I. Classrooms and courses
Curriculum is more important than classroom, which is the theory advocated by teacher Wei Zhiyuan in the book "Famous Teachers". He thinks that the classroom is only a part of the course, just a point. Excessive classroom demand will focus on "how to teach". But the purpose of our education is not the form of teaching, but what to teach students and what effect to achieve. This is what we should do. How to teach is only the form and method of teaching, not the purpose of teaching. So there is still a difference between class and course.
? In the classroom, we often just solve a problem or the content of a knowledge point, so the results are short-lived, and the efficiency of the classroom is only for a certain knowledge point. The failure of a class has little effect, so we can start over. Because classrooms can be changed at any time. The overall impact on learning is not particularly serious.
? The course is aimed at the whole study, so it should be considered comprehensively and prepared in advance when designing the course. The curriculum should be determined in combination with the life and social direction of the whole school. For example, primary school poetry appreciation class, first of all, we can see what is the purpose of this curriculum design? Whether it is necessary for primary school students to offer this course and whether this kind of poetry appreciation can promote students can be analyzed from two aspects.
? In terms of knowledge cognition, primary school students are in the contact stage, so it is too early to talk about appreciation. For poetry, we should not only understand its meaning and artistic conception. For the poet's emotion, it is necessary to contact the background of poetry creation, which involves history. For primary school students, the knowledge reserve is far from enough, and the word appreciation is completely forgotten. In this respect, it is useless to watch the appreciation of primary school students' poems.
? In the sense of curriculum, primary school students are in the stage of accepting new knowledge and have not yet digested it. Talking about appreciation is totally unscientific. Primary school students' main purpose is cognition, not including creation. Appreciation is more directed at experts engaged in this field. It is completely unnecessary for students.
? From the above analysis, the curriculum design is different from the classroom design, and should be carried out around the curriculum. Classroom is only the method, and curriculum is the system.
Second,? Teach what?
? For this problem, the book mentions the role of teaching objectives and knowledge list. We all know that we will pay attention to the teaching objectives when teaching. The list of knowledge is generally reflected in the classroom, but I don't think the relationship between the two is very big. In fact, the knowledge list can also be said to be a teaching goal, which also needs to be completed in the classroom. Only the knowledge list is more detailed. Therefore, I think teaching objectives can also be divided into secondary objectives and primary objectives. As for the educational goal, it should only be used as a secondary teaching basis, and it is mainly to carry out effective teaching according to the characteristics of one's own class.
Third,? Arrangement of resource pool
? Resource database is a good auxiliary form for education, especially the recent media resources provide a good source for teaching resources. But not all resources can be used by themselves, and they need to be collected and sorted according to their own needs.
? Establishing a reasonable resource pool is the key. It takes a long time to build your own resource library, and there are many methods. There is no objection to utilitarianism here, and we often worry about resources. However, a few months ago, Mr. Jie Zhong said that the best generation of resources comes from life. The best way to generate resources is multi-reflection. Teacher Wei also mentioned that the so-called major is the application of your thinking to the formal structure. Only by continuous reflection can teaching materials be generated. The same is true of education, and more reflection will naturally produce a reasonable resource pool. In order to grasp the teaching rhythm.