teaching practice activities.
First, cultivate students' interest in learning.
How to stimulate students' interest in learning Chinese in normal teaching, so that they can accept knowledge naturally and happily, thus improving students' moral cultivation and aesthetic taste.
My approach is to assign homework in a targeted way, so that students can extend their classroom learning with interest. Students can always take their interests seriously, so that they can have a deeper understanding. For example, when I let students know how to love their home, their parents and everyone at home, I deliberately guide them from themselves. For example, "Watching TV" requires students to pay attention to how people at home watch TV. What role do you play at home? "chubby little hand" I expanded two questions: 1. Think about what light light blue will do for her family when she grows up. 2. Think about what your little hand will do for your family when it grows up. This kind of homework and problem design is closely related to students, which makes it easy for students to think about their life and family, know how to do better at home, cultivate their good character and sound personality, and improve their humanistic cultivation.
Second, reflect your own value in cooperative learning.
Cooperation is the basic form of human communication, and any development of human beings has nothing to do with others. The biggest advantage of group learning is to cultivate students' cooperative spirit and let them learn the ability to solve problems in cooperation with others. In group learning, every member of the group must master the teaching content. Only by mobilizing the enthusiasm of each member can students help each other and cooperate with each other. For example, grouping some ancient poems, words describing the four seasons and some proverbs collected by students at ordinary times not only saves time, but also enables students to learn more in communication. In addition, group cooperative learning can fully mobilize students' learning enthusiasm, so that every student has the opportunity to actively learn and innovate. Because of their enterprising spirit and sense of collective honor, students spontaneously and actively complete their tasks after being assigned. During this period, students are always in a proactive attitude, which makes students change from passive listening to active learning. Group cooperative learning provides them with a space for independent thinking, finding and solving problems, which can better reflect students' thematic status and make them reflect their own values in learning.
Third, improve students' thinking in the process of reading.
Good reading is very important, and the ultimate goal of learning is reading. Developing good reading habits can broaden the knowledge of learning, and improve cultural value and humanistic quality.
1. Pay attention to reading in class. The textbooks are carefully selected by editors, and most of them are both literary and beautiful. Students should be guided to concentrate on reading and savor. For example, read Autumn Rain to help students understand the beauty of autumn rain. After reading "New Glass", let students learn the description method of explanatory text; After reading Father and Son in the Earthquake, let the students practice using character hints. Students should also pay attention to the fact that no hint can leave more room for readers to think, and no hint is the highest realm in the dialogue. With such long-term persistence, students will certainly gain a lot.
2. Pay attention to extracurricular reading. "Curriculum Standard" points out: "We should pay attention to cultivating students' extensive reading interest, expanding reading scope, increasing reading volume and improving reading taste. Advocate doing fewer questions, reading more, reading good books, reading good books and reading whole books. "I arrange a reading class every week, so that students can put extracurricular books in the reading corner for everyone to see, so that after a semester, students can read a lot of extracurricular books. This not only cultivates students' interest in reading, but also cultivates students' humanistic quality. Let students accumulate more beautiful languages, and sow the seeds of traditional culture to students through theme reading, reciting ancient poems and classics of Chinese studies, and appreciating beautiful paragraphs.
Third, tap students' creativity in writing practice.
Reading is absorption and accumulation, while writing is internalization and application. Only by "accumulating" in reading can writing be "refined", so reading teaching must strengthen the combination of reading and writing. Chinese textbooks provide a good space for the combination of reading and writing. After learning the poem "Listen, the voice of autumn", guide students to write in time: Students think, what other voices are there in autumn? Then write a few words. The children said, "Listen to the sound of autumn. The frog is singing. " Gaga "is a song to bid farewell to the lotus leaf." Listen, the sound of autumn, cicada flapping its wings, "cicada, cicada" is a farewell sound to the tree. "Wait, that's a childish remark. After learning "I can't break my word", let the students contact with real life, exchange their thoughts with their classmates and write their own ideas. After learning "Playing with Famous Things", arrange students to write about their usual fun and gains, so that students can realize their own ideas from the text, and having something to write will often lead to a stroke of genius. In writing practice again and again, students learn to use language and create exquisite language.
After many practices, I realize that Chinese is a practical course. Only through repeated practice and continuous improvement of students' comprehensive application ability can Chinese core literacy take root in teaching. I will continue to work hard and stick to it.
