First, change ideas, actively study and strive to improve their own quality.
First of all, every teacher should face the new curriculum reform correctly. In the usual teaching, many teachers can't accept the idea of new curriculum reform at all psychologically, and there is serious resistance. There are still many illusions about exam-oriented education. I always complain that I can't learn this kind of class when I have the opportunity to go out to attend classes. How can students get high marks in this course? Also appeared to go out to class as a task to complete, let me go, I will go, others don't know what to do. As we all know, with the gradual deepening of quality education, the current educational form has undergone profound changes. Pay more attention to students' lifelong development and all-round development, and the requirements for teachers are getting higher and higher. Therefore, when we have the opportunity to participate in class learning, we should pay more attention to the highlights and successes of each class for our own use. Read more educational books, newspapers or magazines, such as people's education, China education, primary school mathematics, Shandong education and Binzhou education. And you can also participate in online exchange learning. Creating opportunities for yourself and trying to absorb more new educational and teaching ideas will be of great help to your own teaching and promote the improvement of your own quality over time.
Secondly, we should constantly explore in practice.
Many people also mistakenly believe that our curriculum reform does not want students to get good grades, as long as students are allowed to use new ideas. Personally, I think this is a distortion of the new curriculum reform. The new curriculum reform is not to prevent students from learning knowledge, but more importantly, to change the ways and means for students to acquire knowledge. In this process, it is more important for teachers to constantly create opportunities to help students truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, and gain rich experience in mathematical activities, rather than simply explaining them by teachers. Therefore, in the process of continuous learning, we should constantly practice and reflect on ourselves, accumulate more teaching experience, make ourselves better implement the requirements of the new curriculum reform, and do our duty for the lifelong development of students.
Second, carefully analyze the teaching content and teaching objectives of each class.
Many teachers go to class in a hurry without clearly explaining the teaching content and objectives, and they can talk about wherever they see. Generally, the following situations will occur.
(A) can not clearly grasp the teaching content of this lesson. For example, some teachers mistakenly wrote the title of unit "Figure and Position" in the first class of the first grade unit of Shandong Edition textbook, and some even wrote it as "fun game".
(B) because of the failure to grasp the teaching objectives, resulting in unreasonable activity design. For example, the teaching goal of the course "Understanding Left and Right" should be: 1. Combined with the real situation, we can distinguish front and back, up and down, left and right, and initially learn to describe the relative position of objects with front and back, up and down, left and right. 2. Experiencing describing the relative position of objects with front and back, up and down, left and right, and experiencing the sense of space and orientation by communicating with peers. 3. Feel the close relationship between mathematics and life, and form an interest in observing things around you from a mathematical perspective. The teaching process of this lesson is generally as follows: Activity 1: Through the students' "pointing at the nose" game, we can initially feel and know the words in the left and right directions. Activity 2: Use left and right words to solve the problem. What's on your right? Wait a minute. Activity 3: Combine the application of left and right in life and distinguish left and right. For example, walk on the right and so on. Activity 4: On this basis, the teacher can design a game of guessing left and right hands, knowing that when two people are relative, their left and right are relative. Activity 5: Up and down, back and forth, anyway, with the help of clapping games. Activity 6: We can design questions about going up and down stairs or traffic rules to expand and apply this lesson. However, during a class, there is only one activity after class. Practice refers to the left and right. Do it together, and talk to each other at the same table. The two students take turns to do it in front of the stage, and the teacher no longer conducts in-depth guided learning. In this way, a class was completed in a hurry. Looking at this class, I am still very nervous and active, but it is hard to say how much students can really understand this class and how much teaching objectives can be achieved. I think the main reason is that the teachers in class have not thoroughly understood the requirements of teaching materials and teaching reference, have not carried out activities in an orderly manner strictly around the teaching objectives, and have not really become organizers, guides and collaborators.
Third, skillfully create student activities to create appropriate space and time for students' inquiry activities.
A wonderful class is inseparable from the ingenious design of students' activities by teachers in combination with teaching objectives. In other words, teachers can only have a wonderful generation if they make a good preset in the early stage. So that the teacher keeps talking in every class and the students keep listening. First of all, some teachers' teaching designs are unreasonable. For example, the first volume of the second-grade textbook of Shandong Edition "Know the Direction" is a lesson. There are two ways to deal with directions on a map, which is the focus of this lesson.
The first part:
Teacher: Do you know the directions on the map?
Health: Silence.
Teacher: Draw a coordinate map while talking, marking the direction, with the upper pointing north and the lower guide, the left pointing west and the right pointing east.
