Experience of practical exploration and application of wisdom education (selected 5 articles) A six-day study is coming to an end, which is a little reluctant, but more rewarding. Training made me further clear that in order to cultivate talents with innovative consciousness and creativity, we must first realize the transformation of real education and teaching concepts and guide classroom teaching reform with brand-new education concepts.
First, establish an equal and harmonious relationship between teachers and students
In order to completely break the old teaching concept of "I speak and you listen" and "I teach you to learn", we must truly establish the teaching concept of students as the main body. Students are the real masters of classroom teaching, and teachers should change their roles from commanders to instructors, establish an equal and harmonious relationship between teachers and students, and realize equal conversation and dialogue with students.
By establishing an equal and harmonious relationship between teachers and students, students can understand the content of the text through reading, thinking and experiencing in a relaxed, happy and harmonious atmosphere. The teacher's guiding role is subtle-students suddenly feel that they understand the book, but they don't feel that the teacher is helping them. Yu Yi, a famous special-grade teacher in China, once said: Teachers and students are equal, and there is no dignity in seeking knowledge. Whoever is right will listen to and obey. This is partnership, cooperation and harmonious development.
Only by establishing an equal and harmonious relationship between teachers and students and between students can students be interested in knowledge, learn happily and have the spark of creative thinking.
Second, establish the idea of education for all.
Teachers should have integrity and overall consciousness in their hearts, establish open Chinese teaching, and cultivate all students' Chinese ability, so that students can be improved on the original basis, that is to say, teaching should be oriented to every individual and all students should be organized to enter classroom teaching. For example, we should spend more time in preparing lessons, consider the actual situation of students at each level, set the expected goals of different types of students, and design different questions for students at different levels. Facing the whole group, design the teaching objectives that students can achieve, so that every student can enjoy the joy of success, which is conducive to stimulating the formation of students' creative thinking.
Third, optimize classroom teaching.
The four pillars of education in the new century are learning to learn, learning to do things, learning to cooperate and learning to survive. To cultivate students' lifelong learning ability, innovation ability, cooperation ability and survival ability, we should make great efforts to optimize the classroom teaching structure, change the teaching structure of linear communication in the past, create a variety of teaching situations, and establish a multi-directional interactive network teaching structure with the participation of teachers and students, so that students can truly become the masters of learning. The key to optimizing classroom teaching structure lies in students' participation in the whole process of teaching, and this teaching process is the process in which teachers help students learn. Under the guidance of teachers, middle school students should master the main content of the article, understand the author's thoughts and feelings, contact the context, contact real life and understand the meaning of words and expressions in the article. Senior students can experience the thoughts and feelings expressed by the author and learn some expression methods of the author under the guidance of the teacher. In Chinese learning, we should attach importance to students' Chinese practice activities. Teachers must not over-indoctrinate students with teaching reference books and teachers' own understanding, but let students read books in a down-to-earth manner, read textbooks well and go deep into the text. In teaching, students should be given enough reading time and autonomy in reading experience and taste. The Chinese subject is very humanistic, so it is necessary to guide students to feel something in language practice, but they don't necessarily have much profound experience, and they don't necessarily need to express it in language immediately. Ideological education is long-term, subtle and gradual. Ideological education should be properly positioned, not arbitrarily elevated, not labeled as political, and especially opposed to the aerial analysis of "petty grievances".
In the teaching process, we should pay attention to encouraging students to think differently and those unique opinions. In teaching, teachers should design some problems that are conducive to students' multi-angle thinking. In study and life, we should make the best use of the situation, learn to think about problems from different angles and find solutions to them. Teaching design like this is conducive to expanding students' thinking space and cultivating students' innovative thinking, and the cultivation of innovative consciousness is also included.
Language and writing training must be carried out in Chinese class, so that students can learn to look up reference books and materials, starting with the most basic words and phrases and then going to chapters. It is worth noting here that we are firmly opposed to rote learning, especially to abandon the practice of memorizing words, central ideas and paragraphs. Teachers should know the teaching materials by heart, study them thoroughly, and make them conform to the actual situation of students through their own grasp, so that they can apply what they learn in life.
