New: new ideas, new ideas and new means.
Interest: stimulate interest, keep interest and improve interest.
Live: flexible teaching methods, flexible use of teaching materials and students' learning.
Reality: the content is substantial, the training is solid, and the goals are implemented.
Beauty: the beauty of language, the beauty of teaching style and the beauty of writing on the blackboard.
First of all, new
New-that is, don't follow the footsteps of others, don't follow the old rules, don't copy other people's teaching plans, try to be innovative in class and make breakthroughs in some aspects. Specifically, it is mainly reflected in the following aspects:
1. New concept-advanced education and teaching concept
Teachers' educational concept determines their behavior. The key to the implementation of quality education is to correct the education and teaching ideas, break the shackles of traditional education concepts, and establish new views on quality, education and students around "all for students, all for students, all for students". The renewal of educational concept includes many aspects, which mainly involve the following aspects for primary school mathematics teachers.
One is about students' ideas.
In the first basic idea, Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) points out that mathematics curriculum should highlight the universality, foundation and development of compulsory education, so that mathematics education can face all students and everyone can learn valuable mathematics. Everyone can get the necessary mathematics; Different people get different development in mathematics. Specifically, it is:
(1) Every student can study math. Although there are differences in students' intelligence level, experience background and study habits, every child with normal intelligence can learn the mathematics content stipulated in the syllabus and has the conditions to learn mathematics well according to the teaching requirements.
(2) Different students have different levels of learning mathematics. The differences between students are objective. Teachers should recognize the differences between students and put forward different learning requirements for different students, instead of letting every student develop at the same level, learn exactly the same mathematical knowledge and reach the same mathematical level.
(3) Allow students to learn mathematics at different speeds. Teaching needs to be completed at a certain pace, but not every student finishes what he has learned at the same speed. Some students can learn at a faster speed, and some students can meet the corresponding requirements in a longer time.
(4) Students can learn mathematics in their own way. There are different ways to know and understand mathematical problems. Teachers can guide students to understand mathematical problems in an appropriate way, and at the same time, teachers should allow students to explore and solve problems in their own way. Some methods are good from an adult's point of view, but different students may feel differently. Students can be guided to compare different methods, but one method should not be imposed on students as a necessary method.
-Teachers' views on the new curriculum
First of all, teachers should be promoters of students' learning, not leaders. In the past, teachers played a leading role in the classroom, leading students how to learn; Students' classroom activities are almost always led and guided by teachers. Nowadays, the new curriculum reform requires our teachers to change this concept and be real promoters of students' learning. Teachers' teaching activities should be carried out on the premise of promoting students' interest in learning and their ability to master knowledge. Students are the main body of learning. Teachers should actively create a relaxed and happy learning atmosphere for students and improve their interest in learning, instead of being led by the nose by "full house irrigation", and students' words and deeds should be controlled by them.
Second, teachers are also learners, not omniscient. Teaching is the unity of teaching and learning. In the past, we often understood that teachers taught and students learned, but now we should relax this concept. Learning here refers not only to students' learning, but also to teachers themselves. Teachers should learn while teaching, instead of repeating outdated information; Teachers should keep pace with the times. The renewal of knowledge requires our teachers to be "students" and learners of the times. Take English in the new curriculum reform as an example. There are many new words in the new textbook, which some of our teachers have never been exposed to before, and many new words can't even be found in the Oxford dictionary. These new things are the product of the development of the times. Therefore, we teachers should not only be satisfied with the old knowledge we have mastered, but also conform to the trend of the times and actively absorb new knowledge, so as to better serve our teaching work.
Third, teachers are "the chief among equals", not condescending organizers. The relationship between teachers and students should be equal, and there is no distinction between positions. Although in classroom teaching, teachers are the commanders and organizers of the whole teaching activities, this does not mean that teachers are condescending organizers. The main target of teaching activities is students. Therefore, students are the main body of activities. They should not be at the mercy of individuals, but should be participants with autonomy and self-determination.
Fourth, teachers are collaborators in the process of activities, not independents. On the premise of establishing equal teacher-student relationship, teachers should participate in students' learning activities, discuss the learning process with students and share teaching results. In the process of students' learning activities, teachers cannot isolate themselves. Teachers should not only play the role of commander and organizer, but also play their partners.
5. Teachers are researchers of education and teaching, not consumers of research results. The new curriculum requires our teachers to change from passively accepting the prescribed syllabus and certain teaching methods to actively creating their own classroom teaching materials and activities. Therefore, teachers should not only be satisfied with other people's theoretical achievements and ready-made teaching models, but also become consumers of other people's research achievements. Instead, we should actively study a set of educational teaching methods with our own classroom teaching as the main object, and be researchers and explorers of educational science theory.
-the teaching concept of the new curriculum.
