How to ensure the teaching goal of decentralization

1. Teaching objectives are the premise of a good class, and the basis of ensuring the quality and efficiency of classroom teaching, because teaching objectives point out the main direction of teaching, stipulate the teaching content, key and difficult points, learning level of a class, affect the choice of teaching strategies and the depth and breadth of teaching, etc., it is the soul of teaching activities, and restricts the whole process of teaching activities. Teaching reform, no matter how to reform, how to innovate, should have a clear goal and direction, this goal and direction is to continuously improve the quality and efficiency of teaching, promote students' active development, all-round development. Whether the teaching objectives are reasonable or not is directly related to the success or failure of teaching, and affects the teaching content, teaching methods, teaching media, teaching evaluation and teaching effect. 2、 Curriculum standard national curriculum standard is the programmatic document of curriculum reform. It has the status and role of legality, core and guidance. It is also the direct basis for teachers to teach and students to learn in the process of new curriculum implementation. It can be said that teachers' understanding of curriculum standards will directly determine the quality of classroom teaching and the effect of students' learning. If "curriculum is the heart of ecation", then "curriculum standard is the core of curriculum". As the embodiment of curriculum standards, teaching objectives, no matter how the teaching is designed, must be closely around the basic quality requirements of curriculum standards, and can not be separated from this center. 2. The analysis of the content of the teaching material. The new teaching material itself is designed according to the three-dimensional objectives. In addition to the knowledge points, the method and emotional factors are also considered. It needs teachers to appreciate it carefully and fully tap it. Compared with the old teaching materials, the new teaching materials are richer in content and more columns. Teachers must process them when they use them, and determine the key and difficult points of teaching, which need teachers to analyze deeply. Only in this way can we better understand and grasp the teaching materials, put forward appropriate and accurate teaching objectives, and play a good role in teaching materials. 3. The analysis of students' learning situation mainly starts from three aspects: first, it is necessary to fully consider students' preparation and thinking characteristics in knowledge and skills, master students' cognitive level, so as to determine the double base goal; Second, we should fully consider the adaptability of students in emotional attitude, understand their life experience, and examine and formulate teaching objectives from the needs of promoting students' all-round development; Third, we should fully consider the students' learning differences, personality characteristics and standard gap, so as to determine the teaching objectives and starting points according to the curriculum standards, and provide teaching conditions suitable for the best development of students in different states and levels. At the same time, teachers should often take the initiative to communicate with students, listen to their opinions and suggestions on teaching work, understand students from the heart, and get close to students, so as to make the formulation of teaching objectives more targeted and effective. Clear the teaching objectives, we can make our classroom teaching within the control of teachers for effective teaching. If students have a goal in their study, they will not lose their way. Through a certain period of accumulation, we can get some knowledge, skills and emotional literacy.

2. Understanding of quadrilateral

3.

The principles of setting teaching objectives are as follows:

1, student-centered

2, according to curriculum standards, following textbooks

3, classified design

4, paying equal attention to three-dimensional objectives

methods of designing teaching objectives are as follows:

method 1: Based on learning situation, reflecting the pertinence of objective design

method 2: Based on curriculum standards, Present the accuracy of goal design

(1) understand the essentials of curriculum design

(2) grasp the significance of teaching goal

(3) clarify the required content and expanded content of Teaching

(4) grasp the key content of Teaching

method 3: strengthen the operability of goal design based on behavioral goal

method 4: take teaching feedback as the means, Reflection on the effectiveness of teaching objectives

precautions for setting teaching objectives

1, focusing on students rather than teachers

2, focusing on learning results rather than learning process

3 Focus on short-term goals instead of long-term goals

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extended materials:

teaching goal is a clear statement about what changes will happen to students in Teaching, and it refers to the students' learning outcomes expected in teaching activities. In the process of teaching, teaching objectives play a very important role. Teaching activities are guided by teaching objectives and are always carried out around the realization of teaching objectives

Teaching objectives can be divided into three levels: first, curriculum objectives; Second, the goal of classroom teaching; The third is the goal of ecation. This is also the ultimate goal of teaching

4. Teaching objectives are the premise of a good class, and the basis of ensuring the quality and efficiency of classroom teaching, because teaching objectives point out the main direction of teaching, stipulate the teaching content, key and difficult points, learning level of a class, affect the choice of teaching strategies and the depth and breadth of teaching, etc., it is the soul of teaching activities, and restricts the whole process of teaching activities. Teaching reform, no matter how to reform, how to innovate, should have a clear goal and direction, this goal and direction is to continuously improve the quality and efficiency of teaching, promote students' active development, all-round development. Whether the teaching objectives are reasonable or not is directly related to the success or failure of teaching, and affects the teaching content, teaching methods, teaching media, teaching evaluation and teaching effect.