Practice, Exploration and Application of Wisdom Education (5 selected articles) Part II In people's impression, Chinese teaching in lower grades is nothing more than literacy and writing, while the guidance of reading methods is the task of middle and high grade teachers, which seems to have nothing to do with lower grade teachers. If you think so, it's a big mistake, because children in lower grades will fail the exam if they can only read and write. Analyzing junior high school children's Chinese test papers, you can easily find that literacy and writing are the focus of junior high school Chinese teaching, but reading and writing are also very important. Children should not only write some words, phrases and sentences, but also simply read, understand the meaning of the short passage and complete the relevant exercises. If reading is the core of Chinese teaching in primary schools, then reading teaching should run through all ages, and reading teaching in lower grades should also emphasize reading methods. So how to guide and infiltrate reading methods in lower grade teaching?
First, pay attention to preview before class and give reading methods.
Junior children have just entered the reading class, and they know nothing about reading methods. So when teaching the first text, I gave the children six words: read, mark, circle, draw, draw and check. Reading is to guide children to read a text at least five times. As the saying goes, "read it a hundred times, and its meaning is self-evident." So reading is the premise of learning a text. Mark text with natural paragraphs. This is a necessary prerequisite for reading the text, clarifying the text level and dividing the text. Circle one kind of words and two kinds of words in the text. Let the students know the new words they want to learn in the text. Draw words that can be made up of new words. Grasping words is also a good way to help children enrich their vocabulary and remember words. Draw a new word you want to learn. Let children know the strokes of new words, and then draw them in red, so that children can better master the strokes of new words and make some preparations for the writing of new words. Check, combined with the content of the text, check where you have doubts or information related to the text. This can not only stimulate children's interest in reading, but also enable children to gradually learn a lot of knowledge that is not available in textbooks when consulting materials. Six words are the six main points of preview before class. The study of the first text gives children six ways to read, so that children know that every time they get a text, they only preview the text around these six words. Under the guidance of these six words, simple pre-class preparation methods are gradually infiltrated to pave the way for future reading guidance.
Second, summarize the laws of refining and learn to read effectively.
Scientific learning methods come from successful learning practice. We should pay attention to guiding students to review the learning process on the basis of reading comprehension, and help them sum up the rules of effective reading from successful learning so that they can consciously use these rules to read more content in the future. For example, in reading teaching, we often let children understand words, and there are many ways to understand words. Understanding pictures, connecting with context, changing a word and combining what you have learned in the past are all good ways to guide children to understand words. Then in reading teaching, we can't just use these methods, but make a summary after using them. Gradually infiltrate the method of reading in the summary. I remember when I was teaching the Oriental Pearl, when I understood the words "beautiful" and "extraordinary", I asked the students to read the relevant sentences and guide them to change a word to understand the meaning of these two words, so that the children could find the words with similar meanings at once and understand them well. After the children understood the words, I came to the conclusion in time: finding synonyms is a good way to understand words. Under the guidance of my summary, children will gradually understand that they can find similar words when they understand words, so that children can learn a way to understand words. When I was teaching "who has the greatest skill", I understood the word "pride" and guided children to think: when are they most proud? The children told many proud scenes in combination with their own lives. At this time, I naturally understood the word "satisfied". At this time, I concluded: "Yes, combining our life scenes is also a good way to understand words." Teach the article "Who should the mushroom be awarded?" I showed the related words in the article: participation, mushroom and practice. Let the children read it and then ask, how do you know these words? A child said, "I saw it on TV." A child said, "I read it in a book." A child said, "Mom and Dad told me." After listening to the children, I summed up in time: "Watching TV, reading books and listening to stories are all good ways to read." This conclusion can make children understand that there are many ways to read, and it can also make children better read actively. Therefore, the really effective reading is to give students the initiative, let them read textbooks, let them discover the rules and let them understand the methods. Our teacher is responsible for summarizing and refining effective methods and rules, so that effective reading methods can become valuable wealth and perfect guide for students to learn actively.
Third, provide migration opportunities and use reading methods.
The mastery of any kind of learning method can't be taught by children; Mastering effective reading methods and forming learning ability also requires a process of gradual understanding and absorption. Therefore, on the basis of students' initial mastery of some learning methods, we should also give them the opportunity to learn to transfer and guide them to apply the reading methods they have learned to similar learning situations, so as to understand the true meaning of reading methods.
1, circle drawing method.