Partial wine
Basic education has always been the focus of people's attention, and any change, even a small change, will affect the nerves of society. The latest change in basic education is "core literacy". "Core literacy" means "the necessary character and key ability that students should have to meet the needs of lifelong development and social development", which is comprehensively manifested in nine qualities, such as social responsibility, national identity, international understanding, humanistic background, scientific spirit, aesthetic taste, physical and mental health, learning to "learn" and practical innovation. They have become the "head" of basic education, and "shaking their heads" means "wagging their tails", and everything will change accordingly, which means that basic art education has entered the era of "core literacy".
China's current teachers only pay attention to "knowledge and skills", without realizing that they should focus on how to acquire knowledge and skills, which is the key to core literacy.
How to put "core literacy" into the fine arts discipline? It is unforgettable for art teachers in our country to integrate "double basics", that is, basic knowledge and skills, into their own thinking and teaching actions. Therefore, it is impossible to completely eliminate the "double base", which is indispensable for a person's growth. Therefore, the problem faced by art teachers at this stage is how to transform the concept of "double basics" into the core literacy of the discipline.
The Art Curriculum Standard puts forward the core literacy of the art discipline, namely, image reading, artistic expression, aesthetic judgment, creative practice and cultural understanding.
The performance of image literacy is: being able to watch the whole image through contact and comparison, and feel the formal characteristics of the image such as shape, color, material, texture and space; Be able to identify and interpret the connotation and significance of images through reading and thinking; Be able to identify the categories of images according to technology, style and development background; Know the role and value of images in study, work and life. In fact, this is in the same strain as the basic knowledge under the "double basics". At present, the inequality of educational resources between urban and rural areas in China leads to the shortage of rural professional teachers, many of whom are part-time teachers, and they don't have enough time, energy and professionalism to realize students' basic knowledge, or many of them simply omit basic knowledge because the basic knowledge is boring, which directly leads to students' ignorance of image reading. Only by strengthening the mastery of basic knowledge can students improve the literacy of image reading, identify and obtain useful information from many images, and then enrich their spiritual world.
If image reading focuses on the construction of students' inner spiritual world, then artistic expression is mainly external expression. Students express their ideas by drawing, writing, drawing, pasting and cutting images, that is, artistic expression literacy. This involves the correction of art works in primary schools. The way teachers correct students' homework has changed from scoring system to including excellent, good and bad status of students in all aspects. For students' works of art, teachers should not be limited to the shape and color of the works of art, but should pay more attention to whether students express their ideas through images. We can call a work that can express the author's thoughts and ideas a good work. At this time, the art teacher at this stage should pay attention to the places in the students' art performance, so that students can strengthen their self-identity through the teacher's recognition of their paintings, and then they can be more confident.
Everyone has a love of beauty, and the quality of aesthetic judgment can feel and understand the uniqueness and diversity of beauty, form basic aesthetic ability and show healthy aesthetic taste. Perceive, evaluate and judge the aesthetic objects in life and establish aesthetic standards. In art class, not only artistic creation, but also teachers should advocate a kind of teaching based on appreciation and classics. Especially in rural primary schools, let students have more contact, more feelings and more appreciation of classic works in childhood, and help students appreciate things with a healthy aesthetic vision and gain aesthetic feelings. Like George? Santayana said: "Aesthetic education is to train us to enjoy the greatest beauty."
Creativity is the driving force of social development. Therefore, creative practice is also an important part of core literacy. Creative practice refers to thinking and behavior dominated by innovative consciousness. Innovation consciousness is the consciousness that individuals can pursue creativity and originality under the guidance of positive values when doing anything. Innovation is also the life source of art, and art is a subject that has no unique answer and can accommodate individuality. By absorbing different creative methods from different regional cultures and individual experiences in human history, we can stimulate imagination and creativity and let children gradually acquire creative practical literacy. In the cultivation of creative practical literacy, teachers should know how to tolerate and understand, identify with students' ideas, and don't constrain students' imagination. In childhood, imagination is very fragile, especially art, which is a subject without right or wrong. The biggest feature of retaining students is success.
