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High school new curriculum reform experience exchange meeting learning summary

This study will be held from July 25th to August 7th, in which July 26 and 27 will participate in the "National High School Mathematics New Curriculum Reform Experience Exchange and Seminar". From July 28th to August 6th, participants will participate. Ministry of Education XX Ordinary High School Curriculum Reform Experimental Teacher Remote Training Expert Team Q & A Work. I will report it in detail below.
The harvest in the "National High School Mathematics New Curriculum Reform Experience Exchange and Seminar" can be summarized by keywords: "problem awareness, independent learning, cooperative learning, display communication, mathematical reading comprehension, homework evaluation, mathematical essence." The hosts of the new curriculum, Liu Jian, Wang Shangzhi, Zhang Yuci, and Zhang Siming, all made reports; representatives of the six advanced schools made speeches. A total of about 150 experts and teachers attended the event, as well as magazines such as Mathematical Communication, China Teachers' Daily and China Education News. Although there is no substantive and fundamental breakthrough in the new curriculum reform, many schools have seized the opportunity and taken the lead, and the education department is determined to be very determined and extremely determined in this new curriculum reform, and will not actively promote the new curriculum reform. Become a "sinner of history."
In the 10 days of the Ministry of Education XX Ordinary High School Curriculum Reform Experimental Teacher Remote Training, the work was mainly conducted as a course expert, and the homework, morning academic report, interspersed group discussion, evening academic salon and other activities were mainly performed. You can use a few keywords to summarize: "It's easier to teach mathematics." "Teach the essence of mathematics to students. "The 'problem' is too important for the mathematics classroom. “The picture is too important for mathematics.” “Learn to guide students through examples.” “Cultivation of 'mathematical reading'.” “Three-dimensional ecological teaching classroom”. "Classroom teaching observation." "Teaching activities experience." "Regional teaching and research." "Job evaluation - student batch assignment." "Two-way mathematical modeling" "mathematical reading comprehension." . . . . . The teachers who participated in this training are mostly high-level special and advanced teachers. Their ideas are advanced, most of them have outstanding teaching achievements, and their schools also have advanced experience in new curriculum reform. In contrast, my level is very limited.
The new curriculum reform has not yet achieved a substantial and fundamental breakthrough, but the pace of the times is unstoppable! There have been many schools that have achieved results nationwide, and they have become leaders, so I can only listen to their teacher lectures below. Mr. Zhu Jun, from Qingdao No. 2 Middle School who went with me, also received a lot of attention from teachers and schools, because their position in Qingdao Second Middle School is: “There are Qingdao No. 2 Middle School and Shenzhen Middle School in the South.” Some teaching things, but after listening to the reports of others, I dare not come up with it, and I have no chance to come up with it. I have done a lot of work in the college entrance examination, but everyone is talking about education and teaching. The college entrance examination has not become a research object! I have some things in teaching. After listening to other people's reports, I feel very immature and dare not come up with them. However, at the last seminar, I made a keynote speech by discussing the opportunity of the college entrance examination questions. It is a bit of an explanation for the school.
Here are some personal thoughts.
First, thinking and confusion about mathematics education and teaching:
1. Why is it not mathematics teaching? We often ignore education. The new curriculum reform puts higher demands on the teacher. The mathematics teacher is not only teaching mathematics, he is also a teacher and educating people! Why do our teachers catch students closer and higher, and their grades are getting higher and higher, but the feelings of teachers and students are getting weaker? I don't have good ideas and practices for this, but we must pay great attention to this matter!
2. Why don't we have a famous teacher and a famous teacher studio? We have "unsuccessful mathematics teachers" but there are no unique teaching experiences and achievements. We can achieve good results in the college entrance examination but we are not recognized by the national advanced schools. We have various forms of individual teaching and collective preparation. It does not form a unified and advanced teaching mode. The strength of the math group is inseparable from the level of teachers? High-level math teachers will only be born in excellent mathematics groups? Good mathematics teachers must carry out a lot of study. How can we learn effectively in the busy teaching?
3, this time I learned a lot of experience. But I wonder if I can copy a certain mode? If you learn each other, will it become "four unlike"? If you wait, will it become a "sinner of education"? Our reality allows us to step forward? For example: the school case has not been proved to be a more effective teaching carrier, and it has not been proved to be the only carrier. Are we determined to do so? . Do we have a better carrier? If the teachers use a carrier, will it be difficult to control the overall level of improvement?
4. How do we teach the essence of mathematics to students? Do we dare to teach in full accordance with the new curriculum standards?
Second, thinking and suggestions about classroom teaching:
1, "Question." The "problem" became the most impressive word in this study. How to create a problem scenario of effective mathematics? How to raise effective questions and lead students to learn independently? How to raise effective questions to trigger student cooperative learning? "Problem scenarios---self-learning---cooperative learning---display communication" has become the "skeleton" of classroom teaching in the new curriculum reform, and they all need effective "problems." However, our teachers currently have no awareness and ability to actively create effective "problems"! I think this is an urgent problem to solve now! For example: I like to edit the book myself, but Dr. Zhang Siming's model even asks dozens of questions to ask me to be extremely shocked!
2, "teachers and problems." We have not formed a mathematics teaching model with outstanding characteristics and achievements, but we also have excellent teachers. How to integrate our teacher resources? How to make the teachers and the mathematics team complement each other together and improve together? I personally think that we may take the case as a carrier and the collective lesson as a platform to give full play to the wisdom of all teachers in teaching to focus on the "problem". I feel that after the improvement of our teacher's "problem" consciousness, the ability to create "problems" will naturally be there! Why are our students unable to ask questions? Because our teacher can't ask a question! The math teacher who listened to our lectures in a straight line wanted to sleep! For example: the problem situation of a certain class of Ge teacher in Nantong, Jiangsu Province, "Zhou Jielun's album...", how can students fall asleep? The teacher of Liu Yangxin in Chengyang introduced the “watermelon picture” in class. How can the class be tasteless? Maybe it’s not a minute to ask a question, but it’s not just a matter of more than a minute to make this problem! “The classroom without problems is not a good class!” “The class gives students questions at the beginning... The end of the class has more problems for students.” This is a good class!
3, "Classroom observation." I am totally opposed to this because I am very casual in teaching. I don't like classrooms without creativity and personality. However, the teachers of Northeast Normal University and Qingdao No. 2 Middle School believe that their operation will be very helpful to the development of teachers' professional quality. My understanding is that at least participating in the competition is easy to win! As for how to observe in class? Did you even remember the students laughing a few times? . . . . . . I don't have a mature approach.
4. How to find our features? There is no language group in the mathematics group, and there are other schools in our school that cannot be called characteristics. If we achieve results, we may get national-level projects, at least for teachers to open national-level open classes and the opportunity to publish national and essays. I have no mature ideas at this point. There is a "teaching activity experience" seems to be just beginning to explore the international stage, I do not know how to study?
Due to the exposure to the country's advanced teaching experience and results, there are still many and many people who have not had time to digest, so they will continue to learn in the future. Because the impression of the "problem" is too deep, there are more "problems" in the summary. I am very grateful to Teacher Zhuang for giving me this valuable learning opportunity. It is really rewarding.

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