5. In order to implement and implement the teaching objectives in classroom teaching, teachers should not only design reasonable teaching objectives first, but also carefully select and organize the teaching contents and design corresponding teaching strategies closely around the teaching objectives. Only in this way can we ensure the implementation of teaching objectives in classroom teaching and organize effective teaching activities< First, determine the appropriate teaching objectives
teaching objectives should be comprehensive, clear and reasonable. The so-called comprehensive means to embody three dimensions, namely knowledge and skills, process and method, emotional attitude and values. However, comprehensive can not be understood as comprehensive, but should be focused on according to the characteristics of the text. The so-called clear, refers to in the text expression, the content should be specific, to what extent to be clear, in order to control, easy to detect. The so-called "reasonable" means that it should not only conform to the curriculum standards, but also conform to the characteristics of the text and the actual situation of the students in the class
the teaching objectives of "military God" are as follows:
1. Be able to read the text correctly, fluently and emotionally
2. Learn the 10 new words in this lesson, and the 10 words in the two green lines can only be read but not written. Understand words such as displeasure, slight trembling, forced smile, etc
3. Understand the key words and sentences that show Liu Bocheng as military God, and be able to tell the reason why doctor Walker called Liu Bocheng military God
4. Be able to grasp the sentences describing the characters' language, manner and actions, feel Liu Bocheng's indomitable iron will, and learn from him to be a strong willed person< Second, we should divide the class tasks reasonably
for the lesson "God of the army", it is recommended to teach 3 class hours in the teaching reference book. How to divide the class tasks? In my opinion, in the first class, the main task is to let students read the text independently and fully. They should read the text accurately, thoroughly and smoothly. Long sentences should not lose, add or add words, and they should be smooth and natural. In the process of reading, recognize words well and learn words well. Through reading, we should understand what each natural paragraph of the text is about, and then understand the main content of the full text. Through reading, we should also have some thoughts, doubts, feelings and understandings. We should put forward to teachers or classmates what we don't understand or what we don't understand, and exchange our preliminary feelings and experiences with classmates. This will lay a good foundation for the next step of intensive reading and taste. The second class session is mainly to select the appropriate entry point, go deep into the text, put the text into the situation, and experience Liu Bocheng's iron will. This is the first round. Then, looking back at the full text, the author tries to figure out and comprehend the expression method used in this paper, that is, to grasp the language, action and manner to express the characters, and to show the characters' mental outlook through the combination of positive description and side description. This is the second round This is what Zhang Zhigong, a famous expert in Chinese ecation, calls "going back and forth two times in the text." Finally, summarize and sublimate, guide students to read key paragraphs and dialogues, and arrange students to collect general Liu Bocheng's life story, especially his early revolutionary experience, so as to expand students' reading vision from in class to out of class. The third lesson is to let students practice. First, let the students exchange the information collected after class, on the one hand, deepen the understanding and perception of the text, on the other hand, cultivate the ability of students to collect and organize information. Then instruct the students to read the text in different roles. Finally, writing guidance, excerpts from the text of their favorite words, increase language accumulation; In addition, some language training can be supplemented to help students improve their language ability through specific language practice< Third, effectively organize teaching activities to ensure the realization of the goal
1. Implement the goal of Word Teaching
the word teaching of middle grade can not be ignored In the lesson "military God", there are 10 new words to learn and 10 new words to recognize. How to implement the literacy goal? When preparing lessons, teachers must have a clear idea. In the first reading stage, the students should circle these new words and read them one by one. They can communicate with each other at the same table and try to solve the pronunciation problems. The teacher should show the relevant phrases to check the students' reading and learning of new words; When rereading, let the students rely on their own learning ability, use the literacy methods they have learned, feel and understand these new words and words in the specific language environment, and strive to solve the meaning of words; In the practice, guide the students to carefully analyze the font, write the new words required to learn, and strive to solve the font. This step-by-step implementation, orderly, moderate and effective, is concive to students' basic Chinese skills. Of course, this kind of procere is not immutable, otherwise it will become a stylized thing. For example, when introcing Liu Bocheng, students can read ch & eacute; n ɡ At the same time, observe the composition of Cheng's strokes. In the middle, there are three horizontal strokes, not two horizontal strokes. On the left, there are horizontal strokes, and on the right, there are one stroke and one stroke
