Kong Fanzhe [1]
(College of Education Science, Northeast Normal University 130024)
Primary and secondary school teacher training,No. 1 1, 2005
[Abstract] In view of the current extensive school-based development, combined with various problems in the implementation of the new curriculum, taking mathematics as an example, this paper expounds in detail the specific contents of school-based research such as school-based teaching and research and school-based training in primary and secondary schools, so as to provide basic guarantee for deepening the implementation of the curriculum in primary and secondary schools and improving the quality of the curriculum.
[Keywords:] school-based, teaching and research, training, content, primary and secondary schools
At present, all kinds of temporary school-based training activities and daily school-based teaching and research activities have attracted the general attention of colleagues all over the country. School-based curriculum promotion has been widely carried out in primary and secondary schools across the country. However, what are the contents of school-based training and school-based teaching and research? What should be the main contents of school-based training and school-based teaching and research under the new curriculum? For these practical problems that need to be solved urgently, the relevant newspapers and writings at home and abroad have not involved too much, and the in-depth discussion is rare. Based on the reality of popularizing the new curriculum of compulsory education, this paper takes mathematics as an example to discuss in detail the specific contents of school-based training and school-based teaching and research in primary and secondary schools.
First, the basic strategy of school-based research
Generally speaking, school-based research includes school-based teaching and research, school-based training, school-based curriculum development and school-based management, and the main channel for its implementation is school-based action research. Among them, the important work of school-based teaching research is to explore and form teaching plans (including teaching plans, teaching implementation strategies, learning resources, evaluation tools, etc.). ), thus promoting students' growth; The important work of school-based training is to form teaching cases, give play to the role of professional guidance and promote reflection, and then realize the professional development of teachers; In particular, an important achievement of school-based teaching and research is the form of school-based curriculum development. School-based management aims to provide policy support for school-based teaching and research, school-based training and school-based curriculum development.
As far as the implementation of the new curriculum in China is concerned, the basic starting point of school-based training and school-based teaching and research is "school-based". Considering that the new curriculum has been popularized in compulsory education and implemented in high schools in Shandong, Guangdong, Hainan, Ningxia, Jiangsu and other places, an effective strategy is that school-based training can be regarded as "temporary and surprise training", such as teacher training for grades, schools and regions that are about to enter the new curriculum. School-based teaching and research should become the main body of daily teaching and research activities in schools at all levels and the main part of daily work in schools.
Undoubtedly, as the main content of school-based research, school-based training and school-based teaching and research can not be completely separated, but closely linked and coordinated: school-based training focuses on solving those urgent and urgent problems, while school-based teaching and research focuses on solving those problems that take a long time to solve. Many times, many problems often start with school-based training, which is implemented and tested through school-based teaching and research, that is, centralized training → thematic analysis and discussion → self-study and reflection → discussion and exchange → next round of activities. For example, the application of multimedia technology (such as physical projector, etc. ) Require 1~2 concentrated surprise school-based training activities in teaching; And for "how to show dynamic effects with ppt files?" How to correctly handle the relationship between multimedia screen display and traditional blackboard writing. It needs a series of special discussions and needs to be solved through school-based teaching and research.
Second, the basic content of school-based research
At present, although different teachers in different schools all over the country "have different needs at different stages of curriculum reform" [1], there are still many sexual problems between schools. It is the basic strategy of school-based training and school-based teaching and research, and the basic principle of arranging school-based activities to solve these sexual problems.
Generally speaking, in a long period of time, the main contents of school-based training and school-based teaching and research can be arranged as follows:
1. New concept discussion and new curriculum reflection
Activity mode: interactive discussion+typical case analysis+self-reflection.
Main contents of the activity:
How to understand the meaning of "all for the all-round development of students" and "all-round" including traditional knowledge, skills and abilities? How to understand mathematical activities? What do you mean by "pinching the head and burning the middle"? "Mathematization of practical problems", "internal structure of mathematics" and "materialization of mathematical contents" are three stages to describe the whole process of mathematical activities. What are the differences and connections between them?
How to understand the inheritance and innovation of the new curriculum? How to understand the foundation, popularization and development of the course? Is the course generated? Or is it preset? Some people say that under the new curriculum, for students, the curriculum is generated, which is generated step by step in activities; For teachers, the curriculum is preset. Before curriculum design, teaching design and teaching implementation, teachers must clearly know the expected goal of curriculum teaching, but at the same time, teachers are often unpredictable about many things that may happen in the teaching process, so the curriculum is generated, which is the interaction between teachers and students and the unity of presupposition and generation. What do you think of this view?
