During this time, I was very excited to read the book "New Horizon of Primary School Mathematics Teaching" by Wu Yaping. Because I am busy at work, I want to read professional books. For one reason or another, I always browse them. This time, I took advantage of the holiday to read them carefully and felt a lot.
This book not only brings students into the research field of vision, but also conducts a deep and extensive research on students, which runs through and permeates the whole process of teaching practice, and strives to be "based on students' initiative and healthy development" in every link and detail of teaching. This book also permeates the awareness of methodology into every corner of the book, helping teachers to clearly analyze their basic positions, premises and perspectives of thinking and practice, change their way of thinking, explore new ways of thinking, reorganize and enrich their thinking framework, and establish a holistic, relational and typed thinking mode.
This book also uses a large number of vivid and real primary school mathematics classroom teaching cases, analyzes and expounds the problems and difficulties that may be encountered in translating theory into practice, and gives strategies and suggestions to solve the problems.
Through the study of this book, it can be said that it has pointed out a direction for my personal teacher's professional development, played a guiding and leading role in my future work, broadened my horizons and got good guidance and help for the problems I encountered in teaching. What I feel most is the basic characteristics of a good class-truthfulness, simplicity, solidity, enrichment and richness.
First, truth: a lesson to be perfected.
Emphasizing the authenticity of the classroom is our basic attitude and position towards classroom teaching practice. As long as it is a real class, it can't be perfect. If there are no flaws at all, then "fake classes" are more likely. Some teachers expect that there will be no problems in class at all, and this preset goal is wrong. Therefore, the real class does not whitewash malice, and it is worthy of reflection and improvement.
Second, dull: normal class.
The dullness of the classroom means that teachers are expected to treat daily classroom teaching practice with a normal heart, dilute the embellishment consciousness of open classes and strengthen the consciousness of daily exploration and research. Some open classes are very fancy and dazzling, but this kind of class can't be carried out in practice every day because it requires teachers to spend a lot of time and energy to prepare. There are classes every day. Because of this, the dull classroom reflects the normal state of teachers' daily teaching practice, and it is also very real, ordinary but quality.
Third, solid: meaningful lessons.
A solid lesson is to expect teachers to pursue the real effect of the classroom and implement the teaching objectives. In some classes, students have never made mistakes in understanding or collided in thinking, but just "go through the motions" to complete the teaching plan. This kind of class can hardly promote the real development of students, so for many students, it is meaningful to have a solid class, which reflects the changes of students after learning and has real effects.
Fourth, enrichment: efficient classroom.
The enrichment of the classroom is to expect teachers to pursue the improvement of classroom teaching efficiency, so that every student can get real development on the original basis. If teaching is only effective for a few students, it is not a good lesson. Therefore, a full class is an efficient class for students, and everyone has different development.
Fifth, enrichment: there are generated lessons.
What is the richness of the classroom, that is, the generativeness of the classroom, is to expect teachers to grasp the classroom with their own teaching wisdom and encourage students to produce new ideas and concepts in the classroom. This class is not entirely the result of default. With the real wisdom input between teachers and students, students' ability has been developed, and students' thinking is not only active, but also improved. Therefore, rich classrooms reflect the dynamic generation of classrooms, improve students' thinking level and teachers' educational wisdom, and also reflect the vitality of teachers and students.
It is difficult to realize these five "realities", but it is also my goal. I believe that in this pursuit, only by maintaining a good attitude, strengthening the awareness of exploration and research, and constantly learning to improve the quality of teaching can we truly achieve the "five realities" classroom. I also believe that in this class, students will get real growth and development, and teachers will also enjoy the fun of creation and keep working hard!