how to implement word teaching? In the past, we emphasized that words should not be separated from words and sentences. Today, we should guide students to understand, comprehend and experience from multiple levels and angles by connecting context with life reality as well as intuitive graphic and audio-visual materials. For example, the word "military God" refers to people with outstanding military talents, which is its basic meaning. This word appears in the words praising Liu Bocheng after doctor Walker's operation. In this context, it is not difficult to understand that the military God in the text actually refers to Liu Bocheng, which is its contextual meaning. As a highly skilled surgeon, Walker has read countless people and is used to the difficult struggle between patients and life and death. He is serious and cold. However, in the face of Liu Bocheng, a soldier who took the initiative not to use anesthetics and insisted on completing the whole 72 knife operation, he was so shocked that he lost his voice and cried out: great! You are a real man, a talking steel plate! You are a military God! From the change of Appellation from man to military God, we can really feel the sharp rise of Walker's inner feelings; Through the word "military God", we can easily understand the reverence of doctor walker for Liu Bocheng. Military God is not only the praise to General Liu Bocheng, but also the praise to the indestructible will, which is the inner emotional meaning of words. In this way, from three levels of perception, students can deeply grasp the rich connotation of words from the outside to the inside, so as to make cognitive and emotional preparation for the future use
2. Focus on the key and difficult points, and appreciate the connotation of military God
the key and difficult points of this lesson are: understand the key sentences that show Liu Bocheng as military God, and be able to tell the reason why doctor Walker called Liu Bocheng military God; Grasp the sentences describing the characters' language, manner and actions, and feel Liu Bocheng's indomitable iron will, so as to learn from him to be a strong willed person. This is how I break through the difficulties in Teaching:
first of all, I have to choose the entry point of intensive reading comprehension. A good entry point can focus the students' attention to the greatest extent in a short time, stimulate their active learning mood, rece the reading thread, optimize the reading process, and make full and effective use of every minute in the classroom. In the design of this lesson, we might as well take the strategy of going straight to the center, you are a real man, a talking steel plate! You are a military God! As a breakthrough point, it goes deep into it, and then radiates the full text
secondly, corresponding teaching strategies should be adopted according to the entry point. First, let's talk about who the God of war came from and who praised who? Find out what he said and read it carefully. Then, around the central sentence, let the students ask questions independently, such as: Why did Dr. Walker say that? Why did he praise Liu Bocheng with his military God? What is the reason for the fundamental change in doctor Walker's attitude? What are the similarities between Liu Bocheng and steel plate? Wait, let's show these problems again. Then, on the basis of students' full questioning, let each student choose a question that they think is most valuable, carefully study the text, and try to get the answer from the text. If you choose the same question, you can also form a group of several people to study, discuss and communicate together. The purpose of doing so is to fully respect and trust the students, let them learn independently, and make them become the masters of learning, not the servants of passive coping. In this way, autonomous learning can really find a foothold, and the concept and spirit of the new curriculum standard can be truly implemented
after students have fully studied, teachers should organize communication and evaluation. Teachers should have an accurate prediction of students' speech. At the beginning, their experience may be superficial, incomplete or even messy. This is the real learning situation. Teachers should be prepared for this. It should be carefully preset in advance: when the students say that their experience is superficial, how to inspire and ince them to make their understanding experience from superficial to deep; When the students' answers are incomplete, how to guide and help them to improve their understanding and perfect their answers; When the students' answers are disordered, how to guide and prompt them so that they can sort out their ideas and answer in an orderly way. In this lesson, the key is to guide the students to experience Liu Bocheng's iron will from two aspects. On the one hand, it is from Liu Bocheng's performance before, ring and after the operation. Before the operation, he was unusually calm, determined not to use anesthetics, and psychologically prepared for the pain that the operation might bring; During the operation, he did not say a word. His hands tightly grasped the white sheet under his body, sweating like rain. The brand-new sheet was broken. After the operation, he also said the knife number was 72. This is a positive description, which vividly reproces the scene at that time and vividly shows Liu Bocheng's extraordinary willpower. On the other hand, it is from the change of doctor Walker's attitude before and after the operation. Before the operation, Dr. Walker was coldly displeased and didn't believe that the young man in front of him could stand such a huge pain; During the operation, Dr. Walker's hands trembled slightly, because as a doctor, he knew the pain of removing necrotic eyeballs and new polyps without anesthetics; After the operation, in the face of this extraordinary calm young man, he was greatly shocked by the earthquake, which greatly surprised him, so that he lost his voice to shout. This is a profile description, which powerfully exaggerates the atmosphere of the operation, shows the difficulty and unbearable pain of the operation, successfully sets off Liu Bocheng's fortitude and greatness, and shows Liu Bocheng's indomitable iron will. In order to better understand Liu Bocheng's tenacity, it can also inspire students to connect with their own traumatic experiences, such as cutting their fingers and hitting the skin of the body, to truly experience and experience carefully, and to organically link life experience and understanding, so as to build a spiritual bridge for in-depth text
3. Implement the goal of reading
the Chinese curriculum standard clearly points out that reading teaching should pay attention to reading aloud, let students fully read, feel the whole in reading, cultivate language sense in reading, and be influenced by emotion in reading. Teachers should attach great importance to students' reading training, and put reading training throughout the whole process of teaching. They should create more opportunities for students to read, and put reading training into practice