Circle drawing is the most basic reading method. The ancients paid attention to "no pen and ink, no reading". I am talking about drawing circles, refining and copying this reading method. This method can also be used in our junior high school reading teaching. But our junior children can't grasp what to circle and draw. This requires our teachers to guide children to discover and discover. The second paragraph of "Looking at Chrysanthemums" is a very good reading material. In teaching, I guide the children to read this paragraph aloud in various forms and think: what is this paragraph mainly written about? Draw the relevant sentences with strokes. After reading aloud in various forms, the children quickly found the relevant sentence: the chrysanthemums in the park are beautiful. "Where is the chrysanthemum beautiful?" Ask the children to combine the pictures and then answer. "The color is beautiful", "There are many chrysanthemums" and "What colors do chrysanthemums have? How many words do you write chrysanthemum? "Let the children continue to circle the relevant words. Children can easily find it. "When will the chrysanthemum bloom? Which word did you read from? " Most children found out at once. Late autumn. In the guidance, children draw in circles and learn easily and naturally. Reading method has infiltrated into teaching unconsciously.
2. Semi-auxiliary and semi-release method.
Literally, it is not difficult to understand that it is to help children learn first, and then let them learn independently. This method is often used in our daily teaching. This reading method can give children something to say without going too far. There is a saying in the article "Walking Tree" that "the bird followed the small tree to many interesting places and saw many interesting things." When teaching, put pictures and sentences first: "The bird followed the small tree to the grass and saw it —————————", "The bird followed the small tree to the orchard and saw it —————" and "The bird saw it". This semi-assisted and semi-released reading method greatly improves students' imagination and oral ability. When you understand the emotional text, you will be in place easily.
3. Scenario Imagination Method
In order to expand the breadth and depth of Chinese textbooks, better understand the text, feel the hearts of the characters in the text, and understand the thoughts and ideas of the characters, we need to fully mobilize children's imagination and association in teaching, so that children can see the images and scenes described in the text in their minds and reproduce the real scenes, so as to enter the artistic conception of the text and experience the hearts of the characters in the text. Ampere in the article "The Running Blackboard" was so absorbed in scientific research that he mistakenly took the back wall of a carriage as a blackboard when walking, and walked up with the blackboard until he couldn't keep up, only to find that it was not the blackboard, but the back wall of a carriage. When I was teaching ampere's concentrated calculus, I couldn't help following the carriage. I not only grasped the sentences directly describing ampere in the text, but also created situations with the help of text illustrations to guide children to exert their imagination: "The beautiful group walking by the roadside quietly said to the female companion around me" "The gentleman in the top hat saw it and thought ———————" and "On the road". Self-talk-"This kind of imagination fully expands the language expression, and also actively mobilizes and contacts the children's own direct or indirect life experience. On the basis of understanding the language and writing, they further perceived the content of the writing through careful thinking, which was a real experience of "Ampere concentrating on scientific research".
Experience in Practice, Exploration and Application of Smart Education (5 selected articles) During the three or two days' trip to Smart Classroom, I listened to Iflytek's special report on the information reform of auxiliary education and the principal's special report on "focusing on Smart Classroom and improving teaching quality" in xx No.2 Middle School. Feel the great influence and gradual change of information technology on education.
On the first day, I visited Hefei No.7 Middle School and No.8 Middle School and felt the strong campus cultural atmosphere of these two schools. I learned a lesson from the biology teacher of Hefei No.8 Middle School-"Gene Expression". In this massive and open online course, we can see the wisdom of teachers in No.8 Middle School in using information technology to teach cultural knowledge. In class, teachers have more opportunities to summarize and analyze the knowledge in class for students to discuss, exchange and summarize. In this class, the teacher used the tablet computer to assist the teaching just right, and asked the students to compare the similarities and differences between the two gene expression processes, and then took photos and uploaded them. Flat teaching can make teachers know the thinking results of each student in time and analyze and evaluate them.
The next day's study is the math class of teacher xx in experimental primary school. Before class, Teacher xx asked the students to watch videos for self-study. In the classroom, in the whole teaching process, teachers give students the initiative, so that students can give full play to their subjective initiative. Throw the questions to the students and give them more opportunities to use their brains, words and hands. Teacher xx is a timely inspiration, encouragement and guidance. By asking students questions, we can slowly guide students to think in the right direction, constantly compare and summarize, and finally consolidate and master the law and solve problems by using it.
"Look at other people's classes and think about the problems in your own class" These two days' study let me see the teachers of different grades and disciplines' overall grasp of the implementation of flip classroom and classroom teaching process, and also think about the differences and changes between flip classroom and traditional classroom. As a new teaching form, flip classroom is based on the constructivist learning theory, using the thinking mode of "internet plus" and the new generation of information technology such as big data cloud computing to reconstruct the classroom teaching process structure, and adopting the mode of learning first and teaching later to build an intelligent and efficient classroom. After two days of study, I learned that these schools are actively exploring and trying to flip the classroom. Yes, if you want to make a breakthrough and succeed in teaching, you must have a goal, never forget your active mind, and keep learning and exploring.
