Under the new curriculum reform, teachers' teaching strategies should realize new changes, from emphasizing knowledge dissemination to student development, from emphasizing teachers' teaching content selection to emphasizing students' learning method guidance, from unified specification education to differentiated education. Teachers should make new breakthroughs in teaching methods and make more efforts in classroom teaching design.
First, the direction of teacher's role change.
1, from manager to organizer of classroom teaching
Our teachers should be consultants and guides in students' learning, give students opportunities for creative thinking, provide clues for students to explore independently, let students learn happily and naturally, let students develop in relaxed and harmonious classroom teaching, cultivate students' sense of responsibility and mission, and let students move from heteronomy to self-discipline, to maturity and success. In teaching, students are guided to learn by themselves, ask questions, and other students supplement them, and incentive measures are formulated, classroom learning and discussion are organized, and students' records are kept.
2. From the initial teacher to the learning participant.
Let students participate in classroom teaching, reflect the interaction between teachers and students, carry out inquiry teaching, break the' teacher-centered theory', let students freely express and ask questions, and make reports and summaries. For mathematics teaching, we should not confine ourselves to making extensive use of various resources in textbooks, guide relevant contents and cultivate students' interest in learning and exploring.
3. From leader to guide.
In order to reflect students' subjectivity, don't guard against "teachers' introduction and practice in individuals" We should carefully design problem situations, guide students to question, explore, find and solve problems, and let students actively participate in and successfully complete teaching tasks.
4. From users of curriculum resources to developers and researchers.
The new round of curriculum reform emphasizes that in the process of curriculum resources development and construction, we should always put the construction of teachers in the first place, and promote the optimal development of other curriculum resources through the development of teachers, an important resource. Teachers are no longer passive curriculum executors. With the deepening of the curriculum reform of basic education, the ideal of "teachers are researchers" is gradually being realized. The relationship between curriculum and teachers is changing fundamentally. Teachers should consider not only what to teach and how to teach, but also why to teach. Classroom is no longer a concept relative to teachers, nor is it an independent system. The research work will deepen teachers' understanding of the curriculum and make the core of the curriculum gradually appear in teachers' field of vision.
5. From the original executive teacher to the decision-maker of classroom teaching.
Judging from the requirements of curriculum reform, there will be great uncertainty in classroom teaching, and teachers will face students with different levels, different learning levels, different qualities and different abilities. I used to be.
However, we adopt the same principles, the same teaching methods, the same management methods, the same requirements, the same evaluation methods and the same attitude. In the future, we should adopt diversified teaching methods to increase the flexibility of teaching. Teaching should vary from person to person and teach students in accordance with their aptitude, so that students at different levels can improve differently. We should educate him with love, guide him attentively, understand him, learn to be tolerant, learn to share the fruits of each student's labor, and be timely.
Second, the role of mathematics teachers to achieve the requirements of change
1, and constantly improve teaching ability
Under the premise of ensuring the teaching of basic knowledge, the training of basic skills and the cultivation of basic abilities, the new curriculum standard has deleted some useless contents. At the same time, some new knowledge which lays a foundation for further study, is widely used and acceptable to students has been added. As a middle school math teacher, we must first understand what is deletion and what is addition. Secondly, we should deeply understand the new contents and requirements in the new textbook system. According to the different distribution of knowledge points and their requirements, we should grasp the strength of each place in teaching, so as to avoid the knowledge achieved in several times in the textbook being treated at one time because we don't understand the overall arrangement. Analyze new content in advance, why and how much. How to teach can reflect the intention of the new textbook and prevent the scope and difficulty from getting out of control. We should pay full attention to the requirements of application and practicality, and never give up just because we want to take the exam. Also analyze the deleted content. Some knowledge points have been deleted, but they may still reflect their ideas.
2. Master modern teaching methods.
With the continuous development of modern educational technology, the application of multimedia computer in teaching has entered the classroom. This requires teachers to master computer tools, design teaching scripts, use common mathematics teaching software to solve difficult problems in teaching, evaluate the quality of courseware, and have the ability to use courseware well; Have the ability to obtain information and materials needed for teaching on the Internet; Be able to organize and guide students to participate in mathematical experiments. For example, animation technology is used to demonstrate the movement change law of geometric figures, the periodic change law of trigonometric function curves, the trajectory of search points and so on. Through practical exploration, students can experience the thinking process of mathematicians, and provide rich and colorful educational environment and powerful learning tools for cultivating students' exploration spirit and creative consciousness.
3. Be good at teaching reflection.
The key to the success of curriculum reform lies in teachers, and the most important thing is their quality. Teachers' reflective ability is an important part of teachers' quality. Reflection after teaching is particularly important. Reflection is actually a research activity. Teaching reflection means that teachers take their own teaching activities and classroom situations as the research objects, consciously analyze and summarize their own teaching behaviors and teaching processes, recognize and discover their own teaching deficiencies, accumulate experience in time, and continuously improve teaching quality. The contents of reflection should include: whether the teaching objectives have been achieved, whether each student has really mastered the teaching content, which links still have problems, what new situations have appeared randomly in the classroom, and whether there are any problems left over. Research and record the successes and areas that need to be improved, sort out the main problems and reasons of students, especially the random inspiration in class, students' good way of thinking, timely recall, sort out and summarize, and constantly accumulate teaching experience and experience. We should also pay attention to understanding and analyzing what level we are in the same field among our peers and what shortcomings we have. Learn from others through observing classes, compare and reflect, and learn from each other's strengths; By reading materials and cases, fully improve yourself. In a word, reflection is helpful to sum up experience and lessons, to study the teaching process, to improve the teaching level, and thus to form teaching methods and characteristics suitable for and beneficial to students.
In short, in the face of the new curriculum, teachers should adapt to the development of the situation, change their roles, enrich their knowledge reserves, have multi-level and multi-angle divergent thinking, improve their ability to understand and integrate their own knowledge and control the classroom. There is still a long way to go to internalize the concept of the new curriculum into teachers' teaching behavior. It will be a persistent battle to fundamentally change teachers' teaching concepts and teaching behaviors.
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