-Subject Core Literacy and Teaching Implementation

This lecture was given by Ma Lixin, a member of the Professional Committee of Basic Education Teaching Quality Evaluation of the Ministry of Education, a senior teacher and director of Baotou Education Research Center.

Teacher Ma started from the course of curriculum reform, from the goal of "two basics" to the goal of "three dimensions" and then to the goal of "discipline core literacy", which is an upgrade of educational goals. The change of these goals urgently requires teachers to change the teaching method based on "teaching method"

Under the new curriculum goal, students are required to "do it yourself", feel the process of knowledge generation and develop core literacy.

Teacher Ma uses real lesson examples as a pedal to vividly show the classroom under the new curriculum standard.

Teaching design: On the basis of basic knowledge, analyze teaching material analysis and learning situation, and explore the learning path.

Summarize how to prepare lessons:

1. Look through the textbooks and make clear the teaching content;

2. Learn the curriculum standards and make clear the teaching requirements;

3. Study the teaching materials and make clear the intention of compiling the teaching materials;

4. Analyze the teaching materials and refine the structural system;

5. Determine the path and method of acquiring knowledge and the scene material of applying knowledge;

6. Practice the curriculum concept and sort out the teaching purpose;

7. Design learning activities and learning tasks;

8. Complete the graduation certificate case and make courseware.

Teaching evaluation based on the consistency of "teaching evaluation"

The meeting was presided over by Mr. Luo Qingming from Baotou Education and Teaching Research Center. Teacher Luo made a general evaluation of the two courses of Inverse Proportional Function: Don't complicate the problem, when students have reached a conclusion, they can skip the original steps and continue; Don't be too "specific" when asking questions, but have some "fuzziness" to leave room for students to think. Ask the students to answer the questions raised by the teacher. Be sure to understand the curriculum standards.

Review preparation strategies for senior high school entrance examination

Regarding the strategy of preparing for the senior high school entrance examination, Mr. Luo Qingming analyzed it from the following angles:

1. Reflections on the evaluation of senior high school entrance examination

Subject literacy, practical exploration, thinking methods, key abilities-knowledge acquisition ability, practical operation ability, necessary knowledge, mastered and maintained in the form of declarative knowledge, and strengthened ability consciousness and literacy orientation.

2. Thoughts triggered by curriculum standards

3. Thinking from the goal of mathematics curriculum

4. Thinking from ten core concepts

5. Thinking caused by the classification of exam situations.

6. Give us more thoughts from a question.

7. About comments

1. Have a goal;

? 2. It is not recommended to discuss;

? 3. Homework should be consistent with the goal.

4. There are three levels of thinking about the senior high school entrance examination: knowledge view-ability view-literacy view.

Declarative knowledge, procedural knowledge and strategic knowledge.

What is this? Ideas and methods of doing it.

5. Curriculum standards are the result of learning, not teaching strategies. We should use teaching materials creatively according to the actual situation, understand the essence of the course: foundation, popularization and development, and praise the children as a process rather than a result! So it's important to keep writing goals.

8. Prepare for the exam carefully.

When reviewing, let the students write a review reflection after each module. At the same time, teachers should sum up their knowledge, ideas and methods. To evaluate the review effect, we should pay attention to the delayed evaluation of promoting the goal.

9. Reflections on the evaluation of test papers

Explain some questions with variants to improve the analytical ability of top students.

Reflections on the consistency of "teaching evaluation"

Teacher Luo Qingming made an analysis from four aspects: the clarity of the goal, the appropriateness of the content, the directivity of the evaluation and the effectiveness of the activity.

Understand that teachers are the organizers of learning: teachers should pause properly and adjust at any time during the lecture to form effective learning activities.

Teaching integration

—— Tao Xingzhi (1965438+February 24, 2009)

First, the teacher's duty is to teach students to learn. (Teaching is for learning-for learning)

The first kind of teacher can only teach;

The second kind of teacher does not teach, but teaches students;

The third kind of teacher is not teaching, not teaching students, but teaching students to learn.

Second, the teaching method must be based on the learning method. (Teaching with Learning-Learning Situation)

Third, teachers must learn while teaching. (Never tire of learning, never tire of teaching-rehabilitation)

How to design teaching according to curriculum standards?

