How does the teacher understand the textbook and fully interpret the textbook How to read the textbo

With the deepening of education, the role of teaching materials has become increasingly prominent. However, how to read the textbook and make the textbook really play its due role, the rotation is still a question worth considering.

1. Fully understand the content of the textbook.

Read the textbook carefully and take notes. When reading the textbook, read each passage carefully and take good notes. This will help us better understand the content of the textbook and be able to play our part in the exam.

Think for yourself. When reading the textbook, we should learn to think independently and not blindly accept everything presented in the textbook. We should learn to think from different perspectives and be able to come up with answers that suit us and ourselves.

2. Pay attention to the use of teaching materials.

Use the teaching materials in a timely manner in your studies. We should not blindly rely on textbooks in our learning, but should apply the knowledge we have learned in a timely manner to solve practical problems. In this way, we can truly grasp the knowledge we have learned and be able to play our due role in practical work.

Constantly reflect on the teaching materials in practice. We should not escape the problems we encounter in practice, but should reflect on whether the teaching materials we use are suitable for our actual situation. If it is found that it is not suitable, it is necessary to replace it with a new textbook in time; If it suits, try to put it into practice.

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The purpose of reading the textbook is to use the textbook flexibly, and it is the guarantee to improve the teaching efficiency in an all-round way

The current textbooks are universal, but the students in each region are different, so how to use the textbooks, and how to adapt them appropriately, which requires us to fully understand the textbooks, there will be no deviation from the original intention of the textbooks, artificial, arbitrary, inappropriate changes to the textbooks, the good content of the textbooks is dealt with in fragments, and even violates the content structure of knowledge.

The classroom deviates from the instructional objectives. If it is the latter, the consequence is that the concept of the new curriculum reform cannot be implemented, the key and difficult points of teaching cannot be broken through, the teaching objectives cannot be implemented, and the teaching efficiency is low. Therefore, teachers' understanding of the teaching materials is the forerunner for the flexible use of the teaching materials, and the guarantee for comprehensively improving the teaching efficiency of the banking bureau.

Reading and understanding the textbooks is of great practical significance for promoting the in-depth development of curriculum reform, deepening the reform of mathematics teaching, and improving the effectiveness of classroom teaching. In my opinion, to understand the textbook, we should start from the situation map of the textbook, the content structure of the textbook, the objectives and requirements of the textbook, the exercises of the textbook, and the blank space of the textbook.

The scenarios of the textbook are compiled by experts with rich theories and practices, and are subject to multiple thinking and verification from theory to practice, and they contain a lot of theoretical essence that is worth excavating.

The specific r method is as follows:

1. Combine reading, thinking, questioning, and writing, and teachers should not simply read the textbooks in general, but should read, think, and mark at the same time, and combine reading, thinking, drawing, questioning, and writing.

2. In the study of the textbook, in order to quickly grasp the center and essence of the textbook, as well as analyze the key points and difficult points of the textbook, you can take the method of in-depth study of the topic or grasp the keywords, words and sentences in the textbook.

3. Study the revealing language and marginal notes, and there are often revealing words and marginal notes that indicate the key points in the textbook. It is not only a teaching method guide to help teachers use teaching materials correctly, highlight key points, and diverge difficulties, but also a learning guide to inspire students to analyze and think and master the essentials of knowledge.

4. Study the exercises, some of the exercises belong to basic training, such as the status of mathematics problems in the textbook is second only to the example problems, which can cooperate with the example problems to transform knowledge into ability. When we delve into the textbook, we should have a good idea of the role and difficulty of the exercises, especially the distribution of regrets and suspicions at the three levels of basic questions, change questions, and development and improvement questions.

5. In addition to the regular requirements, when preparing knowledge, we should also grasp four points, namely, new knowledge points, new and old knowledge connection points, excitement points, and innovation points.

Read Article 33 of the Advice to Teachers.

The most important basis for teachers' teaching is the teaching materials. One of the things we do to prepare for a lesson is to study the textbooks and prepare them.