6. 1、 The determination of teaching objectives is the expected learning results that the main body of teaching activities wants to achieve in specific teaching activities. Teaching objectives are the core and soul of classroom teaching. They are the programmatic points of teaching content, the guiding tips of teaching activities, the evaluation standards of teaching results, and the guidance of the whole classroom teaching behavior According to the curriculum standard of Biology (P4), the curriculum objectives are divided into knowledge, ability, emotional attitude and values. At present, the curriculum standards of many disciplines divide the teaching objectives into knowledge and skills, process and method, emotional attitude and values, Many of our schools also require teachers to write teaching objectives in three aspects: knowledge and skills, process and method, emotional attitude and values. "Dalian junior high school students' academic quality evaluation standard" also determines teaching objectives according to these three dimensions, but there is no clear process and method objective in biology curriculum standard, Some biology experts think that the ability goal of biology curriculum standard is the goal of process and method, which I personally can't agree with. When writing the book "classroom teaching cases", Mr. Zhu Zhengwei said that it should be written according to three aspects: knowledge, ability, emotion, attitude and values, but it's not necessary to list them clearly, in order to avoid that some sections have no ability or emotional goals, 2. The requirements of teaching objectives should be comprehensive. It should be reflected in getting rid of the "knowledge centered theory" and positioning in the all-round development of students' quality. That is, we should not only pay attention to students' moderate mastery of biological knowledge, but also pay attention to the cultivation of students' ability to use the knowledge, innovative thinking and practical ability, Pay attention to the formation of students' emotion, attitude and values. Of course, there are many goals, not all of them need to be complete all the time. Specific to a class, you can add and delete appropriately, and focus on some aspects. It should be clear. It means not to expand too arbitrarily. In a class, what knowledge needs to be generally understood, what knowledge needs to be understood and used, and what abilities should be cultivated and improved, What level should be achieved, etc., should be as detailed and clear as possible. Similarly, the goals of cultivating students' thinking quality and cultivating students' moral emotion should also be specified. First, it should be able to show the students' learning results that teachers can observe; second, it should be able to reflect the four elements, Only highly specific teaching objectives can be practical and evaluable. The difficulty should be moderate. The objectives should not be too high or too low. It should be easy to detect. When writing specific objectives, teachers must be clearly aware that they will be used to prepare test questions. If the expected behavior can not be detected according to these objectives, it means that the objectives are too general, vague, ambiguous Therefore, we should try our best to use observable explicit behavior to describe, or use measurable (written test, oral test, action test, psychological test) statements to state goals. There should be a certain level. That is, according to the differences of students' cognitive structure, learning level, motivation and will, we should formulate different levels of teaching goals The expression of teaching objectives (the expression of teaching objectives mainly includes the following four elements) teaching objectives specify what kind of learning behavior students can show after the end of teaching activities, and limit the level, scope, mode and measurement of change effect of the acquisition of knowledge and skills and the development of emotion and attitude in the process of students' learning The expression of teaching objectives mainly includes the following four elements: behavior subject: teaching objectives describe students' learning behavior rather than teachers' behavior. Generally, they are not used to describe teachers' teaching proceres or activity arrangements, such as "make students...", "let students...", and "improve students..." "Cultivate students..." and so on. "Can recognize...", "can describe..." and "can... Design" indicate that the behavior subject to achieve the goal is students. Behavior verbs: teaching objectives should be described by observable, operable and detectable behavior verbs Verbs that only express internal psychological process are often difficult to measure and test. Verbs that can recognize, explore, describe, cultivate and write are action verbs with clear meaning, easy to observe and test Behavior condition: clearly defined. Sometimes it is necessary to indicate the specific learning activities completed by students under what circumstances or scope. For example, "explore with the given materials", "experience through self-designed and completed small experiments") behavior standard: refers to the performance level of students on the goal, It is used to measure the degree of students' learning results. For example, "accurate..." is the degree of requirement for "recognizing the structure of plant seeds"“ "Detailed..." is the requirement of "writing observation records" and the limitation of target level, which is easy to detect. The four elements of target expression reflect: who What do learners do What are the conditions of observable learning behavior To what extent do you support learning The key points of teaching are the basic knowledge and thinking methods of each teaching stage. We can determine the key points of teaching according to the textbook itself and the author's intention The key knowledge with leading role and the method of learning smoothly. The classroom teaching process is carried out to achieve the goal, and the determination of teaching key points and difficulties is to further clarify the teaching goal, so as to highlight the key points in the teaching process, break through the difficulties, and better serve the realization of the teaching goal, To determine the key and difficult points of teaching, we must first understand the new curriculum standard. Only by clarifying the complete knowledge system framework and teaching objectives of this lesson, and integrating the curriculum standards, teaching materials and teachers' reference books, The key and difficult points of static teaching can be scientifically determined by the teaching objectives. According to the level of the specific content standard of the curriculum standard, the position of the specific content in the whole class (unit) content can be determined. Whether it can be used as the key points of teaching can be determined by the times, reality and ecational significance of the knowledge content. Third, the determination of teaching difficulties is for the students, We can determine the teaching difficulties according to our past teaching experience and our English learning experience, but more difficulties need to be found according to the actual situation of the classroom. In fact, for different students, the situation is different, Things in the teaching reference can only be used as a reference. In many cases, when we give lectures, we will be inspired by the problems existing in the students, and the temporary effects are often very good, so it's best to add them to the teaching plan after class, To accumulate experience and reference for our future teaching, teaching difficulties are determined according to the convenience of students' psychological understanding of knowledge and the difficulty of learning activities, so the determination of difficulties should be based on the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of knowledge, the depth of Generally speaking, there are several situations: the difficulty caused by the lack of perceptual knowledge e to the abstract knowledge; the difficulty caused by the lack of perceptual knowledge; Because of the profound knowledge, the students are lack of ladder knowledge; Because the knowledge is too strange and the students lack knowledge reserve; Due to the lack of experience, methods, resources, narrow thinking and weak will in the inquiry activities. 4. The choice of curriculum resources. 1. Means are subject to objectives and forms are subject to contents. No matter what curriculum resources are, they are only the elements of forming the curriculum and the conditions of implementing the curriculum. They belong to instrumentality, means, content In the selection of curriculum resources, we should mainly consider what kind of resources are most concive to the realization of curriculum objectives, unit objectives and theme objectives, instead of pursuing the novelty of resource forms. 2. Starting from textbooks, we should go out of textbooks; Although the moral and social curriculum requires teachers to make extensive use of curriculum resources and creatively use textbooks to design their own teaching activities, the primary teaching resources are curriculum standards, textbooks and teacher's guidance books This is also the basis and starting point of "creative use of teaching materials". 3. Starting from the actual situation of classes, schools and communities, from a national perspective, the eastern and western, urban and rural, developed and poor areas, in terms of material conditions, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation, ecation There is a big gap in the level of cultural and social development, natural conditions and other aspects, even if the situation of curriculum resources can not be the same everywhere. How to pay attention to the differences between regions, between urban and rural areas, living environment, cultural background and other issues. 4. Pay attention to the use of intangible resources and human resources, In the implementation of moral and life course, teachers should make better use of intangible resources, especially "pay attention to the use of children's own interests, experience and the discovery in activities This is the basis and premise to enhance the effectiveness and pertinence of activities and improve the quality of teaching. With the help of activities carried out by other disciplines, other classes or schools, community activities or holiday activities, we can also achieve teaching objectives and complete teaching tasks without repeating activities In order to ensure children's subjectivity in teaching activities and enhance the pertinence and effectiveness of teaching activities, children should be allowed to participate in the design of teaching activities, On the one hand, teachers may not know many things, toys and games that children know. The selection of children's participation resources can enrich activity resources; On the other hand, children's participation in the selection will be more suitable for children's characteristics and needs, and will enhance their interest in participating in activities, so as to improve the teaching effect. Teachers should actively develop and use various curriculum resources, and change the traditional practice of relying only on textbooks to carry out biology teaching

