I. Guiding ideology
Guided by Scientific Outlook on Development, with the goal of deepening the implementation of the new curriculum concept, we should construct and implement the basic model of the new curriculum standard classroom teaching, and solidly promote the classroom teaching reform.
Second, the reform goal.
1, target multidimensional
The goal of classroom teaching should not be limited to the development of students' cognition, but also include the formation of students' will, emotion and personality characteristics, and the cultivation of innovative consciousness and practical ability. Therefore, the objectives of the new classroom teaching should include: (1) promoting students' all-round development to the maximum extent, such as emotion, will, interest, needs, values, morality and aesthetic taste. -Goals of emotional attitudes and values; (2) Master the subject thinking method and learning method-process method goal; (3) Mastering subject knowledge and cultivating subject ability-the goal of knowledge and ability.
2. Multiple interactions
Traditional classroom teaching is more about teachers talking and students listening; The teacher asked and the students answered; The lack of harmonious two-way communication between teachers and students leads to the loss of students' learning initiative and inhibits students' curiosity and creativity. The new classroom teaching advocates students' independent participation in the whole teaching process, teachers and students realize communication and interaction, and realize teaching objectives in the process of exploring new knowledge with each other. Teachers and students are partners and close friends in teaching. In the new classroom teaching, multi-interaction has become the highlight of teaching. Only multi-interaction can produce teaching voice, make students develop in an all-round way, and make classroom teaching receive the greatest teaching benefit.
Step 3 apply what you have learned
Learning is the source, foundation and condition of teaching activities, and teaching must be based on learning. The success or failure of teaching depends entirely on whether teaching can be carried out according to the objective laws of learning. Therefore, classroom teaching must be "learning-oriented". First of all, the content, method and structural model of classroom teaching must fully consider the acceptability of students, and plan to finally achieve the teaching purpose. Second, classroom teaching should permeate subject learning methods, guide students to master learning strategies and cultivate students' learning ability. Only by taking learning as the basis and teaching students according to their learning can we have a positive overall effect.
4. Method optimization
Teaching has the law, but teaching cannot. The important thing is to get the law. Different teaching objects, teaching contents, teaching objectives and teaching styles will have different teaching methods. On the one hand, we advocate "cooperation" and "inquiry", on the other hand, we should scientifically grasp and use traditional teaching methods, such as "teaching method" and "demonstration method". No matter what teaching method is adopted, we should follow the principle of teacher-led; Students are the main body; Thinking is the core; Practice is the main line ability as the goal; Educating people is the main purpose.
Third, the basic principles
-the principle of subjectivity. Fully respect students' dominant position in the process of education and teaching, let students become the masters of classroom teaching, fully mobilize their enthusiasm, initiative and creativity, give play to their intelligence and develop their personality; Let the classroom teaching glow with life and form a classroom teaching atmosphere full of * * * *; It is necessary to develop teaching democracy and give students a certain right to choose independently.
-the principle of openness. The classroom teaching process should be an open teaching space. This openness is manifested in the psychological safety of students. Students' mentality in classroom teaching is open, free and not repressed. In terms of teaching content, it is not limited to textbooks or teachers' knowledge vision; Shown in the thinking space, we attach importance to students' open thinking training and cannot despise students' exploration; In the teaching results, students are not satisfied with the textbook, authority, the teacher's so-called standard answers, and encourage students to be unconventional.
-Process principle. In order to change the simple way of telling students ready-made conclusions directly in the past, the focus of classroom teaching should shift from teaching students to memorize ready-made conclusions to guiding students to explore the unknown, paying attention to the teaching of knowledge formation process, strengthening thinking training and cultivating students' innovative thinking ability.
-Challenge principle. Teachers should advocate and encourage students to challenge in three aspects: first, dare to challenge teachers, encourage students to question and ask difficult questions, and allow students to express different views and opinions from teachers; Second, dare to challenge textbooks and encourage students to put forward different views from textbooks; Third, dare to challenge authority and encourage students to question authority through their own inquiry ... >>
Question 2: What are the teaching modes of Chinese in primary schools?
