Obviously, this phenomenon is contrary to the spirit of the new curriculum reform. Then, how should we scientifically handle the dialectical relationship between "teaching material content and teaching content"? To solve this problem, we must first understand the problems of these two concepts:
"Teaching material content". This is the concept of specific forms of subject textbooks, which mainly faces the problem of "what to teach": in order to make students better grasp the established course content, the compilers of subject textbooks provide suggestions on "what to teach in general". Ideally, the content of subject textbooks should be "textbook content" and "textbook content course". The advantages of doing this are: on the one hand, through the use of various resources, the course content is concrete; On the other hand, the teaching material should form an operable teaching design, so that students can walk into the world set by the teaching material in the interaction between teachers and students, and build scientific thinking and research ability. In fact, this situation is difficult to achieve because of the limitations of objective conditions.
"Teaching content". This is the concept of subject teaching, which faces two problems at the same time: First, can students in specific situations achieve the established curriculum goals more effectively? "What do you actually need to teach?" Second, what is the best to teach in order for students in specific situations to better grasp the established course content? Teaching content is produced in the process of teaching, which logically includes teaching ideas such as teachers' participation in curriculum development, teaching with textbooks and teaching for students.
When we understand the difference between the above concepts, we will understand what is the teaching content and what is the teaching material content. Therefore, the content of teaching materials is not equal to the teaching content. Teaching with textbooks and teaching textbooks are different concepts. As teachers, we can no longer simply and unilaterally understand the contents of textbooks as teaching contents.
How to transform the content of teaching materials into teaching content requires teachers to ponder carefully when preparing lessons: ponder the teaching materials; Try to figure out the students; Try to figure out the teaching methods; Try to design teaching situations, etc. Because the teaching content is the reprocessing of the teaching material content, there are problems of cutting, selecting and arranging. Therefore, preparing lessons for teachers is not simply moving textbooks, nor is it printed handwriting. Only in this way can the real meaning of preparing lessons be implemented and the goal of efficient classroom be truly realized.
In my opinion, teaching materials should be combined with students' real life, and the following aspects should be emphasized:
First, properly handle the "urbanization" tendency of textbooks.
The authors of textbooks are mainly scholars and experts living in cities. They sometimes conduct surveys among students to obtain relevant research data, but often the respondents are mainly urban students, which makes our textbooks and test questions have obvious "urbanization" tendency, which some rural middle school students can't understand. Make a simple change in teaching to make it conform to the rural reality, and the classroom teaching effect will be better.
Second, according to the actual treatment of students teaching materials
The viewpoints in the textbook are carefully planned by the editor and have a strict logical order. However, "no one is perfect and there is no shortage of money", so it is sometimes impossible to deal with the specific problems encountered in the process of students' growth when compiling teaching materials. At this time, as teachers, we can teach according to the problems that students encounter or are most concerned about and need to be solved urgently in their study and life, and truly teach students in accordance with their aptitude. Our editors give teachers the right to handle textbooks flexibly when compiling them.
Third, use extracurricular cases and book cases to enrich teaching materials.
Today's textbooks provide rich materials for our teaching and learning. In order to avoid the shortage of materials in textbooks, teachers should carefully re-select these materials when using them. For some simple case materials without profound meaning, students are only required to read them themselves, and teachers can give some guidance. For some typical case materials that are over-described due to the limitation of teaching materials, teachers must give full explanations. At the same time, teachers should be good at collecting case materials related to subject knowledge. When collecting case materials, we should pay attention to the scientificity and authenticity of case materials, which are suitable for students' ideological reality, psychological characteristics and knowledge level. Students' living environment is rich and colorful, and they have seen and heard all kinds of social phenomena. Some negative people and things in society will inevitably become part of their knowledge and experience. Therefore, it is an unavoidable reality for teachers to participate in the teaching of these social phenomena. However, when teachers use negative textbooks, they must adhere to positive education. On the one hand, they must grasp a certain amount and degree, on the other hand, they must be good at guiding and critically telling negative textbooks in order to achieve the effect of positive education.
The case materials used by teachers should have a strong sense of the times, especially be good at using some recent case materials that students care about and love. This can make students feel fresh about the teacher's teaching, and make students more able to accept and understand the teacher's teaching. In the new class, teachers should not be afraid to "stir up a meal". Besides looking for some typical examples besides textbooks, we should make full use of them. Don't be afraid that students have read these textbook examples. Teachers can summarize and synthesize the examples that these students already know to analyze and demonstrate the basic points, so that students can understand and remember the main points of knowledge while being familiar with specific examples, which is conducive to clarifying the structure of teaching materials and better demonstrating the basic points and principles.
In addition, teachers should use teaching methods as much as possible, such as projection, slide show, audio and video recording, etc. Using these teaching methods can make the application of case materials more intuitive, and its good teaching effect is self-evident. Now all schools basically introduce computer multimedia into classroom teaching, which opens up a better prospect for using case materials in teaching.
"How can the canal be so clear, and there is running water at the source?" After all, the knowledge carrying capacity of paper textbooks is limited, so it is difficult for editors to update the contents of textbooks in time, keep up with the development and changes of the times, and quickly create an "upgraded version". In addition, in the case of limited capacity, it is impossible to express all the contents in the textbook, and it is inevitable that a few knowledge points will be questioned because of insufficient conditions. Therefore, teachers should not stick to textbooks, but use them boldly and flexibly. They should be based on textbooks, student-centered, closely linked with social reality and students' life reality, scientifically and reasonably generate or supplement a small amount of content to make up for some defects of textbooks, so as to make the skeleton of textbook content full of flesh and blood, make classroom teaching full of vitality, and promote the comprehensive sublimation of students' knowledge, ability, emotional attitude and values. Our source comes from the rich and vivid educational practice of teachers and students. The wisdom of teachers' practice is always better than the wisdom of theory. Curriculum reform must be carried out in practice, and we must sharpen it in teaching practice. As long as we make full use of the materials in our hands and make good use of teaching materials, our classroom teaching will certainly open up a new situation. Let our teachers and students face the storm of curriculum reform and grow up in practice! I believe that after a short period of pain, a new beginning will be ushered in. This is the expectation of an ordinary teacher, the wish of thousands of children in Qian Qian, Qian Qian, and the hope of education in China.