Experience of practical exploration and application of wisdom education (5 selected articles) Part IV: Learn from the actual operation in the first stage and make courseware with your own software. Let me know the key to learning from it. The operation of software is the key but not the difficulty. The difficulty is to design teaching content from the direction of smart classroom. Updating teaching concept is the key to learning.
When doing courseware in the second stage, the problem is that you can't start sitting in front of the computer by focusing on the direction without operation. I often stay in one page of courseware and struggle to modify it repeatedly, so I can't enter the next page of design. I always feel that the courseware production is not satisfactory, the thinking is intermittent, and the software application is not smooth. Being in an immature way of thinking and designing teaching with unskilled operations is particularly inefficient. A courseware needs a lot of time, a lot of thinking and a lot of effort to complete; Compared with the teaching design of ppt, this is too time-consuming, which leads to insufficient interest in learning and unsatisfactory completion of two-part learning tasks.
In a ppt teaching, I unconsciously changed the teaching design of several parts into the teaching design of smart classroom, and I found a new teaching design and learning method. That is, combining the teaching ideas of ppt, we can find the defects in teaching design, and then make up for them with the design of smart classroom. The speed of making courseware in this way is obviously much faster. From this I reflected that the key to learning software operation is not simple functional learning. After learning the software function many times, my mind is still blank. Only when I have teaching ideas and need to design functions do I need to study, so that learning efficiency will be high.
Therefore, renewing teaching concepts is the key to learning. Only by understanding the teaching concept of smart classroom and combining with specific content can learning have a direction and focus, and learning can get twice the result with half the effort.
Experience of practical exploration and application of wisdom education (selected 5 articles) With the rapid development of information technology, Banbantong based on network environment has entered our classroom teaching. "Banbantong" refers to the teaching equipment of each teaching class in the teacher's school. Based on the network environment, it is displayed by a projector and a whiteboard. Each class can surf the Internet at the same time, enjoy the network and teaching resources, demonstrate courseware, broadcast live, watch movies and TV programs, etc. In order to realize the effective integration of information technology and subject teaching, promote the transformation of teachers' teaching methods and students' learning methods, and finally promote the development of students. It not only improves the conditions of educational equipment, but also brings infinite vitality and vigor to the improvement of education and teaching quality. As a member of the project team and a front-line teacher, I deeply feel that the application of Banbantong in classroom teaching has brought a lot of convenience to my teaching work and students' learning. Here's my experience:
First of all, the implementation of the "Banbantong" project has updated teachers' teaching methods, which is conducive to helping teachers teach flexibly.
The implementation of "Banbantong" has changed the way teachers prepare lessons, from handwriting to keyboard input, from pure text to hypertext. Teachers can log on to the "online lesson preparation system" on the school website to prepare lessons electronically. The lesson preparation system can integrate teaching plans, teaching materials (courseware), classroom exercises, homework and other resources, and more importantly, realize the enjoyment of teachers' lesson preparation resources. Teachers can prepare lessons in the office, design and make courseware, upload and download information through online neighbors in the local area network, and upload their own lesson plans and teaching materials (courseware) to the online lesson preparation system. I can also upload my lesson plans and courseware directly to the online lesson preparation system of the school website at home, and I can also directly search and download various useful resources such as lesson plans, courseware or papers from the Internet through search engines, and further process them for my use. At the same time, the application of multimedia and network tools in classroom teaching makes the teaching content integrate information functions such as words, images, animations and videos. The images are clear, dynamic and informative, which can mobilize and stimulate students' learning enthusiasm and initiative to the maximum extent, and realize the large capacity, multi-information, multi-interest and high efficiency of classroom teaching. The vivid demonstration of multimedia courseware can effectively break through the key points and difficulties, thus stimulating students' interest and achieving good results.
Second, the completion of Banbantong has promoted the professional growth of teachers.
