Look at and analyze problems from the historical point of view of dialectical materialism, and look at current affairs news from the perspective of development.
What is the focus of teaching implementation?
In my opinion, teachers should focus on the following issues when implementing teaching:
First, what kind of teaching mode to choose and what kind of teaching strategy to adopt.
When choosing teaching mode, teachers should pay attention to the following questions:
1. Teaching objectives
2. The complexity of the learning process
3. Characteristics of students
4. The requirements of various teaching modes for objective conditions such as teaching resources and teaching environment.
Second, how to choose a reasonable form of teaching organization
There is no universal teaching organization, and each teaching organization has its own advantages and disadvantages. When choosing the form of teaching organization, we should proceed from reality and give full consideration to the specific conditions of countries and regions, schools and classes.
How to determine the key and difficult points of teaching
Therefore, to determine the important and difficult points in teaching, we must first thoroughly understand the new curriculum standards. Only by clarifying the complete knowledge system framework and teaching objectives of this course and integrating curriculum standards, teaching materials and teachers' reference books can we scientifically determine the important and difficult points in teaching.
Secondly, understand the students' original knowledge and skills; Understand their interests, needs and ideological status; Understand their learning methods and habits. Teachers should make predictions on the basis of understanding students, and foresee the difficulties and problems that students encounter when accepting new knowledge, so as to prescribe the right medicine, avoid subjectivism and blindness in teaching, do a good job in combining theory with practice, and thus determine the static and dynamic emphasis and difficulty of their own classroom teaching science and practice. For example, when most students don't find it difficult to understand the original difficulty, teachers don't have to spend too much time and energy on this issue.
In the long-term teaching practice, I think guidance and association are the most effective ways to break through the teaching difficulties.
Good at guiding. Good guidance means that in the teaching process, teachers use inspiring teaching methods and language to inspire students from multiple angles according to the crux and difficulty essence, so that they can have multiple associations and have some feelings. The diversity of difficulties and key issues determines the diversity of guidance methods. On the one hand, the guidance of teaching emphasis and difficulty can be guided by interest, thinking, emotion, reasoning and law. On the other hand, due to the multiplicity of teaching content, the diversity of teaching difficulties and the multidirectional way of thinking, teachers' guidance methods also need to be varied. Therefore, teachers should prepare more hands-on skills in order to break through the key and difficult points of teaching, such as telling stories, watching movies, analogy and so on.
Good at association. Good association means that teachers help students find the connection point between old and new knowledge as soon as possible in the teaching process, so that students can find their own position in the original knowledge background and experience and assimilate into their own knowledge structure. For students, book knowledge is indirect experience. Only by combining it with direct experience and getting the support and help of direct experience can they learn slowly and steadily. Good association means connecting with colorful life reality. Introduce the flavor of the times into the classroom. Second, we should contact students with the old knowledge they have learned before. This old knowledge is not only the growing point of new knowledge, but also the fixed point of new knowledge. Therefore, in teaching, we should pay attention to the vertical and horizontal connection of teaching content, pay attention to the whole and part of teaching content, the connection and progression before and after, and integrate new knowledge into the connection. Third, we should contact teachers' own learning feelings. Teaching is not only a conduction process between teaching and learning. It is also a process of two-way communication between teachers and students. In teaching, if teachers can contact their own learning experience and sentiment, and introduce some methods and experiences to students in time to solve difficulties, they can narrow the emotional distance between teachers and students, so that students can see clearly, hear thoroughly, listen with interest and learn interestingly, thus effectively improving the teaching effect.
In short, the compilation of teaching plans and the selection of teaching methods should fully reflect the student-oriented, closely focus on the key and difficult points of teaching, and take efficiency as the core. Only in this way, the realization of effective teaching will not become empty talk.
What is the focus of teaching?
The focus of teaching should be the basic concepts, laws and physical thinking methods reflected in the content, which can also be called the core knowledge of subject teaching.
Teaching emphasis is also one of the basic elements of compiling teaching plans.
What are the differences and connections between teaching emphases and difficulties?
Teaching focuses on the knowledge points required to be mastered in class. Teaching difficulties are knowledge points that are difficult for students to understand and master in the teaching process. Therefore, all the knowledge points required in teaching do not necessarily have teaching difficulties. In actual teaching, teaching emphasis often contains difficulties. Teaching needs to highlight key points and discuss difficulties in detail.
What is the focus of the gathering on education and teaching reform?