How to understand the new teaching concept? What are the specific connotations of teacher-student communication, teacher-student interaction and * * * common development? What are the specific aspects of the reciprocity of teacher-student communication activities? How to understand that mathematics teaching is the teaching in which teachers guide students to carry out mathematics activities? How to understand the dialectical relationship between "result" and "process" in mathematics teaching? How to understand the learning characteristics and laws of primary and secondary school students? What are the basic standards for selecting and arranging the content of mathematics courses and mathematics teaching? Why can realistic, interesting, challenging materials with rich mathematical connotation be used as materials for students' mathematics learning? How to understand the difference and correlation between "teaching with textbooks" and "teaching textbooks" and how to understand the new evaluation concept? What are the intentions and specific requirements for changing from "horizontal evaluation" to "vertical and horizontal evaluation"? How to understand the promotion of evaluation to teachers? How to understand the new evaluation system with multiple evaluation objectives and methods aimed at comprehensively improving the quality of education and teaching, promoting curriculum renewal and school development? How to understand the integration of information technology with mathematics curriculum and teaching? Does the integration of multimedia technology and classroom teaching simply move "blackboard content" to "screen"? In math class, is it the trend of curriculum integration to replace "folding and operating students' paper" with animations about translation and rotation made by flash? How to correctly evaluate the gains and losses of the new curriculum? What are the problems in implementation? …
2. Case study of instructional design
Classroom teaching is the basic guarantee for implementing the curriculum reform of basic education. Appropriate teaching design determines the direction of classroom teaching. In the final analysis, teachers' educational ideas should be implemented in classroom teaching through instructional design, and only through instructional design and implementation can an ideal course become a course with students' experience. Instructional design is the "housekeeping skill" that teachers teach from teachers!
Compiling the report of mathematics teaching design is one of the main achievements of mathematics teaching design, which occupies a very important position in mathematics teaching design. There are generally three formats for compiling the report of mathematics teaching design: classroom teaching plan, table and flow chart. Mathematics teaching design report compiled by classroom teaching plan generally includes: subject name, grade, design time, class hours, teaching content, teaching objectives, content analysis, preparation of teaching AIDS, design ideas, teaching process, student activities, evaluation methods, reference materials, etc.
Under the new educational concept, mathematics teaching design should pay special attention to the following basic links, and the concrete implementation and completion of these design activities must be through collective discussion and personal understanding:
(1) knowledge and skills (preparing for continuing education); (2) Process and method (the content of mathematics should be related to future career and daily life); Emotion and attitude (mathematics should be related to people's general development); (3) Emotional experience, that is, interest in mathematics activities and learning, self-confidence and willpower, as well as attitudes and habits of exploring and innovating, communicating and cooperating, and being rigorous and realistic; (4) Understand mathematics, that is, the correct view of mathematics, feel the connection between the extensive application value of mathematics and life, appreciate the beauty of mathematics, and feel the interest in mathematics learning; (5) Thinking ability, that is, the method of experiencing thinking, forming the habit of reasoning and reasoning, acquiring the ability to analyze and solve problems, and developing the consciousness of exploration and innovation; (6) Problem solving includes the development of learning ability and strategy, the development of comprehensive application of knowledge, that is, the development of mathematical thinking (including logical thinking and rational reasoning, etc.). ), conventional thinking methods and mathematical applications. In this regard, what kind of knowledge, skills and learning materials should be considered to help develop processes and methods, emotional attitudes and values?
3. Study the specific techniques and methods of teaching implementation.
How to treat the new teaching methods? What is the relationship between traditional methods, such as explanation, dialogue and coaching, and autonomy, inquiry and cooperation? Some people say that rote learning and mechanical training are sometimes necessary in classroom teaching, but we can't always pay attention to "teaching" and ignore "learning". Do you think this view is correct? Some people say that learning, mechanical training and rote learning are complementary to autonomous learning, inquiry learning and cooperative learning. What do you think of this view? How to evaluate the effect of classroom teaching? What kind of class is a good class? Isn't the "evaluation" class a good class? Should we pay attention to the teacher's teaching skills in a good class? How to prepare lessons? How to realize the leap from traditional lesson preparation to modern teaching design? Do you still need the basic skills of classroom teaching? What changes have taken place under the new concept? How to deal with the changes in classroom teaching under the new concept? How to realize the integration and unification inside and outside the classroom? How to regard classroom teaching as a natural continuation of students' exploration, cooperation and hands-on activities before class? How to really extend classroom teaching to extracurricular activities? …
4. Teaching reflection research
How to correctly understand the meaning of teaching reflection? What do you think of the following points?
