First, the relevant content of "lesson study"
1, define the meaning of "lesson study"
"Case study" is a school-based teaching and research activity under the background of the in-depth development of new curriculum reform. It is a kind of teaching research based on "case study". It focuses on how to have a good class, and the research permeates or blends into the teaching process, which runs through the teaching links such as preparing lessons, designing, attending classes and evaluating classes. The activities focus on communication, exchange and discussion among peers, and the main presentation methods of research results are text teaching plans and cases. It is also a "integration of teaching and research" and a very effective means to improve teachers' professional quality and teaching quality.
2, understanding and the difference between the "three lessons"
First, the difference between professional activities and transactional activities. Lesson study is a process in which teachers discover and solve problems from their own teaching practice. It takes teaching research and improvement as its own responsibility, aiming at improving teaching quality and promoting the growth of teachers and students. Therefore, "research" is its primary task. In conventional teaching and research, preparing lessons, attending classes and evaluating classes are alienated into a task to be completed. For teachers, the purpose of preparing lessons, attending classes and evaluating classes is not to solve teaching problems, but to complete listening tasks assigned by school leaders.
Second, the difference between normative behavior and random behavior. There are clear research themes (three themes this time) in lesson study, which is a standardized professional behavior. In contrast, preparing lessons, attending classes and evaluating classes in conventional teaching and research are somewhat arbitrary. Teachers often don't make any preparations in advance, and they don't know what to listen to or how to listen. After listening to the class, they often "talk about the class", and the topics discussed are not clear or even general. Sometimes no one takes notes in the discussion, and the teacher does not form a lesson study report based on the comments afterwards.
Third, the difference between conventional development and temporary development. Curriculum reform expects teachers to form harmonious and interactive professional development through persistent study and research, which requires schools to take strong measures to provide time, funds and policies for their normal development. However, in traditional teaching and research, preparing lessons, attending lectures and evaluating lessons often lacks overall planning and strong favorable guarantee, and is often forced to be interrupted or perfunctory due to the influence of other school affairs. Some schools even spend a long time designing or implementing a preparation, listening and evaluation activity, while doing nothing at other times.
3. Grasp the characteristics of "case study"
The first is teaching. The essence of the classroom is teaching, not showing. Teaching focuses on process and results. The teaching process is not only a cognitive process for teachers to guide students to master knowledge and develop intelligence, but also a complete life process for teachers and students to enjoy emotion, value, creation, growth, exploration and life experience. If teaching is to be displayed, it should also be the process itself.
The second is research. Classroom is not only a place for curriculum implementation, but also a laboratory for curriculum development and teaching research. Every classroom is unique, where teachers implement, test, verify and correct teaching plans. Therefore, every classroom is a laboratory for teachers to teach theories and programs. Research means that the classroom is not only the object of teachers' self-reflection, but also the field of discussion by teachers' peers or experts.
The third is practicality. The starting point and destination of lesson study is to solve practical teaching problems. Lesson learning is a process of constantly updating teaching concepts, improving teaching behavior and improving teaching level. There is no end to the study of lesson cases.
Second, the three themes of the study
1, good at activating learning interest-the "stimulant" of effective classroom
"Successful teaching needs not compulsion, but arousing students' interest, and the best motivation for learning is students' interest in the subject itself" (Tolstoy). Interest is a positive cognitive tendency of people to objective things, which promotes people to explore new knowledge and develop new abilities. Therefore, in order to cultivate students' interest in learning, teachers should make full preparations before class, make each class vivid and in-depth, and activate students' thirst for knowledge, which is people's desire to actively explore knowledge. It is mainly manifested in the enthusiasm and initiative of participating in learning activities. The characteristics of enthusiasm and initiative are "I want to learn" and "I can do it". If students' original cognitive structure is aroused and their thinking is activated, they can actively explore and innovate. However, any cognitive activity is carried out under the influence of certain emotions. Strong interest and thirst for knowledge are the direct driving force to cultivate students' innovative spirit. For example, when learning "oral multiplication", because the calculation class is abstract and the knowledge points are single, it is to explain an example of "a number multiplied by an integer of ten", and the oral calculation methods of multiplying a number by an integer of one hundred and an integer of one thousand are all completed in "try it". In order to achieve effective design, take "Children's Paradise" as the background; Take the elf tour guide as the main line; Taking riding a merry-go-round, bumper cars, taking part in oral arithmetic competitions, helping uncles and aunts solve problems, and looking for friends between teachers and students as the content, students are exposed to real life situations to learn mathematics, which not only activates students' interest in learning mathematics, but also makes them feel that mathematics is around them, and there is mathematics everywhere in their lives, and experiences the application value of mathematics in life, especially according to the famous saying that "it is more important to ask a question than to solve it". First of all, the children's paradise, a life situation loved by primary school students, aims to guide students to ask mathematical questions from the perspective of mathematics according to their own life experience and knowledge base, quickly awaken students' emotion in learning mathematics, and open up a good way for them to learn abstract "oral arithmetic".