7. Teaching objectives are the premise of a good class, and the basis of ensuring the quality and efficiency of classroom teaching, because teaching objectives point out the main direction of teaching, stipulate the teaching content, key and difficult points, learning level of a class, affect the choice of teaching strategies and the depth and breadth of teaching, etc., it is the soul of teaching activities, and restricts the whole process of teaching activities. Teaching reform, no matter how to reform, how to innovate, should have a clear goal and direction, this goal and direction is to continuously improve the quality and efficiency of teaching, promote students' active development, all-round development. Whether the teaching objectives are reasonable or not is directly related to the success or failure of teaching, and affects the teaching content, teaching methods, teaching media, teaching evaluation and teaching effect< The national curriculum standard is the programmatic document of curriculum reform, which has the status and role of legality, core and guidance, and is also the direct basis for teachers to teach and students to learn in the process of new curriculum implementation. It can be said that teachers' understanding of curriculum standards will directly determine the quality of classroom teaching and the effect of students' learning. If "curriculum is the heart of ecation", then "curriculum standard is the core of curriculum". As the embodiment of curriculum standards, teaching objectives, no matter how the teaching is designed, must be closely around the basic quality requirements of curriculum standards, and can not be separated from this center
2. Analysis of teaching material content
the new teaching material itself is designed according to the three-dimensional goal, in addition to the knowledge points, it also takes into account the method and emotional factors, which need teachers to carefully taste and fully tap. Compared with the old teaching materials, the new teaching materials are richer in content and more columns. Teachers must process them when they use them, and determine the key and difficult points of teaching, which need teachers to analyze deeply. Only in this way can we better understand and grasp the teaching materials, put forward appropriate and accurate teaching objectives, and play a good role in teaching materials
3. Analysis of students' learning situation
mainly starts from three aspects: first, we should fully consider students' preparation and thinking characteristics in terms of knowledge and skills, master students' cognitive level, so as to determine the double base goal; Second, we should fully consider the adaptability of students in emotional attitude, understand their life experience, and examine and formulate teaching objectives from the needs of promoting students' all-round development; Third, we should fully consider the students' learning differences, personality characteristics and standard gap, so as to determine the teaching objectives and starting points according to the curriculum standards, and provide teaching conditions suitable for the best development of students in different states and levels. At the same time, teachers should often take the initiative to communicate with students, listen to their opinions and suggestions on teaching work, understand students from the heart, and get close to students, so as to make the formulation of teaching objectives more targeted and effective
if we have a clear teaching goal, we can make our classroom teaching effective within the control of teachers. If students have a goal in their study, they will not lose their way. Through a certain period of accumulation, we can get some knowledge, skills and emotional literacy.