Choosing fair teaching content is the condition of preparing lessons. The choice of teaching content should be based on the characteristics of knowledge, the intention of compiling teaching materials, the time required to complete teaching tasks and the actual situation of students. How to reasonably choose the teaching content of a class? The first is to choose according to the arrangement of teaching materials. Usually we divide the knowledge of an exercise into several small paragraphs, and each small paragraph is the teaching content of a class. Today's mathematics textbooks are all arranged in this way. When preparing lessons, teachers can determine the teaching content of a class just by looking at the newly taught content and corresponding exercises in the textbook. The second is to choose according to the difficulty of knowledge. Generally speaking, students can choose more relatively simple knowledge content that is easy to accept and understand; For the knowledge that is difficult for students to understand and master, because more time is spent in teaching, the content selection should be less appropriately. When choosing the teaching content of a class, we should treat it according to the specific situation. A class can successfully complete the teaching task, and the knowledge taught is conducive to students' understanding and mastery.
Question 3: What are the teaching modes of mathematics in primary schools? 1. Discussion teaching mode.
The main characteristics of this model are: taking students as the main body, in the teaching process, let students actively participate in the whole process of teaching, and let students actively find problems and solve problems together in the learning process. In the process of discussion, cultivate students' practical ability, analyze and solve problems, and cultivate students' innovative thinking ability. The role of teachers is mainly to guide the learning direction and help students solve the problems encountered in the learning process.
Second, interactive teaching mode
This mode is mainly improved and optimized on the basis of discussing the teaching mode, which enhances the mutual communication between teachers and students. With the strengthening of communication between teachers and students, classroom teaching is more purposeful. Teachers can keep abreast of classroom dynamics in the process of communication, guide students to learn in time, and give full play to classroom teaching effect.
Third, the practice teaching mode
This model is mainly designed for some practical courses with necessary conditions. Its main characteristics are: let students practice, explore and master knowledge in practice, and at the same time cultivate students' practical ability and practical ability.
Fourthly, lecture teaching mode.
This model mainly focuses on the potential factors of learning methods and skills, pays attention to cultivating students' learning ability, and lays a solid foundation for students' future study.
Question 4: What are the modes of Chinese teaching in primary schools? (1) Set appropriate situations and create an atmosphere of active participation.
In the teaching process, it is an effective teaching method for teachers to create practical teaching situations, arrange teaching activities and guide students of different levels to actively participate in the teaching process through hands-on, brainstorming, communication and performance. In Chinese textbooks, there are many works that are deeply loved by students. Music and rhythm space, teachers can set music for students or let students read freely, so that more students can enjoy the joy of participation. A story-telling text can not only make students feel the joy of participation through reading aloud by different roles, but also organize students to perform the stories in the text. For example, in the first lesson of the fifth grade, "the day when I won the lottery", the teacher asked the students to understand a sentence in the text, "When my father called on the day when I won the lottery, it was the richest moment for my poor family." When students understand the meaning of this sentence through words, in order to further let students understand their father's honesty and integrity, and let students perform the telephone content of their father and Mr. Cooper, students perform the plot of the telephone in the situation created by the teacher for them, thus arousing their interest in learning. Through "telephone conversation", students can truly feel their father's excellent quality and have a strong desire to learn the text well.
(2) Encourage questioning and asking difficult questions, and cultivate the consciousness of active participation.
