What to teach? How to teach, what to teach is more important than how to teach .

—Reading "Listening to Professor Wang Rongsheng's Commentary".

Speaking of this topic, I am reminded of a public class I took a few years ago, "Lop Nur, the Vanishing Fairy Lake". The first time I went to the lecture hall of the school, just in time for the normal students who were listening to the lectures outside, according to the requirements of the school, my course type was defined as "a seminar course of six classes of engineering". I took the lesson very seriously and thought I did a great job that day, and I received a lot of applause!

The smug filled every expression and felt like I had taken a successful lesson.

I happened to receive a teacher's ** and wanted to go to Yulin for an open class, and I didn't even think about it and said that I had a good class, and the teacher said that she came to listen to the class. I still remember the scene of listening to the class evaluation that day, as soon as the class was over, the teacher quickly called me over and said, "If you go out to class like this, it will never work."

At that moment, my heart floated through "100,000 whys"? The old talker said that I took a "environmental protection theme class": "Ah! I was dumbfounded for a moment"!

It took a long time to evaluate the lesson that day, and it was said to be a lesson evaluation, but in fact, it was to overturn all the designs and start over, and this process of grinding the lesson is particularly unforgettable. After I really finished that class in Yulin, I seriously reflected on myself, it was my own design that had a problem with the chain, and I had been working "how to teach", and I always wanted to put the bells and whistles in the class, but I neglected to "what to teach" such an important content. It's been a long time since this happened, but since then, I seem to understand that "what to teach" is always more important than "how to teach"!

Recently, I saw the book "Listening to Professor Wang Rongsheng's Commentary", which seems to coincide with my previous little thoughts. The book says: "Advanced teaching concepts are first and foremost about teaching content, and should be implemented in "what to teach".

Teaching content and teaching methods are two aspects, and the perspective of class observation and discussion can not only be examined from the perspective of how to teach first, then how to teach, and then how to teach, but also from the perspective of what to teach first, what to teach later, and what to teach later. In the current situation, we believe that the content of teaching is more important and crucial for language teaching. In a Chinese class, if there is a problem with the teaching content, or if it is only useful on the test papers, then no matter how exquisite and wonderful the teacher's teaching is, and how warm and active the atmosphere of the classroom is, the value is extremely limited.

Before evaluating whether the teaching method of a class is good or not, we must first examine whether its teaching content is correct; After feeling the active atmosphere of classroom teaching, it is more important to care about whether students have resided in the language experience corresponding to the teaching content. We also have a lot of stools to focus on the effective achievement of the objectives of the language curriculum. From the perspective of teaching content, the observation and evaluation of the lesson is to examine and reflect on what the teacher has taught in the regular lesson, and then to explore and observe the learning experience of the students, and to examine the relevance and degree of relevance between the teaching content and the objectives of the Chinese curriculum. ”

After listening to these words, I thought back to my second and third teaching designs, and seemed to really realize that it was fortunate that the teacher pulled me out of that "strange circle", otherwise, I would still be the one who pursues to make the class "lively", and I have forgotten the fundamentals of teaching and the "text".

Let's talk about four aspects.

1. What to teach1Teaching objectives: Are they clear and appropriate?

2.Core Knowledge: How do teachers present to different students?

3.Internal connection: Do you pay attention to establishing horizontal or vertical connections with knowledge, with life?

4.Discipline characteristics: Does it reflect the characteristics and essence of the discipline?

5.Appropriate detailing: Is it easy to understand less or no talk, easy to mix up and discern in detail?

6.Teaching resources: Are teaching materials and teaching resources inside and outside the school used appropriately?

7.Guidance on learning methods: Do you pay attention to the guidance and cultivation of learning methods?

2. How to teach 1Learn first and teach later: Can you expose problems in learning through pre-learning?

2.Teaching by Learning: Can Teaching Be Effective for Students' Problems?

3.Classroom Questions: How many heuristic questions, how many invalid questions?

4.Demonstration Operation: Can the teacher model high-level operation behavior?

5.Variant training: Can you design variant training questions in layers?

6.On-site testing: Can the learning effect be tested on the spot and feedback in a timely manner?

7.Balanced Teaching: Is it possible to combine ** teaching with meaningful receptive teaching?

3. How to learn 1Guided preview: Do you assign students to preview and think about the exercises to find out their problems?

2.Combination of learning and thinking: Does it guide students to think about the teaching content, and take the initiative to discover and ask questions?

3.Cooperative learning: form, frequency, effective organization, reporting and exchange, and point guidance?

4.Listen to your voice: Can teachers listen carefully to students' different views and respond flexibly and positively?

