How to focus on the classroom and turn problems into topics

The so-called transformation of problems into topics is to establish topics on the basis of identifying the problems existing in one's own education and teaching. The study of small topics is to solve various specific problems in education and teaching. Before determining the topic, each teacher should review and reflect, pay attention to thinking, take the identification of the problem as the prerequisite for determining the topic, and take the establishment of the topic as the thinking process of discovering, analyzing and solving the problem.

For example, the common problem that teachers need to solve in classroom teaching is how to make classroom teaching both open and orderly?

How do you deal with differences between students? How do you design a valuable question? How to capture favorable teaching opportunities?

How to build a new classroom teaching model? How are students' different opinions dealt with in the classroom? How to deal with the language of the teacher's classroom?

How to implement classroom teaching evaluation? These problems are not only the practical problems of classroom teaching, but also the topics that need to be studied by teachers, and the close combination of problem solving and subject research can not only improve teachers' awareness of problems, but also improve teachers' ability to analyze, research and solve problems.

In the case of teachers, teachers can easily solve these problems and complete teaching tasks with rich experience in their daily teaching. However, there are some problems that cannot be solved by experience alone, such as explaining a "teaching problem", when the teacher deals with these teaching problems according to his own experience, if he finds that the original teaching problem has not been solved, this suggests that the problem may be a new "problem". In order to solve this "problem", teachers need to trace the roots, consult materials, learn from the experience of others, formulate solutions and solve them in practice, so that general teaching problems have a state of research, which can be called research-based teaching.

In research-based teaching, the teaching problems encountered by teachers are transformed into teaching research topics, which can be called "problem-solving". Once a teacher tracks a teaching problem, once the teacher pays attention to the "experience of others" and draws on the experience of others to solve a teaching problem, the teaching problem is transformed into the "topic". In fact, this process is a school-based research process and a small-topic research process of "teaching for the sake of teaching", "in teaching", and "through teaching (teachers solve problems)".

Here, the main purpose of "teaching for the sake of teaching" is not to verify teaching theories, but to solve practical problems in teaching and realize the intrinsic value of teaching. "In teaching" is mainly the study of problems within teaching, not problems outside teaching; Study the teaching problems that occur in the classroom, not the problems of others; It is the study of a real pedagogical problem, not a certain pedagogical hypothesis. "Teaching (teacher problem solving)" means that the teacher himself or herself solves the problem in teaching, rather than letting the teacher abdicate the responsibility of solving the problem and let others help solve the problem.

The pursuit of effectiveness is the eternal theme of teaching, and the implementation of effective teaching and the construction of efficient classrooms are the eternal pursuit of educators. On March 14, 2011, Wenzhou Zheng Jie Mathematics Teacher Studio and Weng Xuejin Mathematics Teacher Studio jointly organized a classroom teaching demonstration activity with the theme of "Effective Teaching" in Chengguan Middle School in Taishun County. This activity gathered many famous junior high school mathematics teachers and backbone teachers in Pingtai and Tai counties, and everyone gathered together to deduce effective teaching and evaluate efficient classrooms.

In the morning, Feng Linhua (Chengguan Middle School, Taishun County), Ye Yingying (Luoyang No. 2 Middle School, Taishun County), Chen Saijun (Pingyang County Experimental Middle School) and other three teachers presented three wonderful and different styles of mathematics seminars. The first topic is "Binary Equations", and Mr. Feng takes the "Touch the Ball Game" as the main line, from shallow to deep, accurately grasps the main problems, and advances layer by layer, leading students to carry out effective classroom learning; The second session is "Binary Equations", in which Ms. Ye leads students to learn mathematics in an orderly manner through effective problem design and a harmonious classroom atmosphere. The third session of the topic is "How to solve the problem", Mr. Chen with exquisite teaching skills, solid professional skills to carry out an effective innovation attempt, the whole class around a central problem, step by step, let students experience the "four steps of problem solving: understanding the problem, making a plan, implementing the plan and review", highlighting the reflection after solving the problem, which is refreshing.

In the afternoon, Weng Xuejin, a special teacher, presided over the interpretation of the theme of this event. The three teachers talked about their design ideas and post-teaching reflections. Lin Weizhong, Wu Guoyang, and Chen Jianhua, members of the studio, made a report on the observation and evaluation of the class, made very detailed comments on the three classes, and raised many questions worthy of the best around the theme of "effective teaching", which aroused the resonance of the teachers.

Finally, our tutor Zheng Jie gave a lecture entitled "The Pursuit of Effective Mathematics Teaching", and Ms. Zheng described the ideal and efficient classroom for us with rich cases, cutting-edge concepts and vivid language, which benefited us a lot.

The successful holding of this event provided a platform for junior high school mathematics teachers in Pingtai and Tai counties to communicate and interact. "Stones from other mountains can be used to attack jade", we shared each other's experiences in the exchange, collided with the spark of wisdom, and had a deeper understanding of how to carry out "effective teaching" and create "efficient classrooms".