In the new round of curriculum reform, we need to re-examine teachers' teaching basic skills, the requirements of "three amethysts" and language expression from a new perspective. Front-line teachers need to practice new teaching basic skills, such as the application of modern information technology, the effective development of curriculum resources, collaborative teaching, teaching research and teaching evaluation.
Keywords: teachers; Basic teaching skills; New curriculum reform
Generally speaking, the so-called basic skills refer to the skills and skills necessary to complete a job or do a good job. In other words, the so-called basic teaching skills refer to the necessary conditions, skills and skills for teachers to complete their teaching work. The "conditionality" here aims to show that basic teaching skills are the necessary conditions for teachers to complete their teaching work, that is to say, if a teacher does not have these conditions, his teaching work will not be completed, and although he has these conditions, his teaching work may not be successful.
Teachers' basic skills in the traditional sense generally refer to "three words and one sentence". What is "three words and one sentence": chalk, pen, brush and the basic skills of teachers' oral expression. Needless to say, the basic skill of "three words, one sentence" is the yardstick to measure whether a teacher is qualified or not in the past. It has created a batch of outstanding talents on the historical stage. With the progress of the times and the rapid development of science and technology, modern information technology is impacting the learning and lifestyle of a new generation of students and teachers. As a teacher, the design of multimedia teaching can clearly, concisely or vividly present what students need to master and learn. With the help of online teaching platform, teachers can correct homework, write comments, release information and announcements to students' parents online. Therefore, pen, brush and chalk will continue to move towards history, and the decline or lack of teachers' basic skills in this respect is also a historical necessity. The author believes that it is not necessary to require all teachers to regard "three characters" as the basic teaching skills, as long as they can achieve the purpose and function of written expression and communication. Compared with teachers, students are more interested in and familiar with modern information technology. Network and multimedia technology have become indispensable tools for them to acquire knowledge and information and make friends. Most students may prefer keyboards and mice to writing and calligraphy.
Since the emergence of education, oral expression has been playing an extremely important role in teachers' teaching. Whether it is the initial "oral teaching" or the later classroom teaching, it is inseparable from the teacher's "mouth". Under the cramming teaching tradition of book center, teacher center and classroom center, teachers have really become the "megaphone" of "all talk and no action". Therefore, teachers' oral expression level is directly related to teachers' image and teaching effect. However, judging from the requirements of the new curriculum for the reform of teaching methods, the traditional teaching methods of one-way language input between teachers and students with little or no language input will be completely broken. Whether it is cooperative inquiry learning or personal experience learning emphasized in the new curriculum, it is necessary to break the situation that teachers are centralized. Under the new teaching method, teachers' oral expression is still important, but the effectiveness of teachers' oral expression has gone far beyond classroom-centered reading, telling and issuing instructions. The active constructive learning proposed in the new curriculum requires teachers not only to be good at expressing themselves, but also to be good at encouraging and guiding students to express themselves, requiring teachers to dominate the classroom and give students room to speak or express. Therefore, the basic skills of teachers' oral expression need to be repositioned and examined.
The new curriculum standard puts forward: changing the traditional emphasis on knowledge inheritance and emphasizing students' active knowledge construction; Strengthen the integration and selectivity of the curriculum and implement the reform goals such as the three-level curriculum model. Whether these reform goals can be achieved depends on the change of teachers' role and the change and transformation of teachers' teaching behavior. Therefore, in the face of the new curriculum, both new and old teachers need to rethink whether the knowledge and ability structure we have, including the basic teaching skills we have cultivated, can meet the needs of the new curriculum. So, what kind of new teaching basic skills do teachers need in the new curriculum reform?
First, the mastery and application of modern information technology.
The integration of modern information technology and curriculum is a major focus of the new curriculum reform. It is also an important symbol of changing traditional teaching methods. The key to realize this integration is teachers. Teachers' information literacy and skill preparation determine the degree and effect of information technology application. Therefore, to some extent, we can say that the first new basic skill for teachers to adapt to the new curriculum reform is to integrate modern information technology in teaching.
Teachers can use modern information technology in teaching in three different ways.
First, teaching demonstration. Teachers can demonstrate the teaching content with the help of computer and multimedia technology. For example, electronic lesson plans. Powerpoint, presentation, flash animation, etc. It can not only enhance the intuition of learning content, improve the teaching effect, but also greatly stimulate students' interest. Increase teaching content and improve classroom quality.
Secondly, the development and utilization of online course resources. Internet is the largest information base in the world, and teachers in the new era must have the most basic information awareness and information ability. He is good at obtaining teaching materials and information from the nodes and connections of the network, developing and utilizing various curriculum resources on the network, expanding students' horizons and expanding curriculum content. At this level, information technology is no longer just a tool for demonstration, but a resource for students to learn and an important part of the course content.