Culture is the premise of discussing core literacy. The classic definition of culture is generally considered to be the British anthropologist Edward? Taylor defined it as "the synthesis of knowledge, belief, art, morality, law, habits and any other talents and habits acquired by people as members of society." Yi Zhongtian said: "How to live is culture." Culture is the second space for human existence, and the first space refers to the natural space composed of sunlight, air, soil and water. We can't live without natural space and culture. Culture has the duality of humanization and humanization. Cultural understanding refers to observing and understanding works of art and different cultural phenomena from a cultural perspective, which will help children form a cultural vision and observe society and human beings from a cultural perspective. Children can gradually form the habit of observing and understanding artistic works, artistic phenomena and concepts from a cultural perspective, and understand the relationship between art and culture. Can understand the cultural connotation and unique artistic charm of Chinese excellent traditional art, and form a sense of identity with Chinese culture. In contemporary society, different cultures blend with each other, forming a pluralistic and overlapping cultural space. People living in different cultural spaces need to think about the same, similar, similar or different relations between their own culture and other cultures, and how to maintain their excellent culture and learn from the advantages of other cultures, so as to optimize their literacy and improve their quality of life.
In a word, the curriculum reform of basic education in China has entered the "literacy period", so it is necessary not to adjust it at the cultural level. Moreover, for art teachers at the grass-roots level, it is more important and realistic to adjust their own ideas and teaching methods. Strengthening students' core literacy is not only a means, an art, but also a way of loving students.
Article 10
First, what is the core literacy
We have always advocated quality education before, emphasizing "promoting students' all-round development and cultivating students' specialty development". Quality education has changed the educational model of "judging heroes by scores" and turned to pay attention to students' all-round development, which has promoted the cultivation of talents needed by society. The cultivation of quality is based on the "talent" of students. The concept of "literacy" is put forward to pay more attention to students' ability developed in the long-term practice the day after tomorrow. Every student can cultivate good habits and abilities through hard work. This is similar to the concept of "new education" in our school, which emphasizes the cultivation of students' good habits, positive learning attitude, independent learning ability and creative spirit. Lay a good foundation for students' lifelong development.
Core literacy is divided into three aspects: cultural foundation, independent development and social participation. The cultural foundation is manifested in humanistic heritage and scientific spirit; Self-development is manifested in learning to learn and live a healthy life; Social participation is manifested in responsibility and practical innovation. From the cultural foundation, we can see that it pays more attention to the width and thickness of students' knowledge accumulation, so that students can accumulate rich cultural details, thus forming a correct, scientific and positive outlook on life, which is also the premise of a happy life. In the aspect of self-development, students' awareness of learning and development is emphasized, they can learn independently, have clear life goals, and pursue a healthy, happy and wonderful life. Social participation focuses on cultivating students' sense of social responsibility. A responsible person can be patriotic, love the collective, love the family, and bravely contribute to society, thus promoting social development.
Quality education is not a new topic. It has been nearly 30 years since the concept of quality education was put forward in the mid-1980s. Why are we discussing quality education today? Because today's basic education reform has reached an important historical node, we need to re-understand and practice many problems of quality education. At the second academic seminar held recently in Guiyang, Fu Guoliang, the director of the Professional Committee for the Overall Reform of Primary and Secondary Schools of China Education Association, pointed out the significance of the theme of the seminar "Re-understanding and practicing the strategic theme of quality education".
Second, what changes will be brought about by the proposal of "core literacy"?
At the second "Beijing Education Forum", experts said that the times have changed and the requirements have changed, calling for the emergence of core literacy: "Core literacy is the source of new curriculum standards and the' DNA' to ensure the unchanged curriculum reform. Core literacy will bring six major changes to school education. "
These six changes are: 1. Education orientation pays more attention to the cultivation of students' ideals, beliefs and core literacy; 2. Classroom teaching pays more attention to the comprehensive and subjective development trend of curriculum construction; 3. Practical activities pay more attention to the cultivation of students' learning experience, hands-on practice and innovative consciousness; 4. The academic burden will be further reduced, and the form and total amount of homework will change greatly; 5. School curriculum is closer to students' life; 6. In the future, more attention will be paid to increasing the adaptability of national and local courses.
The core literacy asks, is the former "three-dimensional goal" useful? Obviously not! Is there no "core literacy" gene in the three-dimensional goals of knowledge and skills, process and method, emotional attitude and values? However, in the implementation of three-dimensional goals, it often becomes a gradual decline: knowledge and skills are the core, process methods are slightly concerned, and emotional attitudes and values are illusory. The reason is, first of all, evaluation, scoring first. Secondly, it is the way of thinking. For example, Stenhouse and others put forward process model and practice model to oppose Taylor's goal model, but we write down "process and method" as the goal to achieve it, which is exactly what Stenhouse and others oppose. Third, there are reasons for expressing three-dimensional goals. Who is the core of three-dimensional goals and what is the relationship between them? In practice, because knowledge and skills are the most operable, they become the core and others become supplements. The original intention of curriculum reform design is to avoid this kind of singleness. From this point of view, the three-dimensional target seems to be all-encompassing, but due to the fragmented understanding of the target, it leads to favoritism in practice. The proposal of core literacy can be considered as a revision.