"Learning begins with thinking, and thinking begins with doubt". Students' thinking often begins with asking questions. Teachers should encourage students to be brave and good at questioning and asking questions, create opportunities for students to question and ask questions, and guide students to actively explore ways to solve problems. Einstein once said: "It is often more important to ask a question than to solve it. Students can find problems, and asking questions is the embodiment of their studious and thoughtful learning initiative. " Teachers should allow and encourage students to have their own unique understanding of the text and their own unique explanations of the problems. Caring for and cultivating students' curiosity and questioning habits is the starting point of cultivating students' innovative consciousness. Therefore, in Chinese classroom teaching, we should pay attention to let students ask more questions, think more and talk more, never give students a standard answer easily, allow students to keep their own unique views, cultivate the spirit of thinking, speaking, doing and arguing, and let students have the desire for innovation and * * *. For example, in the class of Borrowing Arrows from Grass Boat, a student asked such a question: "Teacher, it is written in the text that Cao Cao mobilized many crossbowmen to shoot arrows, so why didn't they shoot' fire' arrows? Can't Zhuge Liang's straw boat be burned with a "fire" arrow? " After listening to the students' questions, the teacher was surprised. The purpose of the author's writing is to let students know Zhuge Liang's ingenious calculation and his outstanding ability to understand astronomy and geography through his understanding of words and expressions. This question was completely out of the teacher's expectation, so I felt particularly embarrassed, but seeing the child's puzzled eyes, the teacher did not hesitate to praise him: "You are really a thoughtful classmate. This question is so good that the teacher didn't consider it. It seems that it is necessary to discuss after class. " Later, this problem not only aroused the discussion of students, but also became the focus of discussion of teachers. Therefore, teachers should not restrain children from asking questions, but should encourage students to be suspicious and ask more questions, activate thinking, cultivate students' interest, let them actively participate in classroom learning and induce innovative consciousness.
(3) Optimize teaching forms and create opportunities for active participation.
In class, teachers should pay attention to students' independent participation. Through autonomous learning, group discussion, collective evaluation, teacher-student communication and other teaching forms, we can play the role of organizer and instructor in the whole process, let students express their opinions, listen to their opinions, cooperate with students tacitly, and strive to create opportunities for students to learn independently. For example, the article "Swallow" in the seventh textbook, the teacher let the students read freely in the last paragraph of teaching, and then let the students talk about "How do you feel after reading this paragraph?" Let the students feel the graceful gesture of the swallow pause, and then guide the students to have a group discussion. "What words do you think are beautiful? Why? " At this time, the classroom atmosphere immediately became active, and the students launched a fierce discussion competition. Finally, after exchanges and comments, they deeply realized the artistic beauty of the article-"falling", and wrote that the swallow was tired of flying and stopped lightly and dexterously. "Trace"-trace, if there is, if there is not, therefore, from a distance, the swallow is like a music score to be played. "What a beautiful picture of the swallow stopping!" The students expressed their heartfelt admiration, which shows that students' autonomy in the classroom has been really brought into play. Therefore, teachers should adopt various teaching forms in the classroom to create an atmosphere of active participation for students, ignite the fire in students' hearts and create opportunities for them to show their individuality. & gt
Question 5: What are the teaching modes of happy and efficient classroom in primary schools? 1. Guiding ideology.
Guided by Scientific Outlook on Development, with the goal of deepening the implementation of the new curriculum concept, we should construct and implement the basic model of the new curriculum standard classroom teaching, and solidly promote the classroom teaching reform.
Second, the reform goal.
1, target multidimensional
The goal of classroom teaching should not be limited to the development of students' cognition, but also include the formation of students' will, emotion and personality characteristics, and the cultivation of innovative consciousness and practical ability. Therefore, the objectives of the new classroom teaching should include: (1) promoting students' all-round development to the maximum extent, such as emotion, will, interest, needs, values, morality and aesthetic taste. -Goals of emotional attitudes and values; (2) Master the subject thinking method and learning method-process method goal; (3) Mastering subject knowledge and cultivating subject ability-the goal of knowledge and ability.