8. The key to the success or failure of a class and the success or failure of the whole teaching lies in whether to deal with the problem of highlighting the key points, breaking through the difficulties and grasping the key points. First, new understanding of the key points, difficulties and keys of teaching. 1. What are the key points, difficulties and keys of teaching“ "Emphasis" refers to the most basic and important knowledge and skills in a subject or textbook. The position of a subject knowledge point in the whole subject knowledge and the contribution it can bring to students' development through the teaching of relevant knowledge determine whether it is a teaching emphasis or not; Second, the content that students are prone to make mistakes or confuse. For example, the teaching content is abstract and difficult for students to understand, some content is crisscross and complex, some content's essential attribute is hidden, some reflect new ideas and new methods, and some show a big gap in the connection between new and old knowledge. This kind of content that teachers can't teach students is often called the difficulty of teaching materials, In short, there is a big gap between teaching objectives and students' level, "Key" refers to the content that plays a decisive role in teaching or teaching materials. Sometimes teaching difficulties are consistent with key points, and some content plays a decisive role in mastering a certain part of knowledge or solving a certain kind of problems, These contents are the key to teaching. It is the starting point to solve the main problems in teaching activities. The key to teaching can also be said to be the key point in the teaching focus. 2. The basis for determining the teaching focus, difficulties and key points. (1) teaching objectives (curriculum standards): the classroom teaching process is carried out in order to achieve the objectives, determine the teaching focus, the key points and the key points The difficulty is to further clarify the teaching objectives, so as to highlight the key points in the teaching process, break through the difficulties, and better serve the realization of the teaching objectives. Therefore, to determine the key and difficult points of teaching, we must first understand the new curriculum standard Only when the complete knowledge system framework and teaching objectives of this course are made clear, and the curriculum standards and teaching materials are integrated, can the static teaching emphasis, difficulties and keys be scientifically determined. (2) students' reality: students are the main body of the course learning, and the teaching emphasis, especially the teaching difficulties, are aimed at students' learning, We need to understand students and study them. We need to understand students' original knowledge and skills, their interests, needs and thoughts, and their learning methods and habits. Experienced teachers often analyze students' difficulties by asking questions in class, tutoring after class, correcting homework, and analyzing test papers, In order to judge whether it is a teaching difficulty or not, it is necessary to analyze the reasons for the formation of students' learning difficulties. Generally, the reasons for the formation of learning difficulties are as follows: the first is that students lack corresponding perceptual knowledge of the learning content, so it is difficult to carry out abstract thinking activities, Second, when learning new concepts and principles, they lack the corresponding known concepts and principles as the basis, or the students do not grasp the known concepts and principles accurately and clearly, which makes the students fall into the cognitive dilemma, The third is that the negative transfer of the known knowledge to the new knowledge outweighs the positive transfer. That is to say, the learned knowledge interferes with the learning of new knowledge. Therefore, in the transformation from the known to the new knowledge, attention is often focused on the recollection of the past concepts and principles, but not on these concepts and principles The fourth is some comprehensive, time-space spanning and complex contents in textbooks, which make it difficult for students to accept and understand for a while, and these contents are often not completed in one class, which is the "big difficulty" in teaching. Therefore, this kind of content is difficult in textbook processing and teaching method selection, According to the characteristics of teaching materials and the situation of students, teachers should judge the possible teaching difficulties and take effective measures. On the basis of understanding the students, teachers should make predictions and foresee the difficulties and problems of students in accepting new knowledge, so as to suit the remedy to the case and avoid subjectivism and blindness in teaching, According to this, from the scientific system of teaching content, the main link that constitutes the basic clue of discipline development is the key and difficult points of teaching; From the perspective of the activity requirements of pedagogy, cultivating students' ability and mastering learning methods are the key and difficult points in teaching; From the perspective of emotional ecation and moral cultivation, stimulating students' positive emotions and forming correct values are the key and difficult points in teaching. In short, teachers should combine reality with teaching objectives, and properly establish knowledge and ability, process and method, emotional attitude and values as the key points, difficulties and keys in Teaching The difficulties and key teaching strategies are: highlight the key points, break through the difficulties, and grasp the key points. 1. Highlight the teaching key points. After accurately determining the key points, we should consider how to take measures to truly highlight the key points, The following aspects are of great significance to highlight the key points: first, distinguish the primary and secondary. Special teacher Zhi Yuheng said: "it's not a wise move to drill all the contents of the teaching materials deeply and thoroughly. If these things are included in the teaching plan, it will do more harm than good, It is absolutely not advisable. Therefore, to understand the teaching materials, first of all, it is to understand the key contents of the teaching materials. "Teachers should flexibly mobilize the teaching contents when organizing the teaching contents. They can reasonably change the order around the central problems, and strive to highlight the central link in the process of system development, so as to have both the center and the centripetal force, so as to make the teaching contents more closely linked, Third, the arrangement of teaching time should be guaranteed so that the key parts can be explained clearly. Of course, there are many ways to highlight the key points, which need teachers to summarize and accumulate in teaching practice There are many ways to break through teaching difficulties, such as turning abstract into concrete, turning complex into simple, or changing unfamiliar into familiar. The purpose is to turn difficult into easy. There are mainly the following methods: first, using intuitive methods to strengthen students' perception, such as multimedia assisted method. Second, creating situations, connecting with practice, guiding students' thinking from concrete to abstract, Third, supplement materials and resolve difficulties. For some conclusive difficulties, the solution is to quote some typical factual materials and analyze them based on the materials, so as to solve the difficulties. Fourth, for easily confused contents, use analogy method to distinguish their own characteristics, such as table comparison method, For example, the hierarchical question setting method: for more difficult problems, it is better to decompose the problems into several related small problems according to the degree of difficulty, and graally divide the difficulty into easy, from easy to difficult