5.Contextual introduction: Do you create situations to introduce new lessons, stimulate interest, and guide students to learn actively?

6.Activity homework: student activities, homework time, content, effect, activity communication and guidance7

Guidance on learning the law: students use tools, take notes, grasp the essentials, make summaries, make comparisons, etc.

Fourth, how to learn 1Goal Achievement: Check whether the expected teaching goals have been achieved through on-site testing?

2.Each has its own gains: Do students of different levels in the class have their own gains?

3.Special Needs: Can the special educational needs of students be understood and met?

4.Time and space: Does it create the necessary time and space for students to think and practice independently?

5.Problem solving: Are the difficult problems in students' learning effectively solved?

6.Homework completion: The homework assigned by the teacher in layers, and the degree to which the student completes it.

7.Differing Thinking: Whether students have unique thinking and creative ideas about the same problem.

Teachers often teach in accordance with the stylistic knowledge of expository essays and discussions, and the actual teaching significance is not strong, because the high school entrance examination has diluted the style and emphasized overall reading, pointing to the extraction, evaluation and application of students' information in the article. Or according to the form of "what is said and how to say" in literary works, is it necessary for us to learn "how to say" and investigate the breadth of the void? For example, many of us may not be able to use this writing skill in our lifetime, and if we do not look at the subject of language in a static and isolated way, then I don't think it is necessary to develop this writing skill in junior high school.

The new ideas impact our outdated teaching behaviors, which leads to our confusion about the positioning of the teaching content of practical texts, and of course we don't know how to do it well.

Personally, I believe that we should first transform new ideas into practice, solve the contradiction between advanced concepts and low practical operations, and completely abandon outdated teaching behaviors.

The second is to position the teaching content. Professor Wang Rongsheng proposed in Chapter 3, Section 6, "Selected Texts on the Functions of Objects" in "New Curriculum Standards and "Chinese Teaching Content"": "For the works of literary studies, we regard them as a close combination of content and form, or we are more concerned about the aspect of "form". ”

I am a preschool teacher, and the mathematics content and education methods in the preschool education stage are summarized as follows: I feel that the following educational content and methods are more practical! Mathematics is a science that studies the relationship between spatial forms and quantities in the real world, and people's clothing, food, housing, and transportation are inseparable from mathematics.

Mathematics is an important skill that needs to be cultivated from an early age. In fact, parents can teach their children mathematics in their daily life and use mathematical methods to make their children's thinking quick. 1. The concept of mathematics 1. The concept of number Singing numbers, counting numbers, recognizing and writing numbers, one-to-one correspondence, set, decomposition and synthesis, addition and subtraction operations, carrying, ordinal numbers 2, the concept of quantity, size, length, height, weight, thickness, area, volume, volume, unit, time, speed and slowness 3, the concept of graphic space Basic plane figures, basic three-dimensional figures, spatial positions, pattern composition 4, logical relationship concepts Reasoning, related positions, classifications, parts and wholes, sequences, sequences, cause and effect, probability II. Math learning methods that children don't hate 1. Sing numbers such as,:

Two tigers", "I have a pair of little hands, a total of ten fingers", etc. Related nursery rhymes 2, random counting When going up the stairs, count the steps of the stairs with your child; When eating fruits, count "a total of 5 apples, one for mom, one for dad, one for baby, and how many are left". 3. Drink water Drink a little less water, if you add water to the cup, there will be more water, similar methods can teach children to distinguish the concept of more and less.

4. Walk in line When walking or playing, you can line up as a family to let children understand the concepts of front and back, left and right; Walking together as a family can help children understand the concepts of far rough and dry, fast and slow. 5. Measure the length of the child with the child, the living room to the bedroom to walk a few steps, if the clothes of Baoyan Cave Bao are measured with the mother's hand, how many palms are so long, with the baby's hand to measure? 6. Stacking blocks Playing with blocks can not only get the basic number concepts through counting mathematics, but also perceive the basic concepts such as size, shape, weight, volume, symmetry, and spatial relationship by stacking blocks.

7. Distinguish the thickness of the beads, such as: use a small stick to string beads, some small sticks can not be strung into the beads (indicating that it is too thick), and you can also arrange the order according to the thickness of the small stick. It is also possible to make the child compare the thickness of other items.

8. Look at the calendar Prepare a calendar, ask questions from the mother, and observe with the child to get the answer. What year is it? How many months are there in a year?

How many days are there in January? How many days in February are there in a week? What day of the week is the first day of kindergarten for children, etc. Excerpt from "Baby's Enlightenment Digest".