1, grab a center:
For a long time, the primary and secondary schools in the town began to firmly grasp the central link of classroom teaching and insisted on "opening the whole class, opening enough classes and opening good classes". Although the teachers' disciplines are not matched and the teaching facilities are not perfect, we always follow the principle of "acting according to local conditions and capabilities", replacing full-time teachers, demonstrating experiments instead of group experiments, and school activities instead of social practice to ensure that the low-level curriculum standards do not fail. Insist on strengthening the process management of regular teaching. Strengthen the inspection and supervision of all aspects of the teaching process, strengthen the whole process management of the initial grade and graduation grade, effectively improve the efficiency and benefit of classroom teaching, and truly demand quality from classroom teaching.
2. Realize two transformations:
The first is to realize the transformation of teaching thought. Through their long-term unremitting efforts, the vast majority of teachers have basically achieved it: from focusing on exams in the past to focusing on quality teaching today, from focusing on knowledge in the past to doing everything possible to promote development today.
The second is to realize the change of teaching behavior. Through the curriculum reform, teachers have a sense of students and service, from attaching importance to only a few in the past to facing the whole today, from desperately instilling in the past to inspiring and inducing today, from coldly reprimanding in the past to exploring democracy, equality and cooperation today.
3, the construction of three teams:
The first is the construction of cadres. Through the selection and training of higher-level party committees and competent departments, young principals and directors have grown continuously, and the high management level has effectively promoted the continuous and stable improvement of the teaching quality of primary and secondary schools in our town.
Secondly, the construction of teaching staff. Over the years, we have spared no effort to improve the professional quality of primary and secondary school teachers by strengthening school-based training, organizing continuing education, encouraging on-the-job learning, and sending observers, which has provided a strong human guarantee for the continuous and stable improvement of teaching quality.
The third is the construction of teaching and research team. Taking the selection and training of teaching and research team leaders as a breakthrough, focusing on the construction of backbone teachers, and based on the research of topics, we will fully weave the two-level teaching and research network in towns and schools to provide organizational guarantee for the sustained and stable improvement of teaching quality.
4. Promote four reforms:
○ Promote classroom teaching reform. The transformation from extensive to intensive focuses on a word "real". Pay attention to the unity of content and form, the standardized requirements of classroom teaching routine management and the unity of teaching facts and effectiveness; Turn pressure into motivation and stick to the word "perseverance". The most taboo in classroom teaching reform is to be cold and hot, and to be anticlimactic. The reason why a drop of water can grind off a stone is nothing more than a single-minded goal and perseverance after a single-minded goal. With this "constancy", all pressures from all sides will become a powerful driving force for teachers to consciously promote the practice of classroom teaching reform; Turn rigidity into optimization and pursue a "new" word. Although we put forward a set of strict and unified specific requirements for classroom teaching reform, in the specific management and implementation process, we should try our best to be different from person to person and from situation to situation. Turn high consumption into high efficiency and implement the word "quality" It is really necessary to have quality in every class.
○ Promote the reform of curriculum resources. Actively develop all kinds of local curriculum resources, and strive to combine school-based curriculum development with local resource advantages. For example, using natural conditions to develop school-based courses such as small planting and small farming. Strive to combine the development of school-based curriculum with the practice of students. Take school-based curriculum as an extension of subject teaching, closely combine the characteristics and requirements of subject teaching, and constantly enrich the content of school-based curriculum. Strive to combine the development of school-based curriculum with the development of students' specialties. Such as music, dance, art, calligraphy, handicrafts and other interest courses, effectively stimulate students' creative thinking and effectively cultivate their innovative ability.
○ Promote the reform of teacher-student evaluation. Refine the terms of teacher evaluation, simplify the complex, objectively, fairly and simply describe all the work of each teacher in each semester, reduce human factors, and improve the fairness, scientificity, accuracy and authority of evaluation. Actively promote the grading system of student evaluation, dilute the barrier of scores, strengthen the carry of scores, protect students' self-esteem, improve students' self-confidence and stimulate students' enterprising spirit.
○ Promote the reform of teachers' equipment. Since 2005, the town central school has sent young teachers from the headquarters and branch schools of the town junior high school to teach in remote villages for a period of one year. At the same time, the newly assigned junior high school teachers are assigned to work in primary schools, which not only effectively strengthens the teaching strength of remote primary schools, but more importantly brings new teaching concepts and endless youthful vitality to remote primary schools, which effectively promotes the all-round reform of classroom teaching in remote primary schools.
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