The so-called "classroom teaching design" refers to the overall and systematic planning and specific arrangement of the target content, organizational form, teaching method, learning situation, evaluation guidance, teacher's role and teaching process of classroom teaching activities under the guidance of new curriculum teaching ideas and teaching design theory, according to the requirements of curriculum standards and teaching materials, and based on students' learning characteristics and requirements, so as to improve the quality and efficiency of classroom teaching and realize the optimization of teaching process under different conditions. Realize the classroom teaching design that adapts to the new curriculum reform from knowledge-based to development-based, from teaching-based to subject participation, from one-way indoctrination to situational construction, from static presupposition to dynamic generation, and truly establish students' subjective status.
1. Teaching design should help students learn to learn and give full play to students' main role;
Psychological research shows that students are the main body of learning, and all new knowledge can only be incorporated into their cognitive structure through students' own "re-creation" activities, and then become the next effective knowledge. The traditional classroom design is often "teachers ask, students answer, teachers write, students write, teachers test and students recite." Under such teaching, students learn mechanically and passively, and can't actively talk, communicate and communicate. Over time, their interest in learning mathematics will gradually fade away. The new curriculum standard requires teachers to change their roles, respect students' subjectivity and guide design teaching with new ideas. In the teaching process, learning should be an automatic and constructive process according to different learning contents and under the guidance of teachers. Teachers are the organizers and guides of the teaching process. When designing teaching objectives and organizing teaching activities, teachers should face all students, highlight students' subjectivity, give full play to students' subjective initiative, and let students participate in exploring problems independently.
2. Instructional design should help students learn to do things and strengthen the cultivation of application consciousness;
According to the curriculum standard, learning to recognize and learning to do things are inseparable to a great extent. Therefore, one of the major tasks of mathematics teaching is to teach students how to practice what they have learned and how to adapt to future work when they can't fully predict future work changes. Therefore, the cultivation of application consciousness in mathematics classroom teaching is particularly important. Therefore, it is necessary for us to change the traditional teaching concept, pay attention to the cultivation of mathematics application consciousness, and infiltrate it into the whole classroom teaching process. Therefore, teachers must seriously study the new curriculum standards, design interesting and life-related teaching activities, and give students more opportunities to learn and understand mathematics from familiar things around them. Make students consciously contact with the knowledge of mathematics and other disciplines, let students participate in the whole process of asking questions, analyzing problems and solving problems, and deeply understand the application value of teaching. 3. Instructional design should help students learn to live together and cultivate their cooperative spirit;
The mission of education is to teach students to understand the diversity of human beings, and at the same time teach them that all people on the earth are similar and interdependent, and they should study hard to achieve the goal of * * *. The development of contemporary science has shown a trend of high differentiation and high integration, and it is impossible for individuals to be competent for scientific research alone. In order to promote students' cooperative communication, the teaching design should take into account the change from single class teaching system to group cooperative learning. For example, if the students in the class are divided into several groups and there is a clear division of responsibilities, teachers can effectively organize students to cooperate in learning and communication. This design helps to cultivate students' spirit of cooperation and sense of competition, and at the same time helps teachers teach students in accordance with their aptitude, making up for the shortage that it is difficult for a teacher to teach many different students. So as to truly realize the teaching goal of "different people have different development in teaching".
4. Instructional design should help students learn to survive and cultivate their innovative consciousness.
According to the curriculum standard, each student should be trained with independent and critical thinking and his own judgment ability. In teaching, teachers should carefully design teaching, not stay in simple variants and superficial question-and-answer forms, but should implement mathematical knowledge and methods in every exploration activity, so that students can experience the happiness of success in a series of exploration processes such as "observation, association, analogy, induction, guess and proof", thus stimulating students' desire for innovation and realizing the role of mathematical thinking methods.
Second, the understanding of "leading-subject combination" teaching design
1, theoretical basis
Ausubel's theory of "meaningful acceptance learning", "motivation" and "advance organizer" teaching strategies are the main theoretical basis of teacher-centered teaching structure, while constructivism learning theory and teaching theory are the main theoretical basis of student-centered teaching structure. These two teaching structures have their own advantages and disadvantages. If we can combine the two, learn from each other's strong points and complement each other's advantages, we can form an ideal teaching structure.