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for reference only:

optimize classroom teaching objectives and realize the quality of classroom teaching
the teaching objective is to refine the requirements of the syllabus according to the principles stipulated in the syllabus, and to integrate the ecation of political thought and moral quality into it. All the activities of classroom teaching are carried out around the teaching objectives. The optimized classroom teaching goal should be learner centered, and give every student as much time and space as possible for autonomous learning activities, so as to lay a solid disciplinary foundation for their future development. The disciplinary knowledge should include the basic knowledge, basic skills, and the ideas and methods reflected by their contents. Subject ability includes logical thinking ability, spatial imagination ability and the ability of applying knowledge to analyze and solve problems. The concept of subject includes the understanding of subject value, the consciousness of application, the consciousness of quantitative analysis and thinking, etc. Other comprehensive qualities include psychological quality, moral quality, aesthetic quality and labor quality
in a word, the goal of optimizing classroom teaching should face all students, improve the quality of students in an all-round way, and enable students to study actively in a lively atmosphere instead of passively with the goal of score. In addition, the formulation of goals must be operable and detectable to avoid large and empty
optimize and innovate the teaching content to realize the integration of teaching effect
the optimization and innovation of classroom teaching content is also a response to the era of knowledge economy. It touches the fundamental problems of classroom teaching and directly affects the overall teaching effect. The innovation of classroom teaching content mainly includes guiding students to establish innovation consciousness, cultivating innovation ability and laying a good foundation for innovation quality, which should be based on innovation requirements, Optimization and innovation should be the core content of classroom teaching method
therefore, in the arrangement of teaching content, we should not only pay attention to the systematicness and logicality of knowledge, but also conform to the cognitive basis of students from concrete to abstract, from special to general, from perceptual to rational. We should carefully organize and arrange the content of teaching materials, so as to make the displayed teaching materials have a sense of freshness, novelty, attraction, charisma, supplement and perfection, In order to optimize and innovate the teaching content and achieve the overall effect of classroom teaching, it is necessary to show the role of students' original knowledge structure, what should be supplemented in each class, what direction should thinking develop, and what penetration should be done
for example, in the teaching of the banyan tree in my hometown, I boldly changed the previous teaching content and rearranged it. I chose to play the music similar to the content of this article, erhu song "return to hometown", and told the students with the melody of music. In this class, students are only required to watch the text silently while enjoying the music, While thinking about the meaning of the present represented in the text and music branch, I didn't say much about the rest. As a result, this class has received unexpected good results
optimize the classroom teaching mode and realize the macro management of classroom teaching
classroom teaching is an organic combination of multiple objectives, multiple elements and multiple factors. Teaching mode is a relatively stable teaching procere and its implementation strategy system established under the guidance of certain teaching ideas for the completion of teaching tasks. Time order structure, teaching method structure, psychological structure, subject object structure, process structure, knowledge structure, etc. the task of teachers is to artistically combine all kinds of complex factors in teaching together in limited time and space to realize the optimization of classroom teaching
the understanding of the teaching mode can enlighten us: (1) we should attach great importance to its scientificity, integrity and operability when constructing the teaching mode 2) In teaching, we should learn to use the teaching mode by ourselves 3) In teaching, innovation is the most important thing. It is necessary to construct a teaching mode with different characteristics, different styles and schools
optimize teaching methods and improve classroom teaching efficiency
teaching method is a strategic system. After the teaching objectives and contents are determined, the determination and selection of flexible teaching methods become an important topic for optimizing classroom teaching. The content of each teaching material is rich, but if there is no vivid teaching method, then students' learning can not be lasting. Learning enthusiasm can not always be maintained. Yang Yi's teaching should adopt different teaching methods according to the contents of different textbooks and the characteristics of students of different grades. Its purpose is to make students' thinking activities in a positive state and better develop their main role in learning
to enable students to take the initiative to participate in the study, so that all students use their brains (thinking), mouth (expression), hands (operation), close coordination of a variety of feelings, and participate in a series of activities such as listening, reading, writing, thinking, etc., that is, students' observation ability and expression ability; The cultivation of application ability, students in the practice of knowledge, all put forward many problems, the emergence of these problems, students under the guidance of teachers, their thirst for knowledge will drive themselves to solve these problems, this is a kind of help for students. Only when there is doubt can we pursue it persistently, seek the root to seek the source, and truly understand and master knowledge. Only in this way can we realize the transformation from "teaching fish" to "teaching fish"
in the practice of Chinese teaching, according to the specific content and characteristics of each book and unit, combined with the special learning situation of vocational middle school, we try the layered teaching method, which is divided into two situations, one is the same class layered, and the classroom teaching is divided into two stages. The first level is the collective teaching stage, in which teachers use as little time as possible to carry out less and better collective teaching based on the level of most students. The second stage is the indivial learning stage. In this stage, we implement different guidance, different exercises and tests for different students. Finally, through the necessary teaching feedback, take various forms of students' knowledge defects for targeted tutoring and correction, so that all students can master the learning content. Another situation is different class stratification, that is, in the same grade, students are divided into three levels according to the degree of a, B and C, and the contents of the class teaching room are reorganized. At the same time, old teachers in the school are invited to give lectures, and students can choose to listen freely. Every grade should pay special attention to "excellent students" and "students with temporary learning difficulties", and formulate specific measures to stimulate students' joy of success, Especially for each "temporary learning difficulties students" to establish personal files, often contact with parents, really do their transformation work
it is true that there are many ways in classroom teaching. For example, the six step teaching method, the conversational teaching method, the dial teaching method and so on, must be expensive also lies in the proper method, must carefully choose and flexibly use a variety of methods, but also pay attention to the coordination of methods, the proper method can improve the quality of teaching
optimize teaching evaluation and encourage students to learn
teaching quality evaluation plays a guiding role in teaching. Based on teaching objectives and teaching contents, students' learning process and learning results should be comprehensively evaluated from the aspects of cognition, skills, thoughts and feelings, so as to obtain teaching feedback information, improve teaching methods and stimulate students' progress. Teachers should try every means to strengthen the feedback of classroom information, increase the speed of information exchange, timely evaluate the feedback information, timely strengthen the correct understanding of students, and timely correct the problems found. The more timely the feedback is, the better the classroom teaching effect will be, and the higher the teaching efficiency will be. We should pay attention to the formative evaluation in the teaching process, We should combine formative evaluation with summative evaluation. It is necessary to strengthen students' self-evaluation, cultivate students' ability to evaluate their learning results and learning process, combine their evaluation with self-evaluation, and make the evaluation system play a more important role in stimulating learning., It is necessary to enhance the practical operation and test methods, and evaluate the students' practical ability of measurement, drawing and proction. Especially for multimedia audio-visual teaching, because of the juxtaposition of sound and color and synchronous display, it can attract students and arouse great enthusiasm. Its advantages can not be replaced by other teaching methods, so the operation ability should be evaluated in time
optimize the classroom training and strengthen the learned knowledge
the syllabus clearly points out that "practice is an important means to enable students to master knowledge, form skills and develop intelligence." Classroom training is a strategy to adapt to the development of students' intelligence and the law of classroom teaching< However, there are many problems in classroom training 1) To replace training with habitual practice, (2) to use modern practice without asking about content and time 3) Look for the problem sheet in class, use the problem sheet in class, use the problem sheet in class, and explain the right answers“ It's not irrigation, it's talk, or it's practice. Classroom training has fallen into the circle of "low efficiency - heavy burden - low efficiency", which seriously affects the efficiency of classroom teaching. Therefore, the key to solve the problem is how to "optimize training"
the training content should be targeted. Classroom teaching objectives, teaching structure, learning methods, classroom training and evaluation play a directional role. On the contrary, classroom training is not an important means to achieve the goal. Only by focusing on the goal can we focus on the advantage. It is better to break one finger than to hurt ten fingers. Every training activity and every training question in the classroom should be designed and made up around the teaching goal
the training design should be scientific and orderly. First, the training questions should be typical and orderly. From the content point of view, the questions that consolidate memory should be clear, concise and typical; To understand and apply basic knowledge and develop thinking, we should be flexible, typical in angle, and innovative in transfer. We should be novel, naturally connected with what we have learned and typical in content. The arrangement of training questions, considering the students' acceptance ability and learning level, focuses on the students' nearest development area. There are basic questions that each student must master, basic questions that are suitable for ordinary students, and improvement questions that are suitable for excellent students. All kinds of students should "jump and pick peaches". Second, the training process should reflect the development and improvement, which is concive to the development of students' thinking ability. Teachers should guide students to observe, compare, analyze, synthesize, summarize and dece in classroom "double base" teaching activities, so as to train their thinking quality and habit
the training methods should be flexible. A classroom teaching full of life activities should be integrated with the cultivation of thinking, language, knowledge, ability and quality. Classroom training must also be multi angle, multi side and multi form
give full play to teachers' role in discipline. One is control. Teachers should arrange training activities according to teaching objectives, classroom structure and the best way of training. The second is the role of instigation. According to the ancient maxim of "Tao and lead, strong and restrain, open and reach", we should combine teaching with practice, properly enlighten and encourage students to think and innovate on their own. Third, evaluate the role of ecation. Good at capturing information from training, timely evaluation, help students find strengths, find good distance, guide students to achieve goals and development smoothly
only optimized classroom training can be effective, and only effective classroom training can really rece the heavy burden of schoolwork and strengthen the learned knowledge< In a word, teaching is science