First, the all-round development of teaching philosophy
Traditional teaching is a kind of knowledge-based teaching, which puts knowledge first, takes the value of knowledge as the standard, and attaches the values of emotion, attitude, intelligence and ability. While strengthening knowledge, this kind of teaching fundamentally loses the overall concern for the existence and development of human life, thus making students become dismembered or even suffocated. Modern teaching is people-oriented and aims at promoting people's development. The new curriculum defines the connotation of development as the integration of knowledge, skills, processes, methods and emotions, attitudes and values (three-dimensional goals). Among them, the so-called "knowledge and skills" emphasizes the basic knowledge and skills of the subject; The so-called "process and method" emphasizes understanding and experiencing the process and method of problem inquiry, initially mastering the basic methods of finding, thinking and solving problems, and truly learning to learn; The so-called "emotional attitude and values" focuses on "forming a positive learning attitude, a healthy and upward attitude towards life, having a scientific spirit and a correct world outlook, outlook on life and values, and becoming a social citizen with a sense of responsibility and mission". [1] It should be pointed out that people should always be people in a complete sense. Therefore, human cognition, human emotion and human will should be organically combined. Therefore, in the teaching process, the "three-dimensional" goal of the new curriculum must be integrated and inseparable.
Second, the interactive teaching concept
Teaching is the unity of teachers' teaching and students' learning, and the essence of this unity is communication. Accordingly, modern teaching theory points out that the teaching process is a process of communication, active interaction and common development between teachers and students. Without communication and interaction, there is no teaching, and those "teaching" that only have formal expression of teaching without substantive communication are all fake teaching. Positioning the essence of teaching as communication is the fundamental reason of the teaching process. It not only goes beyond the "teacher-centered theory" and "student-centered theory" in history, but also goes beyond the "student's special object theory" and "dominant subject theory" in reality, which has extremely important practical significance in practice.
The basic attributes of teacher-student communication are interactivity and reciprocity. Communication theory emphasizes the dynamic information exchange between teachers and students, through which teachers and students interact, communicate, influence and complement each other, so as to achieve * * * knowledge, * * * enjoyment and * * * progress. This is the true meaning of teaching and learning. Communication shows that teaching is not the mechanical addition of teachers' teaching and students' learning. Teachers' teaching in the traditional sense and students' learning in the strict sense will give way to mutual teaching and learning between teachers and students, and they will form a real "integration of learning" with each other. For teaching, communication means dialogue, participation and co-construction. It is not only a way of teaching activities, but also an educational situation and spiritual atmosphere that permeates between teachers and students. For students, communication means the opening of mind, the prominence of subjectivity, the display of personality and the liberation of creativity. For teachers, communication means not imparting knowledge in class, but sharing understanding together; Class is not meaningless sacrifice and waste of time, but a process of life activities, professional growth and self-realization. Communication also means the change of teacher's role orientation: the teacher has changed from the protagonist of teaching to the "equal chief", from the traditional knowledge giver to the modern promoter of student development. It can be said that it is an important task of the new curriculum teaching reform to create an interactive and mutually beneficial teaching relationship on the basis of teacher-student communication.
Third, the open and generative teaching philosophy
Turn on and turn off the corresponding preset. Teaching is the contradictory unity of presupposition and generation, closure and opening. Everything is established in advance, and it is abolished if it is not foreseen. Presupposition is the basic requirement of teaching. Teaching is a targeted and planned activity, and the operation of teaching also needs certain procedures, so it shows relative closeness.
Traditional teaching overemphasizes presupposition and closure, which makes classroom teaching become mechanical, boring and stylized, lacking vitality and fun, challenging wisdom and stimulating curiosity, so that the vitality of teachers and students can not be fully exerted in the classroom. Closure leads to rigidity, and only openness can make teaching full of vitality.
The ultimate goal of openness is to generate, and every class should make students have real cognitive gains and have a more or less understanding of life. Classroom teaching should pay attention to the life of growing and growing people. Classroom teaching that does not challenge wisdom is not generative; Classroom teaching without vitality is also ineffective. From the height of life, every class is an unrepeatable synthesis process of passion and wisdom. From the psychological point of view, classroom generation is often manifested as "suddenly enlightened", "suddenly enlightened", "carefree heart" and "winning my heart"; Its characteristics are "beating heart", "thinking", "mixed feelings" and "wonderful"; It is manifested in the * * * sound of the mind and the * * * vibration of thinking; It is characterized by inner clarity and bright vision.
From the content of generation, classroom generation has both explicit generation and implicit generation. Explicit generation is direct and superficial, while implicit generation is indirect and deep. From the original meaning of generation, generation mainly refers to recessive generation, which has the most development function. From the generation subject, classroom generation includes both students and teachers, that is, classroom teaching should not only help students, but also help teachers. Classroom teaching should be a creative work of teachers' self-improvement, self-development, self-improvement, self-realization and self-appreciation, which is a true portrayal of teaching and learning and a common source of happiness for teachers and students.