In the past two years, the spring breeze of curriculum reform has greened the land of China and brought encouraging changes: the concept of education has changed; Experimental teachers have high enthusiasm for reform; New changes have taken place in the classroom and student life; The atmosphere of participating in and supporting the curriculum reform has gradually formed ... but some teachers are still a little at a loss about the new curriculum reform, and I am also at a loss about the curriculum reform.

One of the puzzles: dealing with the learning burden.

The contradiction between the large capacity and heavy tasks of the new textbook and the fixed class hours of the traditional textbook.

In the experiment of curriculum reform, many teachers feel that the new Chinese textbooks are rich in content, advocate cooperative inquiry, cultivate personality and improve personality. The planned teaching task of a class can never be completed on time, which virtually requires students to increase their extracurricular knowledge reserves and increase their learning burden.

The second confusion: the confusion of dealing with students' differences

There is a contradiction between the emphasis on the diversity of methods in the new textbook and the lack of solid mastery of individual students in teaching.

The presentation forms of new curriculum information are diverse and selective, and the problem-solving strategies are diverse. The answers are not unique but open, which greatly activates students' thinking and urges them to find their own learning methods. In teaching practice, we find that students with better intelligence and faster reaction may have mastered more methods in classroom teaching, but for individual students with learning difficulties, it is very likely that they have not mastered any methods.

As far as the present situation of the class teaching system is concerned, the problems left by these students have restricted the improvement of their future learning ability and made them lose their interest in learning gradually, which has to be worrying.

The third confusion: the confusion about the evaluation process.

There is a contradiction between the new teaching materials that effectively promote students' all-round development and the lagging evaluation methods.

The second phase of curriculum reform is not to avoid exams, but to pay more attention to the development of students' comprehensive quality, especially the ability to find, analyze and solve problems. And advocate flexible, diverse, open and dynamic examination methods, and pay attention to giving students more space to choose independently. However, most of our teachers are used to it and have to face the "test" of the examination paper.

We have doubts: the implementation of the new curriculum, from the classroom performance, students do develop well, but what should we do if the exam results are not good? If so, how to take the exam? Test what? Take the exam like the old textbook and old teaching method, and it is bound to wear new shoes and take the old road. What will parents think if they don't take the exam or change the conventional evaluation method? How does society know this? We don't know.

The fourth puzzle: the puzzle of improving teachers' own quality.

The contradiction between the great freedom of space in new teaching materials and the small creative implementation ability of teachers.

In the process of curriculum reform, teachers are eager to improve their teaching ability, but listening to several classes seems to have little effect. Experts' reports and advanced ideas need to be put into teaching practice, and teachers are confused about how to improve their own quality.

In the process of classroom teaching, we strive to abandon the old teaching model, strive to build a new relationship between teachers and students, and seize all opportunities that are conducive to students' development. What bothers us is that in the actual classroom, we are often bound by teaching plans and often turn around the box of imparting knowledge intentionally or unintentionally. It is practical that we can't tap the deep-seated functions contained inside and outside the textbook according to the concept of the new curriculum.

The fifth confusion: the confusion about the popularization of multimedia teaching practice.

The contradiction between the limited time for teachers to prepare lessons and the time-consuming multimedia production.

With the advent of the information society, multimedia teaching equipment has mushroomed in primary and secondary schools. Introducing multimedia teaching equipment into primary and secondary schools will undoubtedly play a great role in promoting quality education and new curriculum reform in the 2 1 century. However, there are also many problems in the process of multimedia teaching: teachers lack relevant knowledge and backward educational concepts. Teachers are busy with work every day and have no time to do multimedia. Moreover, in the multimedia classroom, students have more activities, which is not conducive to organizing students and teaching, so many teachers have thrown it aside.

Puzzle 6: Puzzle about discussing cooperative teaching.

A vivid discussion of the contradiction between the site and the natural process of internal demand.

In our classroom, we often see such a scene: when the teacher asks the students to study in groups, some students look around, some students take the opportunity to do small moves, some students don't read to others, and some students don't listen to others and do their own things. In many classes, "group cooperation" is vigorous and colorful, but the beautiful appearance is only a form and has not achieved substantial learning results.