2. Process and mode
(1) You can flexibly choose "discovery" or "transmission-acceptance" teaching branch according to the teaching content and students' cognitive structure;
(2) In the teaching process of "transmission and reception", the teaching strategy of "advance organizer" is basically adopted, and other "transmission and reception" strategies can be supplemented, which has achieved good teaching results;
(3) In the process of "discovery" teaching, we can also absorb the advantages of "transmission-reception" teaching;
(4) It is convenient to consider the influence of emotional factors;
Dr. Lee Shulman, Chairman of Carnegie Foundation for the Advancement of Teaching and Professor of Pedagogy and Psychology at Stanford University, in his monograph Paradigms and Topics, carefully sketched an overview of teaching research, trying to integrate the important relationships among various research topics. Its core content is: (1) Teachers and students are the main components of teaching research. Teaching activities are labor (activities) between teachers and students. The three attributes of teachers and students potentially determine the teaching and learning in the classroom, which are ability, action and thinking. (2) Teaching activities take place in different backgrounds. (3) Teachers and students interact through teaching content.
L about teachers
Teachers are the link between students and teaching materials and the forerunner of teaching subjectivity. Their functions are induction, guidance, demonstration, feedback, correction and prompt.
1. Guide. Although in recent years, the teaching reform under the constructivism theory is very imposing (and fruitful), and the theory and practice of behaviorism (the effective combination of external stimuli and actors) have almost disappeared, many successful classroom teaching examples and teaching experiences tell us that behaviorism learning theory also has an extremely important position, and it is not necessary to "construct" first and then "recognize". Although "cognition" through "construction" and "cognition" through "stimulation" by actors belong to two learning behaviors under the guidance of two different theories (perhaps it is impossible to show them in the same class at the same time), the forerunner of both behaviors cannot be separated from teachers. Classroom teaching evaluation should not stick to the choice of teaching methods, and "persuasive" should cover a wealth of new ideas.
2. Guide the demonstration. The traditional mathematics curriculum system is basically carried out in strict accordance with the scientific system, and less attention is paid to students' own experience. Although it plays the role of "knowledge reserve" for students, students' vision, initiative and creativity are restrained. The guidance and demonstration here should be based on fully exposing the (perhaps) informal mathematics knowledge and experience in students' minds, so that they can develop into scientific conclusions, feel the happiness of mathematics development, enhance their confidence in learning mathematics well, and form their sense of application and innovation. In this link, the role of teachers should be changed from the agitator of the traditional curriculum organization system to the interlocutor in the sense of pedagogy.
3. Feedback correction. Due to the different contents of classroom teaching, the traditional "explanation method" and the new "inquiry method" naturally appear. Perhaps the former is easier to cover up problems and contradictions, but the contradiction between the time and knowledge capacity of the latter is also obvious. This requires teachers to fully understand students and have foresight. We believe that students have no questions to ask, and there must be major problems if they can't find them in a class. Therefore, it is an important evaluation index for teachers to guide students to collect, sort out and solve problems from the standpoint of students.
4. click. In fact, teachers can't replace students' thinking. This link is truly reflected in every course of "Guidance", "Guidance Demonstration" and "Feedback Correction". Higher "coaching" art needs the integration of education and psychological technology. "Being suddenly enlightened", "keeping things quiet" and "achieving something" are the highest realms of "inspiration".
L about students
1. Participate in investment. Because knowledge is not a simple passive response of the subject to the objective reality, but an active construction process based on the learners' existing knowledge and experience, students' learning activities are carried out under the direct guidance of teachers in a specific environment-school, so students' learning activities become a special construction activity. In many years' teaching practice, we haven't found any cases in which students master "mathematical knowledge" while "going their own way" in class. It can be seen that in mathematics classroom teaching, only by guiding students to actively participate in teaching activities and devote themselves to discussing problems can we ensure "interaction" and have content.