Everyone should have this experience, it took a long time to prepare a lesson, but the class was stumbling and not smooth, and some classes were not prepared but the thinking was very clear, and it was easy to speak. Why is that?

This is of course related to the difficulty of the textbook itself, but it is also related to another factor, maybe the class that takes a lot of effort is a new class, which has not been taught before, and even when I was in school, and the class that takes less time has been taught several times before, and even when I was a child. In other words, for familiar things, it will take less time on-site, and for unfamiliar things, it will not necessarily be effective to spend more time on-site.

When we encounter such a class with no background, we are too busy to take care of ourselves in class, for fear of making mistakes, because we want to read the lesson plan or teaching staff, and our attention is basically caught by the class.

That's when something that shouldn't have happened happened. Teachers should pay attention to students in the classroom, and their attention should be on students' emotional responses, behavioral states, and thinking development.

It is not difficult to conclude from this that teachers should be familiar with the textbook, understand the textbook thoroughly, and make the knowledge of the textbook as simple as a literacy class in their own eyes. In this way, the content of the textbook will not occupy the center of your attention, and you will have the energy to pay attention to the thinking of the students.

Therefore, teachers, efforts should be spent on the most important problems to solve, and if they are not familiar with the textbook like one plus one equals two, they should spare no effort to understand the textbook.

Here's how to understand and use the textbook:

In the new round of curriculum reform, the function of teaching materials has changed greatly. Teachers should pay attention to the fact that experimental teaching materials are the tools for teachers to implement science teaching, but not the only basis. It is necessary to use experimental textbooks to teach, not to teach experimental textbooks.

This means that teachers have the following rights:

1. Textbooks can be used selectively according to the local situation and the situation of the class. Although the lesson arrangement for each unit is given in the teacher's guide, this is only for reference. Teachers can use all of the content in the lab textbook or select some of them.

2. The teaching content can be transformed according to the local resources and environment. Although the material is compiled as much as possible, the material materials that may be available in most parts of our country are selected.

But for some areas, there is still the problem of not adapting, or there are better alternatives. Therefore, we actively encourage teachers to make use of local resources and environment to make teaching content more relevant to students' real lives.

3. You can design a new activity plan according to your own understanding of the standard. The design of the activities in the textbook reflects the understanding and intention of the author, and teachers can give full play to their creativity to improve and transform the design of the activity process.

It should also be noted that although the experimental teaching materials are conducive to the change of teachers' teaching methods, they ultimately depend on the change of teachers' teaching concepts and the change of Zheng's teaching behavior.

The role of teachers is crucial for the best educational outcomes. Despite the existence of standards and experimental textbooks, it is still people who determine the effectiveness of science education. This means that teachers need to pay attention to changing the original teaching concepts and behaviors when using experimental teaching materials.

Teachers should accurately grasp the basic ideas embodied in the experimental teaching materials. Pay attention to the learning process of students, and base teaching on students' interests, needs, and previous experiences.

Pursue students' in-depth understanding of scientific knowledge and science itself, and promote the development of learning activities with active thinking; Good at looking at various goals as a whole.

Teachers should strive to establish new ways of teaching. The teaching process should be regarded as a process of interaction between teachers and students, so as to guide students to take the initiative instead of simple explanation; Replace indoctrination with the creation of various learning opportunities and situations; Learn to listen and understand what students understand and what they misunderstand.

see both society and nature as a resource for teaching and a place for science education; protect students' curiosity and right to learn, and actively guide them; Accompany teaching evaluation in the teaching process, and strive to integrate with teaching.

Teachers should make teaching as a new experience. It is undeniable that most of us teachers have rarely engaged in independent scientific activities during our school studies and teaching work.

Therefore, we need to have a positive experience of science with our students and master the basic skills of science as soon as possible so that we can take on the responsibility of guiding in the teaching process.

