According to the new basic education theory, the role of teachers in the teaching process is not only the presenter of knowledge, the questioner of dialogue, the director of learning, the evaluator of learning and the administrator of the subject, but also the reorganizer of presenting information in the classroom teaching process. Without the important role played by the "reorganizer" role of teachers, there will be no high-quality and effective interaction between teachers and students, students will become a mess and teaching will lose its meaning. The "new basic education" does not attach importance to the role of teachers, but requires teachers to play an important role as "reorganizers" and "promoters" in the teaching process at a new level and pay more attention to the development of students.
1. Pay attention to students' life experience.
Students' life experience is the main body of the curriculum, and it is also the basis of the generation and development of the curriculum. For example, in math class, "life math problems" and "research learning" are organically combined. In the process of classroom teaching, teachers put students in the situation of real life problems, so that teaching activities step into a good environment of "creating an atmosphere that students can easily accept". It is no longer simple knowledge and skills that occupy the main position in such a classroom, but student activities under the guidance of teachers' organizations.
2. Pay attention to students' learning style.
Professor Ye Lan thinks that the new outlook on students is one that pays attention to the potential, initiative and difference of students' development. This is the conceptual premise of teachers' efforts to mobilize students' enthusiasm in education and let students gradually become the masters of their own development. As a teacher, we should make use of the diversity, difference and selectivity of students' learning methods: among the recognized learning methods, students' learning activities are mainly listening, practicing, answering and taking notes. The whole idea is to follow the teacher, and the activities are more uniform and collective; In the active learning mode, students learn through exploration, and their personality characteristics become more prominent, and teachers' attention to students becomes more complicated and subtle.
3. Pay attention to students with different intelligence types.
In the traditional exam-oriented education environment, schools and teachers pay more attention to students' academic performance, which is generally used as a yardstick to measure and evaluate students; "New basic education" is more about using developmental evaluation and paying attention to the changes of students' state. It absorbs the multiple intelligence theory of Professor Gardner of Harvard University, and constructs the multiple curriculum intelligence structure and multiple curriculum evaluation system. In recent years, our school has vigorously carried out children's intelligence development experiments and established nearly 42 experimental groups in the fields of music, sports, fine arts, science and technology, and Olympic Mathematics. Students have won hundreds of honors in various competitions in provinces and cities, and have experienced the benefits brought by the development of multiple intelligences during their study at school, showing more self-confidence. At the same time, the experiment of multiple intelligences has in turn stimulated the enthusiasm and initiative of students, and the academic performance of school students has generally been greatly improved. This is a very vivid and interesting phenomenon. The implementation of multi-evaluation has changed the view of "sameness" in students' intelligence, and a large number of different types of students stand out.
4. Pay attention to students' class status.
"New Basic Education" attaches great importance to students' learning process and their quality of life in school. If teachers want students to have a good learning atmosphere, learning emotions and interpersonal relationships, they must strive to do a good job in class construction. In class construction, the school pays more attention to how to "return the class to the students". The specific methods include: increasing class posts, so that every student in the class has his own post in the class and becomes the master of the class; Establish a class post rotation system, so that different students can feel the different responsibilities of different posts and the importance of doing their jobs well, enhance students' ability and self-confidence to withstand changes and setbacks, and thus cultivate students' necessary quality and psychological quality for survival and development in the future society; Enrich in-class evaluation, return the right of evaluation to every student, gradually guide students to establish multiple evaluation methods, learn to standardize evaluation and dynamic evaluation, and ask students how to correctly evaluate themselves when evaluating others; Establish a class mental health education network, led by the school mental health research office, with the participation of the class teacher, to comprehensively study the mental health status of class students; By strengthening the construction of class culture, students love the class more, they find their place in the class, and their ability has been developed in many aspects. This is just as Professor Ye Lan said: "The personality of a group is not shaped by teachers, but created by their own intentions and actions."