Teaching based on curriculum standards is different from traditional teaching based on teachers' experience or textbooks, both in teaching design and general teaching procedures.

note:

Where should I take my students? -objectives;

(2) How do I know that the students have arrived? Evaluation;

(3) How do I know if students can get there? -Materials and learning situation;

(4) How can I arrange learning activities to help students produce better performance? -Activities;

(5) Implementing teaching evaluation: collecting explanations, feedback, teaching implementation and feedback; (6) Homework: a tool to test the realization of goals-learning results.

After two days of study, the junior high school math teachers in our school have made great growth and gains.

1. Pay attention to the guidance of mathematical thinking methods in teaching. Mathematics teaching is not a mechanical teaching, nor a teaching of common knowledge, but a teaching of abilities and methods. When teachers talk about topics, they will point out the test sites of mathematical ideas and knowledge contained in each topic, and show the laws and methods revealed in them, so that students can learn from each other through our explanations.

2. Pay attention to students' learning in teaching, supplemented by teachers' guidance. In teaching, teachers talk too many topics, students teach themselves and show too little, students' problems are exposed less, and students get less study time. Therefore, teaching students in class and giving them a chance to show themselves can not only stimulate their interest in learning, but also improve their ability. Sometimes students have better and more suitable methods to solve problems. Why not?

The success of a class lies not in how much the teacher talks, but in how much the students participate. If teachers spend too much time explaining, students' initiative and enthusiasm will be reduced, and students' sense of self-efficacy will be lower. Therefore, in classroom teaching, students should pay more attention to their learning process rather than their learning results.

4. Pay attention to the understanding of knowledge and the cultivation of ability in teaching. There is no dead knowledge in mathematics knowledge, and students should fully cultivate their abilities on the basis of understanding knowledge.

In short, we have learned a lot through several studies. We will savor it carefully, apply what we have learned to our own teaching, and constantly improve our teaching level.

In the specific teaching process, we should pay attention to the application of basic knowledge, improve students' mathematical literacy, and cultivate the habit of carefully examining questions, writing and drawing norms. In teaching, we should pursue the number of problem-solving and try to solve as many problems as possible, so that students can speak out. In this way, there are many methods and broad ideas, which are not easy to mislead and form a mindset. At the same time, in the teaching process, we should understand students, learn to pause and form effective learning activities. Should we pay attention to the occupation of time here, or should we do more exercises blindly, or should we strengthen our improvement? Is it possible to do some delayed homework or postpone the exam? At the same time, we should study the curriculum standards, formulate specific achievable teaching objectives and evaluations, and form the consistency of evaluation, so that the teaching tasks can be achieved! Train junior high school math teachers in the Union on the consistent teaching technology of "teaching evaluation". On February 4th and 5th, 2002/kloc-0, I participated in the consistent teaching technology training of junior high school math teachers in the All-China Union, and gained a lot. From the continuous improvement of curriculum standards, from the continuous upgrading of cultivating students' core literacy and educational objectives to the flexible application of "teaching evaluation" in education and teaching, I have a clearer direction in the future education and teaching work.

This training includes the following contents:

First of all, Ma Lixin, a teacher from Baotou Teaching and Research Center, gave a lecture on core literacy and teaching implementation of teaching disciplines based on curriculum standards.

Second, Mr. Li Guo from No.6 Middle School in Xilinhot and Mr. Liu Xiaoqin from Huimin Middle School in Baotou conducted heterogeneous activities of inverse proportional function in the same class, and then Mr. Luo Qingming from Baotou Education and Teaching Research Center evaluated how to have a good class, how to give full play to students' thematic role and teachers' leading role, and how to carry out consistent teaching of "teaching evaluation" in a class.

3. Teacher Luo Qingming of Baotou Education and Teaching Research Center explained the strategy of reviewing and preparing for the senior high school entrance examination. Teacher Luo pointed out that the proposition of the senior high school entrance examination is based on the mathematics curriculum standard of compulsory education and the principles of the senior high school entrance examination, namely, guiding principle, basic principle, comprehensive principle, scientific principle and appropriateness principle. With regard to the review of the senior high school entrance examination, teachers need to make clear the objectives, pay attention to the selection of content, the implementation of the teaching process and the evaluation of the effect.

Fourth, Teacher Luo Qingming of Baotou Education and Teaching Research Center talked about the flexible application of "teaching evaluation" as a consistent teaching technology in the classroom.

Through this training, I have a clearer and more specific teaching plan when reviewing for the senior high school entrance examination, and I will continue to study and explore more suitable learning methods for students and the flexible application of consistent teaching of "teaching evaluation" in all classes.