"Banbantong" has improved teachers' understanding and established the concept of "lifelong learning, continuous teaching and continuous innovation". Banbantong is a new thing with many advantages. It can not only be a tool for teachers to improve teaching methods, but also a platform for the exchange of educational theories, skills and methods. When teachers use Banbantong, they deeply realize that only by continuous learning can they constantly understand and feel new things and narrow the gap between themselves and others. At the same time, teachers use Banbantong to learn and exchange teaching experience and methods through a series of activities, such as online class observation and online teaching and research. Teachers' teaching experience and teaching methods are constantly enriched, and their teaching level is getting higher and higher.
"In order to better reflect on their own teaching, teachers can shoot live videos of the classroom teaching process in related teaching and research activities, and conduct teaching evaluation and reflection accordingly." This way truthfully records all the activities in the classroom and provides comprehensive first-hand information for teachers' reflection, such as whether the specific problems are handled properly? Is the attention paid to students comprehensive in teaching? How did the students react? Are some of the students' bright spots evaluated in time, and do new teaching come into being? What is your teaching language and attitude? And these contents are difficult to be reflected only by the teacher's own memories, based on memories. After watching his teaching video, a teacher was surprised and said, "Is this my class?" ? I asked more than 50 questions in a row, impossible! "At the same time of personal reflection, it is also conducive to teachers' collective reflection, focusing on different kinds of teaching problems, facilitating teachers' summary, improving and improving, thus promoting teachers' professional growth.
Thirdly, the application of Banbantong in classroom teaching is conducive to stimulating students' interest in learning and improving their learning efficiency.
Using interactive electronic whiteboard, teachers can make classroom design into courseware and store it in the computer. In the teaching process, courseware can make teachers' blackboard writing more clear, integrated and systematic, and can compare multi-level and multi-directional thinking together, and at the same time make knowledge more interesting. With Banbantong, teachers can create story situations, cartoon situations, debate situations, idiom situations, video situations, appreciation of famous posts and so on according to the teaching content. Every good teaching situation will arouse students' pleasure and even excitement. Under the guidance and inspiration of teachers, teaching climax and bright spot will be formed, students' interest is high and teaching effect is good. Students can not only gain knowledge, receive education and improve their ability in the situation, but also enjoy and cultivate beauty.
Fourth, "Banbantong" has improved the school's management methods and enriched the school's moral education channels.
With the electronic preparation of school teachers' lessons, the paperless office of the school has been put on the agenda, and the school's inspection of teachers' plans and teaching plans will also be networked, and the inspection results will be published on the school website in the form of announcements; Design and make dynamic statistical software, check the number of times teachers use multimedia equipment, and know the number of times each teacher uses at any time. Although these data are too simple in management, they have played a strong role in promoting teachers' active use. School management can also use "Banbantong" for the daily management of school teaching. Conditional can regularly or irregularly check the teacher's teaching video, find out the problems and solutions, and urge teachers to improve and improve.
Five, face up to the problem, strengthen management, and incorporate applied research into the scientific plan.
In the past three years, there have been many problems in the application of "Banbantong" teaching, which need front-line teachers to overcome and managers to go into classrooms and offices to listen, have a look and give specific guidance.
1, "Banbantong" electronic whiteboard can't replace the blackboard, which makes it easy for teachers to ignore or even omit the contents on the blackboard, leaving nothing on the blackboard after a class. The classroom content flashes with the page turning of the courseware, which is bound to make students not deeply impressed by what they have learned. It should be recognized that Banbantong is only a tool to assist teaching, and it is impossible to replace the blackboard. It is still necessary to write on the blackboard, and the demonstration and retention function of the blackboard is irreplaceable by courseware.
2. "Banbantong" courseware is too fancy, not new, and there are too many dynamic pictures. Although it can arouse students' interest, it is easy to distract them. You should use it as little as possible or don't need dynamic pictures when you don't need them. The structure design, picture application, color selection and dynamic and static arrangement of courseware need to be carefully crafted.
In a word, it is a teaching method that every teacher should study hard to master and use Banbantong equipment flexibly to serve teaching. The informatization of classroom teaching needs our hard exploration and practice. I believe that with the continuous development of curriculum reform, Banbantong will play an increasingly important role. The rational use of Banbantong in classroom teaching will surely make our classroom glow with new vitality and enable students to learn to learn.
In a word, in primary school mathematics classroom teaching, the multimedia technology provided by Banbantong platform improves teaching efficiency, changes backward teaching concepts, promotes students' interest in learning, cultivates students' innovative thinking ability and practical ability, and enhances students' ability to explore problems. At the same time, the flexible use of "Banbantong" can improve the efficiency of classroom teaching, thus improving the quality of teaching.