2. Multiple interactions
Traditional classroom teaching is more about teachers talking and students listening; The teacher asked and the students answered; The lack of harmonious two-way communication between teachers and students leads to the loss of students' learning initiative and inhibits students' curiosity and creativity. The new classroom teaching advocates students' independent participation in the whole teaching process, teachers and students realize communication and interaction, and realize teaching objectives in the process of exploring new knowledge with each other. Teachers and students are partners and close friends in teaching. In the new classroom teaching, multi-interaction has become the highlight of teaching. Only multi-interaction can produce teaching voice, make students develop in an all-round way, and make classroom teaching receive the greatest teaching benefit.
Step 3 apply what you have learned
Learning is the source, foundation and condition of teaching activities, and teaching must be based on learning. The success or failure of teaching depends entirely on whether teaching can be carried out according to the objective laws of learning. Therefore, classroom teaching must be "learning-oriented". First of all, the content, method and structural model of classroom teaching must fully consider the acceptability of students, and plan to finally achieve the teaching purpose. Second, classroom teaching should permeate subject learning methods, guide students to master learning strategies and cultivate students' learning ability. Only by taking learning as the basis and teaching students according to their learning can we have a positive overall effect.
4. Method optimization
Teaching has the law, but teaching cannot. The important thing is to get the law. Different teaching objects, teaching contents, teaching objectives and teaching styles will have different teaching methods. On the one hand, we advocate "cooperation" and "inquiry", on the other hand, we should scientifically grasp and use traditional teaching methods, such as "teaching method" and "demonstration method". No matter what teaching method is adopted, we should follow the principle of teacher-led; Students are the main body; Thinking is the core; Practice is the main line ability as the goal; Educating people is the main purpose.
Third, the basic principles
-the principle of subjectivity. Fully respect students' dominant position in the process of education and teaching, let students become the masters of classroom teaching, fully mobilize their enthusiasm, initiative and creativity, give play to their intelligence and develop their personality; Let the classroom teaching glow with life and form a classroom teaching atmosphere full of * * * *; It is necessary to develop teaching democracy and give students a certain right to choose independently.
-the principle of openness. The classroom teaching process should be an open teaching space. This openness is manifested in the psychological safety of students. Students' mentality in classroom teaching is open, free and not repressed. In terms of teaching content, it is not limited to textbooks or teachers' knowledge vision; Shown in the thinking space, we attach importance to students' open thinking training and cannot despise students' exploration; In the teaching results, students are not satisfied with the textbook, authority, the teacher's so-called standard answers, and encourage students to be unconventional.
-Process principle. In order to change the simple way of telling students ready-made conclusions directly in the past, the focus of classroom teaching should shift from teaching students to memorize ready-made conclusions to guiding students to explore the unknown, paying attention to the teaching of knowledge formation process, strengthening thinking training and cultivating students' innovative thinking ability.
-Challenge principle. Teachers should advocate and encourage students to challenge in three aspects: first, dare to challenge teachers, encourage students to question and ask difficult questions, and allow students to express different views and opinions from teachers; Second, dare to challenge textbooks and encourage students to put forward different views from textbooks; Third, dare to challenge the authority and encourage students to question the authoritative conclusion through their own inquiry.
-the principle of difference. Students are different individuals, which are manifested in their wisdom types, learning speed, personality characteristics and so on. Through the implementation of differential teaching, the needs of students' individual differential development can be met to the maximum extent. ...& gt& gt
Question 6: What are the teaching forms in primary schools?
Traditional teaching, activity teaching, game teaching and participation teaching.
Question 7: What are the seven-in-one classroom teaching modes of primary school mathematics: guidance, learning, speaking, practice, evaluation, research and cultivation?
Pattern interpretation
First, guidance: it is to guide students to learn, including two aspects.
(1) according to the teaching materials and students' actual situation, establish concise learning objectives. This goal is to learn the knowledge that must be mastered in this section. Other two-dimensional goals are embodied in the teaching process, which is not within this scope.
(2) According to the content of the teaching materials, the knowledge will be problematic, the learning methods will be guided, and a reasonable preview navigation will be compiled. Write error-prone tips and method instructions. Enable students to conduct effective self-study.