Generally speaking, self-reflection is a process in which teachers take their own professional activities as the object of thinking and examine and analyze their own behaviors and the resulting results. Reflection is mainly to reflect, think, explore and solve the problems existing in all aspects of education and teaching. It is the most basic strength and the most common form of school-based teaching and research. Teaching reflection can be subdivided into three stages: reflection before teaching, reflection during teaching and reflection after teaching.
(2) What specific functions should be paid attention to in teaching reflection? What do you think of the following points?
As a research method of school-based teaching and research, teacher self-reflection is "teacher growth = experience+reflection". Under the background of curriculum reform, the teaching content and teaching mode need corresponding changes, and the success of the changes depends largely on the quality of teachers' reflection on their practical activities. Teachers' continuous reflection in the teaching process is not only the need of attaching importance to teaching practice and improving the quality of education and teaching, but also the need of teachers' professional growth. Therefore, teachers' reflection on classroom teaching is a very effective and convenient way of school-based teaching and research.
(3) How to effectively reflect on teaching? What are the basic ways of teaching reflection? Some people say that "writing educational cases means asking teachers to tell their stories in the process of curriculum reform", which is a bridge between educational theory and practice, while writing teaching reflections means asking teachers to record the successes and failures in curriculum reform. Failure can help peers and latecomers learn lessons, and success can provide reference for others. "Is this correct? What ways and means of teaching reflection have you personally practiced in teaching practice? How do you feel? Which method do you think is more effective or under what circumstances?
5. Research on the proposition technology of senior high school entrance examination and college entrance examination.
Central question: Are there some basic rules in the skills and methods of proposition in primary and secondary schools? How to grasp these laws?
Specifically, it includes: how to evaluate the mathematical knowledge and skills under the new concept? How to compile the corresponding test questions? How to evaluate mathematical thinking and problem solving (process and method) under the new concept? How to choose the appropriate examination form and the corresponding examination questions? How to evaluate the mathematical emotion, attitude and values under the new concept? How to design and implement the form of emotion, attitude and values test and the corresponding test questions? How to evaluate the comprehensive application of mathematics under the new concept? How to design appropriate test questions and related test forms? What are the characteristics and functions of various questions, such as open questions, inquiry questions, application questions, reading comprehension questions, operation experiment questions, chart analysis questions, etc? How to compile? What is the trend of senior high school entrance examination proposition under the new concept? What about the college entrance examination proposition? …
Thirdly, school-based research and teachers' professional growth.
In China, school-based research activities such as school-based research and teaching research have very important practical value. "School-based" does not exclude the guidance of relevant theories and experts, but "materializes" advanced educational theories under the guidance of experts, theoretical workers and teaching researchers, and makes timely diagnosis, evaluation, research and analysis of teachers' teaching; Its main way is not to study abroad as the center, but to advocate "the school is the research center", "the classroom is the research room" and "the teacher is the researcher". Its purpose is to strengthen the communication and cooperation between teachers and between theory and practice, form the internal mechanism of professional mutual assistance, self-improvement and self-innovation, and become a real learning organization and learning school. Especially in school-based teaching and research activities and training activities, teachers have the opportunity to openly and freely discuss the problems encountered in curriculum reform. In this process, teachers are active researchers, thinking rationally with questions and confusion, rather than passively accepting. For teachers, this is a process of continuous growth and mutual assistance. For the principal, the principal is the first responsible person, organizer and leader of the school-based teaching and research system, and the school is the main body of the school-based system. In this sense, such a dynamic process must be rooted in "school-oriented" and must have concrete activities and pragmatic forms. Through these very realistic contents, the communication, exchange and dialogue between teachers and between teachers and managers can be realized, thus promoting teachers' professional development and improving the quality of running schools.