Teacher: Do you know?
Health: I see.
Teacher: OK, now let's turn to page 30 and look at the situation map. How can I get to Taohua Village?
(Then the teacher asks questions by himself with the help of the situational diagram and lets the students solve them by themselves. This not only fails to make good use of the teaching content to create beneficial exploration activities for students, but also fails to cultivate students' problem consciousness)
The second part:
Teacher: Who can tell us what the east, west, south and north of the classroom are?
Health: Answer.
Teacher: The teacher has prepared the same piece of paper for each of your groups. Now, please write down the things in the east, west, south and north of our classroom in groups, and work together to make a map of the things around our classroom.
Student: Work in groups. Students make maps.
Teacher: When the finished group is seated, the teacher will know that you have done it!
The students rushed to do it while discussing.
Teacher: Stick the map on the blackboard. Then the maps made by other groups are posted on the blackboard.
Health: Everyone is very excited to see our group's map posted on the blackboard.
Teacher: Can that group introduce the direction indicated by the map made by its own group?
Health: Answer.
Teacher: What difference did you find?
Health: Some represent the North, some represent the East, some represent the West, and some represent the South.
Teacher: Each of our groups describes the same thing. How come...
Health: The directions indicated on the paper are different.
Teacher: If so, can others understand the map we made?
Health: It's not easy to understand.
Teacher: Yes, it just brings a lot of trouble to our communication. Generally speaking, on a map, the top indicates the north, the bottom indicates the south, the left indicates the west, and the right indicates the east.
In view of the above two situations: what does the former think of exploring? Exploration is like this, and so is not exploration. It takes so much time to explore, so it is better to do more questions! The latter fully realizes the value of students' exploration, which is of course a very simple question for adults, but it is not a simple question for children aged 7 or 8. Many experts have pointed out that we don't let students create, but let students go through a process of creating this result to help students understand why they do this. Instead of treating students as a container and constantly stuffing things into it. Knowledge is endless and constantly developing, and the method of acquiring knowledge is eternal. Therefore, in the future teaching process, students should be given more opportunities to create exploration activities, so that students can experience this process and enrich their learning experience. Secondly, some teachers are not patient enough. In the course of class, some teachers have designed many links to cooperate with the class, especially in the group cooperation and inquiry. At first, I didn't wait for my classmates to start activities. Just ask, is it over? All right, let's start reporting. In the process of reporting, the teacher slowly explains the exploration results, and the students are just foil. When communicating after class, the teacher is worried that students have no ability to explore. The second is that there is not enough time.
Many teachers also unilaterally believe that as long as there is anything in the classroom, we must explore it. As long as there is no exploration, it is not a qualified classroom. I think it is necessary to choose different teaching methods according to the different knowledge taught, such as some mathematical concepts and the names of various parts in addition and subtraction. Just tell the students directly, there is no need to explore. As I said just now, the teaching of this course is difficult or open, which can be solved by inquiry.
Fourth, pay close attention to the changes of every student in the classroom.
According to a survey, more than 55% of the information obtained by students is obtained through listening. After a student came home, he said to his parents, "If the teacher can smile at me once, it will also give me encouragement and hope, and I will definitely work hard." . I think all these are reminding our teachers to cherish every minute of contact with students in classroom teaching. In particular, many successful teachers not only attach importance to imparting knowledge, but also attach importance to emotional communication with students. In classroom teaching, always pay attention to the subtle changes of each student and communicate with students through rich body language. Let every student actively participate in classroom teaching in time, and let every student enjoy your class. Even inspiring eyes. A sincere smile? Your efforts will be amazingly rewarded.
Fifth, actively carry out exploration and exchange activities in classroom teaching.
As the saying goes, "the more you argue the truth, the clearer it becomes." As long as we keep learning in our usual teaching work and communicate with teachers in the same subject, we will certainly be able to continuously improve our classroom teaching level. For example, actively participate in school teaching and research, joint school teaching and research activities, and actively carry out online teaching and research exchanges. Although everyone has a lot of problems in classroom teaching, as long as they find the problems, they can participate in teaching and research exchange activities in a targeted manner and find the direction of their efforts.
In short, teachers are the key to the implementation of the new curriculum reform concept in classroom teaching. Only when teachers' understanding is improved and their own quality is improved, and only when teachers devote themselves to the practice of classroom teaching reform can they implement the concept of new curriculum reform and effectively carry out teaching activities around the "three-dimensional goal".