We can also look at this change from this logic: the curriculum goal stipulates the influence of the curriculum on the educational object; Then, under the guidance of curriculum standards, different teaching materials are compiled; Finally, implement the curriculum objectives through classroom teaching. But in reality, because of the existence of textbooks, the implementation of knowledge and skills in textbooks has become a "hard goal", while the "curriculum goal" behind textbooks has become a "soft goal". The three-dimensional goal is to make the "course goal" undistorted, but "soft" is not as good as "hard", and the outcome can be imagined. The foothold of "core literacy" has directly become "people". Protected educational goals and emphasis on comprehensive literacy are expected to receive further attention.
What needs to be asked is, since there is a "core literacy", is there a "non-core literacy"? Are the "core qualities" of different students the same? Will the nine core qualities violate the original intention of "core" because of their comprehensiveness? How can core literacy be closely integrated with subject teaching, curriculum reform and even school management reform?
These problems are: first, to prevent the core literacy from being taken as the unified standard of education, teaching and curriculum reform, and being implemented in a hurry and across the board, thus forgetting people again; The second is to guide everyone to see the purport behind the core literacy and truly implement the core literacy instead of becoming a mere formality. Bubbles are bound to appear, so we should keep our eyes open.
At the 28th academic annual meeting of China Education Association, experts attending the meeting discussed the theme of "core literacy and appropriate education". Teng Jun, deputy dean of the Institute of International and Comparative Education of Beijing Normal University, said that the core skills of talents in the 2 1 century are "complex thinking of real situations and unconventional problems, cognition and development of higher IQ, and interdisciplinary learning." Tao Xiping, research adviser to the governor of the Ministry of Education, said that teachers must think about improving the comprehensive ability with values as the core in order to undertake the task of cultivating students' core literacy and comprehensive ability.
Third, how to transform the core literacy of various disciplines into the quality of students.
We practice more at the operational level. We have a complete personalized analysis and diagnosis system. By evaluating students' intelligence factors, non-intelligence factors, learning styles, learning methods and subject loopholes, a comprehensive diagnosis report is formed. The teacher makes a complete personalized learning growth plan for students with the report, and then carries out personalized counseling in stages according to the plan. Under the premise of targeted, students will make faster progress and have a better sense of accomplishment. When they have a sense of accomplishment, they will gradually build up their confidence. On the other hand, we are also very concerned about family education. A child's performance depends not only on the school teacher, but also on the family. Therefore, we should regularly carry out activities for parents to enter the campus, let parents participate in the management of the school, and work with us to make suggestions for the growth of students.
The other is to find suitable education for children and give them more choices. First of all, we should solve the problem of what to learn and how to learn. The second is how to achieve differentiated development on the same basis. Therefore, elective courses and extracurricular practical activities are our essential courses.
As the saying goes, it's a long way to go in Xiu Yuan, but this is Xiu Yuan, so I will search up and down. The road of curriculum reform is very long, which requires our front-line teachers to constantly practice and summarize, so that students' core literacy can take root and thrive!
Since Deng Xiaoping, the chief architect of the reform and opening up, keenly saw that the quality of the population is the decisive factor for the success or failure of the cause, people naturally linked quality with education. After a series of reforms and progress, UNESCO put forward a brand-new concept "core literacy" to promote curriculum construction. This term also appeared in the national document for the first time in March 20 14, and was placed in the basic position of deepening curriculum reform and implementing the goal of educating people with moral education. Today, this concept system is becoming the direction of deepening the new round of curriculum reform. Different from the general concept of "literacy", the so-called core literacy of students' development refers to the necessary character and key ability that students should have to meet the needs of lifelong development and social development, emphasizing personal cultivation, social care and national feelings, and paying more attention to self-development, cooperative participation and innovative practice. From the perspective of value orientation, it "embodies the literacy necessary for students' lifelong learning and the values recognized by the state and society". From the selection of indicators, we should not only pay attention to the subject foundation, but also pay attention to the qualities necessary for individuals to adapt to future social life and personal lifelong development.
The foundation of a person's success includes the mastery of knowledge, the accumulation of thinking methods and experience. For example, mathematics mainly cultivates logical thinking, which mainly includes deduction and induction. The idea of mathematics is not to make students understand by explaining, but to make students feel by creating situations. In other words, it is