Finally, build a teaching platform for teacher-student interaction. With the popularization of information technology, teachers are no longer the only source of teaching information, and classrooms are no longer the only teaching places. The teaching process is no longer just one-way teaching for teachers to students; Teachers and students can communicate at any time through the network teaching platform, establish a new learning environment, and change the traditional teaching methods and the objectives of curriculum reform. Constructing such a learning environment requires teachers to fully grasp the characteristics and functions of modern information technology, be good at finding the fields of integration and integration of information technology and curriculum, and be able to comprehensively use various information technologies.
Second, the basic skills of curriculum resource development.
Traditionally, we are used to arranging learning contents according to the syllabus and textbooks, but the implementation of the new curriculum requires teachers to understand not only the objectives and requirements of curriculum standards, but also the learning needs, existing experiences and individual differences of learners, and then develop, select or reorganize various curriculum resources according to their needs, experiences and differences. The development of the new curriculum also requires teachers to constantly reflect on their teaching effects, and constantly adjust the course content and teaching methods according to the results of reflection.
In order to successfully develop courses that meet the needs of students, teachers need to master the basic skills of curriculum development and curriculum implementation. Such as students' learning needs, assessment skills, teaching material analysis skills, skills of developing and utilizing curriculum resources, skills of organizing curriculum content and arranging teaching activities, etc. In short, the new curriculum requires teachers to have the basic skills of curriculum development and implementation, which is a brand-new field of learning and development for all teachers.
Third, the basic skills of cooperative teaching.
For a long time, teachers' teaching has been carried out in isolation and independently, but the transformation of learning methods such as inquiry learning, cooperative learning and comprehensive learning advocated by the new curriculum and curriculum development requires the cooperation between teachers.
Usually, a topic that can induce different students to actively participate in inquiry and discussion often has the characteristics of comprehensiveness and interdisciplinary. Therefore, helping students complete the whole inquiry activity often requires the cooperation of many teachers. Similarly, curriculum development requires not only the collective cooperation of teachers from the same discipline, but also the gathering of teachers from different disciplines to discuss the selected research topics and activities. The comprehensive practical activity class may need teachers from all disciplines to design and divide the work, so the implementation of the new curriculum requires teachers to learn the basic skills of how to cooperate with others.
Fourth, teaching evaluation is a basic skill.
Traditionally, teachers' evaluation of teaching is nothing more than evaluating students' academic performance and summing up their teaching work at the end of the term. The concept of developmental student and teacher evaluation put forward in the new curriculum requires teachers to master new qualitative and formative evaluation methods and skills in addition to quantitative and summative evaluation methods and skills that traditionally take exams as the main evaluation means. Developmental evaluation requires evaluation to run through the teaching process, fully reflect the individual differences of the evaluated, and actively participate in evaluation. All these require teachers to be good at observing students' behavior in daily teaching, learn to use a set of techniques to record students' daily performance in real time, collect and sort out students' evaluation information in all aspects, consciously mobilize students to actively participate in evaluation, and help students form the ability of self-evaluation. Through students' evaluation of teachers, teachers' evaluation of students and students' evaluation, we can improve and promote the evaluation system, promote the improvement of teachers' teaching level, promote students' professional growth and improve the overall teaching quality. Make teachers hone their evaluation "time" in the practice of reform, and make the new curriculum reform mature.
Five, the basic skills of teaching and scientific research
The curriculum reform has put forward many educational ideas and concepts, and formulated many new reform goals. Whether these ideas and goals are appropriate remains to be tested by practice. The ultimate tester should be the front-line teachers. Whether teachers can play such a role depends on their research consciousness and quality. In addition, the new curriculum reform needs to change the teaching behavior habits instilled in the past, and objectively requires teachers to have a critical and reflective scientific research spirit. There will be many new problems and contradictions in the practice of the new curriculum, which also requires teachers to study some of them and form an understanding. The teaching and scientific research of primary and secondary school teachers aims to find problems in teaching, then choose topics that can be used as research objects from these problems, conduct research independently or cooperatively, and finally apply the research results to teaching practice to solve problems. Therefore, the new curriculum needs teachers to become researchers.
In short, due to the changes of the times and the needs of the curriculum reform of basic education, we have to rethink the basic skills of teachers. Treating traditional basic skills such as "three words and one sentence" requires us to analyze them according to specific conditions. The pre-service training of teachers requires us to focus on the new basic teaching skills needed by the new era, and we can set up courses such as "three words and one sentence" as needed. For example, cram schools are set up for students whose Putonghua is not up to standard, and some elective courses are set up for students who are interested in calligraphy or have special skills. Similarly, for primary and secondary school teachers in the front line of teaching, the most important thing is to re-practice a set of new basic skills to meet the needs of basic education courses on the premise of ensuring the standard of Putonghua. Schools should create conditions to support their improvement and development in this respect, grasp the pulse of the times for front-line teachers and adapt to the pace of reform as soon as possible. Let them practice their skills, create a model of quality education, push education in China to a new climax and improve the quality of the whole people.