Second, learning: that is, students' self-study (or preview)
Learning includes "autonomous learning" and "reverse learning"
(1) The so-called "autonomous learning" means that students learn textbooks by themselves and accumulate their own understanding of the learning content under the guidance of "guiding, speaking and practicing manuscripts", so as to solve the guiding problems of "guiding, speaking and practicing manuscripts". When encountering obstacles, mark them and submit them to the group for discussion and solution.
The so-called "learning to learn" refers to guiding team members to cooperate and explore on the basis of autonomous learning, thus solving unsolved problems and difficulties in autonomous learning. And the problems that can't be solved when "learning" are also marked and submitted to the whole class for exchange and display.
Third, talk. Is "show communication."
Mainly in the classroom, each group displays and exchanges the self-study results of the whole class, expounds their own views and opinions, and at the same time raises questions and discusses them. Through the presentation and communication of each group of different tasks, thinking and thinking collide. The main task of teachers is to highlight, evaluate and summarize the collision of students' knowledge, experience and thinking, and further check the implementation of three-dimensional goals.
Fourth, practice. Is to conduct feedback evaluation.
Principle: Learn what to practice (test) and teach what to practice (test). Goal: everyone meets the standard.
There are three main detection forms: in-class detection, after-class grouping detection and clearance detection. Teachers use this link to complete the investigation of students' academic situation. Let students know what they are doing in the evaluation, so as to find the shortcomings, fill the gaps and improve their academic level. For the problems exposed in the evaluation, teachers can use their spare time to provide direct help to students, or they can assign team leaders, class representatives, outstanding students and so on to help students who hope.
Fifth, comment. Is to evaluate the whole process of learning.
"Evaluation" mainly includes several aspects of evaluation. ① Evaluation of classroom presentation; ② Evaluation of learning process; ③ Evaluation of group cooperation; ④ Evaluation of learning effect.
Sixth, research. It is to study problems and reflect on teaching and learning.
There are two aspects of research. First, students' reflection on learning. Why can't my classmates understand me? Why can't my classmates understand me when I speak? The second is the reflection of teachers. For example, what are the shortcomings in the whole teaching process? What aspects need to be improved to further improve efficiency? There is also the problem of classroom capacity and quality?
Seven, mention it. How to cultivate eugenics and make them better is a top-notch problem. It is mainly to make full use of the "selected questions" in the "Guidance Draft for Learning and Practice" to conduct top-notch training for gifted students.
operating procedure
1. Before class, the teacher distributed the Guidance and Practice Draft to each student, and then asked the team leader to lead and urge the team members to "preview". In the preview process, self-study is the main method (study alone). When encountering obstacles, cooperate and explore among the group members to complete the task (learning). In this process, the teacher retreats behind the scenes, and is only the instructor and helper of students' learning, playing the role of inspiration and guidance, rather than the only knowledge imparting. Teachers participate in the formation, induction and summary of students' knowledge, rather than telling students "standard answers". After the study, the group will hand over the "guidance, learning, speaking and practicing" to the teacher for correction. Through marking, teachers can master the learning situation and prepare for classroom communication and presentation.
2. Before class, the teacher temporarily arranges the exhibition task, and each group writes the exhibition content on the blackboard in advance. After class, the teacher gives the students 3-5 minutes to let the group members exchange preview information again and discuss how to complete the group's demonstration task.
After 3.3-5 minutes, each group member will exchange and show. In principle, members of the same group will take turns to show themselves (to ensure that every student has the opportunity to show himself), and other members will add. Students are required to talk about ideas first, then methods, and emphasize error-prone points, key points and knowledge points. Encourage top students to leave opportunities to hope students, and other group members can also make supplements and comments (group study). Choose, evaluate and encourage teachers' cameras, and make an appropriate summary. In this section, students are required to "understand" because each group only shows one ... >; & gt