First of all, teachers should grasp the teaching materials for the whole period. Teachers in each grade, regardless of the grade they teach, should have the textbooks of the entire section of the subject in their hands, carefully study them against the new struggling sculptural standards, and draw a knowledge tree on the basis of understanding. Then write an analysis of the textbook, including:

The basic requirements of the curriculum standards, the intention and logical clues of the textbook, the internal relationship of the knowledge in this section, how to integrate and process the textbook, etc. Then, everyone in the teaching and research group gave a speech, and each person threw the knowledge tree (or knowledge structure diagram) he drew on the screen (or on the blackboard) to explain his understanding and treatment of Li Fengcai. Through the discussion, we can inspire and benefit from each other.

On the basis of collective discussion, the teaching and research group jointly designs the knowledge tree (or knowledge structure diagram) of the subject and posts it on the wall of the classroom. As soon as the new students enter the school, the teacher should not rush to teach the first lesson of the first volume, but should first teach the students the knowledge structure diagram of the entire school period, so that the students can have a comprehensive perceptual understanding. Second, it is necessary to grasp a textbook.

Now, after getting the new textbooks, many teachers are eager to prepare for the new courses for the next semester for two weeks, and they don't even look at the knowledge behind them. Some teachers don't read the second chapter when they talk about the first chapter, and they don't read the second section when they talk about the first section. In fact, a truly experienced teacher should first read through the entire textbook, compare it with the new curriculum standards, understand the intention of the editor and the relationship between the knowledge, draw a diagram of the knowledge structure of the whole book, and write an analysis of the textbook.

According to the previous path, the teaching and research group is still engaged in discussions, and the knowledge structure diagram of this textbook is jointly designed and posted on the classroom wall. At the beginning of the new semester, do not rush to teach the first lesson, but give students the knowledge structure and study plan of the whole textbook. Third, it is necessary to grasp the teaching materials of a unit.

Fourth, it is necessary to grasp an article or a section of the textbook as a whole.

First, the idea of textbook writing.

1.Double-line organizational unit to strengthen unit integration.

The textbook is organized around a two-line organization of "humanities themes" and "language elements". In addition to strengthening the vertical connection between different years and different volumes, reflecting the development gradient from easy to difficult and from shallow to deep, the textbook also focuses on strengthening the horizontal connection within the unit, so that the content of each section can form a synergy and jointly promote the development of students. Starting from the third-grade textbook, each unit has an "introduction", in which the language elements are clarified. Some of the texts in the unit implement language elements and run through the learning and application of methods; Arrange the "communication platform" column in the language garden to strengthen the language elements, sort out and summarize, and refine the learning methods; In some units, the "Use of Words and Sentences" and "Assignments" also guide students to practice the methods learned in this unit. The contents of each part are interlocking and cooperate with each other to form a system for each unit.

2.Strengthen reading and build a three-in-one reading system.

This set of textbooks arranges skimming texts from the third grade to form a three-in-one reading system of "intensive reading", "skimming" and "extracurricular reading". Intensive reading texts, skimming texts and "Happy Reading Bar" each assume different functions: intensive reading texts learning methods, skimming texts application methods, "Happy Reading Bar" makes extracurricular reading curriculum and guides students to carry out a lot of reading practice.

Through this design of the award, extracurricular reading and in-class reading are organically integrated to jointly promote the improvement of students' reading ability.

3.Pay attention to methodological guidance and promote capacity improvement.

The "communication platform" in the language garden embodies the guidance and application of learning methods. The "communication platform" of each unit focuses on learning methods, focusing on the language elements of the unit, and extracting transferable applications from students' learning practices. The method summarizes some of the most basic and important learning experiences, so that students can have a further understanding of the language essentials of this unit.

At the same time, the method is infiltrated in the practice activities to cultivate students' awareness of the method. Every practice activity in the textbook is often not just a simple learning requirement, but guides students to use a certain method to complete the learning task, and the process of carrying out learning activities is also the process of using methods. The learning methods contained in these practice activities can be applied to future reading and expression practice.