2. Diligently explore the potential-the "catalyst" of effective classroom.
The mastery of knowledge and the development of ability cannot be equated, nor are they synchronized. Generally speaking, the accumulation of knowledge is gradual and obvious, and the development of ability is potential and subtle. The learning process of students is not only the accumulation of knowledge, but also the development of intelligence and ability while acquiring knowledge. Although cramming teaching can also help students learn some knowledge, it has an inhibitory effect on intellectual development and ability training. Therefore, effective teaching can constantly rely on their own life experience and knowledge base to explore and master new knowledge, thus dampening the enthusiasm of students' intellectual activities and developing their abilities. In the teaching process, teachers should leave some space for students' thinking activities, promote the cultivation and development of students' ability and improve their cognitive level. Information exchange channels should be smooth and multi-level and multi-directional, so as to increase the amount of information and tap students' exploration potential. For example, let students try to explore 2× 10=? The teacher started from the knowledge of "multiplication table" he had learned -2× 9 =? , and then let students experience 2× 10=? The forming process of oral calculation method provides students with space to try and explore, develops their thinking and cultivates the spirit of cooperation. On this basis, guide students to use the migration law and try to explore 20×3=? At this time, the students have formed a representation of the oral calculation method of multiplying a number by an integer of ten. The teacher seized this favorable opportunity to see the children in "Children's Paradise" having a verbal arithmetic contest with an elf guide, and invited the students to participate to see who can calculate quickly and accurately: 2×4= 20×4= 200×4= 200×4=. On the basis of learning how to multiply a number by an integer of ten, students are also required to sum up the methods of oral calculation, tap the potential of students' attempts to explore, and then cultivate their innovative spirit. It also confirms the famous saying of Professor Qiu Xuehua, a famous education expert and founder of teaching method reform in China: "On this blue planet where human beings live, any miracle can happen. The question is whether you dare to try! "
3. Dare to point out students' mistakes-the "lubricant" of effective classroom.
The so-called "error" refers to the deviation or error of teachers and students in the cognitive process. "mistakes" are always accompanied by teaching, sometimes happening to students and sometimes happening to teachers. Students will inevitably make such mistakes in classroom teaching, and teachers are sometimes embarrassed. But in my opinion, fluency does not mean the smooth success of teaching, and superficial achievements do not mean the effective development of students. Even if it is an open class, it should be a classic of normal class. Classics do not avoid twists and turns, and twists and turns are beautiful. In teaching, we should not let go of typical mistakes with universality among students, but give full play to teaching wit, turn this dynamic generation in classroom teaching into teaching resources, take timely measures, adjust teaching ideas, turn mistakes into beauty, and thus show that students are the real masters of learning. Teachers should also respect students' cognitive differences, understand students' learning difficulties and help students surpass themselves. For example, students are calculating 20×3=? , the following ideas may appear (1), because the sum of three 10 is 30, plus three 10 is 60, so 20× 3 = 60; (2) Because the sum of three twenties is 60, 20× 3 = 60; (3) 20×3 can also be regarded as three twenties, because three twenties are 60, so 20× 3 = 60 ... These dynamically generated ideas are universal for students, although they do not highlight the focus of oral calculation in this class. Teachers should seize these dynamic resources and take timely measures to adjust teaching ideas. The first two methods are thinking from the level of adding meaning, which is a low-level thinking method, but they are correct and should be affirmed; The third method is to think according to the meaning of multiplication. This method has a higher level of thinking, but how simple is oral calculation? Need guidance and improvement from teachers. Especially when students calculate these problems orally, ask them to sum up a method of multiplying a number by an integer of ten, an integer of one hundred, an integer of one thousand, etc. Some students said, multiply by a number first; Some students said that the result of multiplication adds a few zeros; Some students say that I make up 0 after 2×4=8, and so on. What a dynamic resource! Students' thinking process has been improving. Teachers can seize this favorable opportunity, actively guide, encourage and evaluate, and improve their knowledge. As the German educator Dishui once said, "The art of education lies not in the ability to impart, but in inspiring, awakening and encouraging." The key to realize this kind of student-student interaction, teacher-student interaction and the formation of creative new knowledge is that teachers should give full play to the role of "guides". Teachers deliberately expose students' mistakes, making them an effective resource to generate new knowledge, inducing students to argue, explore and communicate against mistakes, and provoking contradictions in wonderful places. When you are confused, leave enough space for students to explore. Students can actively observe, think, analyze and compare, so as to discover laws, express their own opinions, constantly publicize students' vivid personality and promote their development.
Third, put forward some suggestions.
1, effective teaching is a kind of strategy, it is an all-round, multi-level and multi-angle strategy, which requires teachers to master relevant strategic knowledge in order to make decisions in the face of specific situations, and does not require teachers to master every skill. Paying attention to teaching efficiency requires teachers to have the concept of time and efficiency. Teachers can neither follow their feelings nor simply understand "benefit" as "teaching the most content in the least time". The teaching benefit does not depend on how much content teachers teach, but on the results of students' learning in unit time and the results of learning process.
2. "Case teaching" is a new school-based teaching and research method under the background of the in-depth development of curriculum reform. It is an effective way to promote teachers' professional development. Therefore, every activity should have an obvious theme, and it is necessary to study small topics, multi-angles and multi-levels to solve problems and puzzles in teachers' teaching and realize effective teaching.
3. Pay attention to the progress and development of students. First of all, teachers are required to have "object" consciousness. Teaching is not a monologue. Without "learning", there is no "teaching" Therefore, teachers must establish students' dominant position and establish the idea of "all for students' development". Secondly, teachers are required to have the concept of "whole person". The development of students is an all-round development, not the development of a certain aspect or a certain subject. Teachers must not overestimate the value of the subjects they teach, not only pay attention to the subjects, but also pay attention to the development of a complete person.