2. expand. There is a common phenomenon: "poor students" start every class in a good state. In addition to keeping attention and other non-intellectual factors, an important reason here is that every unit and section of the current textbooks always start with very basic knowledge points, and even take common sense as an example to create new problems. It is at this key point-where the new link is launched that the "poor students" show inaction, which seriously hinders the acceptance of new knowledge and information. After a long time, "poor students" really become poor students. The unfolding process is a process in which students abstract practical problems into pure mathematical problems (mathematization of practical problems), which helps students learn mathematical thinking and observe the world mathematically, which will affect the formation of students' scientific world outlook.
3. go deep. The acquisition of mathematical knowledge, the improvement of ability and the process of mathematics teaching are a spiral upward model. The reason why students' mathematical knowledge reserves are constantly expanding lies in the coordination of "logical thinking" and "illogical thinking" abilities. The innovation of mathematical knowledge mainly depends on illogical thinking methods such as imagination, intuition and epiphany, rather than strict deduction; At the same time, if there is no strict reasoning, the "results" of innovation cannot stand scrutiny, and it is difficult to become "positive results". Mathematics classroom teaching is to let students "understand" this process, guide students into the field of scientific research, and form a scientific world outlook. For example, the concept of "touch", discovering "theorem", understanding "theorem" and proving the application of "theorem" are the highest realm of classroom teaching. Of course, not every class can work out theorems. If students can not stick to the state of "participation" and "expansion", it is also the essence of "deepening" under the active guidance of teachers. Because this link contains extremely rich mathematical ideas (analogy, association, discovery, demonstration and innovation) and many educational psychological skills (interest, attention and will mobilization and cultivation).
4. expand. Mathematics originates from practice and ultimately serves practice. After the process of "participation", "development" and "deepening", "mathematics" is not over yet, and application is the goal. Expanding the accumulation of the first three courses will be the highest goal and realm of classroom teaching and even mathematics.
Mathematics curriculum standard requires "putting precious energy on innovation and interaction" and emphasizes the importance and necessity of "expansion" in classroom teaching, which is the "diversion" and "experimental field" of innovation.
L about teaching activities
The core of teaching activities is to attach importance to students' psychological experience and feelings in the process of knowledge generation, and constantly rise to rational judgment and innovation until the formation of innovative ability. Specific to classroom teaching, its core idea is to guide students, master the system of mathematical knowledge and methods and make students experience the process of mathematical knowledge and methods in mathematics education, so as to improve students' mathematical literacy and basic quality.
1. Material structure. The Outline of Mathematics Education points out that in mathematics teaching, "through background materials, students can observe, experiment, compare, guess, analyze, synthesize, abstract and generalize, abstract practical problems into mathematical problems, establish mathematical models, thus solving problems and broadening their knowledge". It can be seen that the premise of applying a series of mathematical knowledge is the process of constantly processing and sorting out background materials. There is also a main task in this link: under the premise of students' personality differences, students at different levels have a state that suits them, that is, they have some flexibility in the organizational content and requirements of materials to reflect different teaching requirements.
2. Logical materials. The logicalization of materials is mainly aimed at mathematics classroom teaching under the new information technology. Teachers should pay attention to people-oriented development and highlight students' subjectivity and initiative when designing teaching process. The design should be student-centered, based on the premise of situation creation and problem-driven, and lead to the learning topic of each class. Students should consult information materials around the topic, study independently or cooperate with classmates or communicate with teachers. Teachers collect students' feedback information in time through the network and provide guidance and help. Through thinking and exploration, students judge and logically reason the obtained information, and complete the understanding, application and construction of the subject.
3. Mathematicization of materials. Strive to reflect the occurrence process of knowledge, the exploration and development process of laws. Under the guidance of teachers, students discover the relationship, nature and methods by themselves through observation, operation, analysis and comparison, and make reasonable judgments. Let students learn to "mathematize" in the process of doing mathematics.
4. Internalization. Student activities may also inspire teachers' re-activities (information expansion, teaching method innovation, material reorganization). This kind of activity is the product of teacher-student interaction, which will make the application of teaching materials come alive and make teaching activities have soul, which is the teaching reform needed by the current curriculum reform.