10. To implement and implement teaching objectives in classroom teaching, teachers should not only design reasonable teaching objectives first, but also carefully select and organize teaching contents and design corresponding teaching strategies closely around teaching objectives. Only in this way can teaching objectives be implemented in classroom teaching and effective teaching activities be organized Determine the appropriate teaching objectives.
the teaching objectives should be comprehensive, clear and reasonable. The so-called comprehensive means to embody three dimensions, namely knowledge and skills, process and method, emotional attitude and values. However, comprehensive can not be understood as comprehensive, but should be focused on according to the characteristics of the text, The so-called "reasonable" means not only to meet the curriculum standards, not to exceed the standard, not to lower the standard, but also to meet the characteristics of the text, but also to meet the actual situation of the students in this class.
the teaching objectives of "military God" are as follows:
1. To be able to read the text correctly, fluently and emotionally.
2, The 10 words in the two green lines can only be read but not written. Understand the words such as displeasure, slight trembling, forced smile, etc.
3. Understand the key words and sentences expressing Liu Bocheng as military God, and be able to tell the reason why Dr. Walker called Liu Bocheng military God.
4. Grasp the sentences describing the character's language, manner and action, and feel Liu Bocheng's indomitable will, Learn from him to be a strong willed person.
Second, we should reasonably divide the class tasks.
in the lesson "God of the army", it is suggested to teach three class hours in the teaching reference book. How to divide the class tasks? In my opinion, the first class is mainly to let students read the text independently and fully. They should read the text accurately, thoroughly and smoothly. Long sentences should not lose words, add words or add words. They should be smooth and natural. In the process of reading, they should recognize words well and learn words well. Through reading, they should understand what each natural paragraph of the text says, and then understand the main content of the full text, In the second class, it is the first round to choose the appropriate entry point, go deep into the text, and experience Liu Bocheng's iron will It is the second round to comprehend the expression method used by the author in this paper, that is, to grasp the language, action and manner to express the characters, and to show the characters' mental outlook through the combination of positive description and side description. (this is what the famous Chinese ecation expert Zhang Zhigong called "walking back and forth in the text two times.") finally, to summarize and sublimate, Guide the students to read the key paragraphs and dialogues, and arrange the students to collect the life story of General Liu Bocheng, especially his early revolutionary experience, so as to expand the students' reading vision from in class to out class. In the third class, let the students do language practice. First, let the students exchange the information collected after class, on the one hand, deepen their understanding of the text, On the other hand, it also cultivates students' ability to collect and sort out information. Then, it instructs students to read the text in different roles. Finally, it instructs students to write and extract their favorite words and sentences to increase their language accumulation; Thirdly, organize teaching activities effectively to ensure the realization of the goal
1. Implement the goal of Word Teaching
the same can not be ignored in the word teaching of middle grade, There are also 10 new words required to be recognized. How to implement the literacy goal? In the initial reading stage, the students should circle these new words and read them one by one. They can communicate with each other at the same table and try to solve the pronunciation problems. The teachers should show the relevant phrases to check the students' reading and learning of new words; When rereading, let the students rely on their own learning ability, use the literacy methods they have learned, feel and understand these new words and words in the specific language environment, and strive to solve the meaning of words; In practice, we should guide the students to analyze the characters carefully, write the new characters that they are required to learn, and try to solve the characters. This is step-by-step, orderly, moderate, and effective, which is concive to students' basic Chinese skills. Of course, this procere is not immutable, otherwise it will become a stylized thing. For example, when introcing Liu Bocheng, we can let the students read the new characters accurately é n ɡ At the same time, observe the composition of Cheng's strokes, the middle of the character is three horizontal, can't be written into two horizontal, the left is horizontal, the right is a skim a Na, not skimming.
how to implement word teaching? In the past, we emphasized that words are inseparable from words and sentences. Today, we need to guide students to understand, comprehend and experience from multiple levels and angles in connection with context, real life, visual, audio-visual materials, This is its basic meaning. This word appears in the words of praising Liu Bocheng after doctor Walker's operation. In this context, it is not difficult to understand that the military God in the text actually refers to Liu Bocheng, which is its contextual meaning. As a highly skilled surgeon, Walker has read countless people, and is used to the difficult struggle between patients and life and death, serious and severe, But in the face of Liu Bocheng, a soldier who took the initiative not to use anesthetics and insisted on completing the whole 72 knife operation, he was so shocked by the great earthquake that he lost his voice and cried: great! You are a real man, a talking steel plate! You are a military God! From the change of Appellation from man to military God, we can really feel the sharp rise of Walker's inner feelings; Through the word "military God", we can easily understand doctor Walker's reverence for Liu Bocheng. Military God is not only the praise of General Liu Bocheng, but also the praise of the indestructible will. This is the inner emotional meaning of the words. From three levels, students can deeply grasp the rich connotation of the words, So as to make cognitive and emotional preparation for the future use.
2. Focus on the key and difficult points, and appreciate the connotation of military God.
the key and difficult points of this course are: understand the key sentences that express Liu Bocheng as military God, and be able to tell the reason why doctor Walker called Liu Bocheng military God; Grasp the sentences that describe the characters' language, manner and action, and feel Liu Bocheng's indomitable will, so as to learn him to be a strong willed person. In teaching, I break through the teaching difficulties like this:
first of all, I should choose the entry point of intensive reading comprehension. A good entry point can focus the students' attention to the greatest extent in a short time, and stimulate their active learning mood, In the design of this lesson, we might as well take the strategy of going straight to the center, and make the central sentence of this article that you are a real man, a steel plate that can speak! You are a military God! Secondly, according to the starting point, we should adopt corresponding teaching strategies. First, let the students talk about who the military God came from and who praised who said it? Find out what he said and read it carefully. Then, around the central sentence, let the students ask questions independently, such as: Why did Dr. Walker say that? Why did he praise Liu Bocheng with his military God? What is the reason for the fundamental change in doctor Walker's attitude? What are the similarities between Liu Bocheng and steel plate? Then, on the basis of students' full questioning, let each student choose a question that they think is most valuable, carefully study the text, and try to get answers from the text. If the selected questions are the same, several people can form a group to study, discuss, and communicate together. The purpose of this is to fully respect and trust the students, Let students learn autonomously, so that students can truly become masters of learning, rather than passive servants. Only in this way can autonomous learning really find a foothold, and the concept and spirit of the new curriculum standard can be truly implemented.
after students have fully studied, teachers should organize communication and evaluation. For students' speeches, teachers should have accurate foresight, and at the beginning, teachers should pay more attention to students' learning, Their experience may be superficial, incomplete, or even messy, which is the real learning situation. Teachers should be prepared for this. They should carefully preset in advance: when students say that their experience is superficial, how to inspire and ince them, so as to make them experience the process from superficial to deep; when students say that their experience is superficial, how to enlighten and ince them to experience the process from superficial to deep; when students say that their experience is superficial, how to enlighten and guide them; When the students' answers are incomplete, how to guide and help them to improve their understanding and perfect their answers; In this lesson, the key is to guide students to understand Liu Bocheng's steely will from two aspects. On the one hand, Liu Bocheng's performance before, ring and after the operation. Before the operation, he was unusually calm, determined not to use anesthetics, and suffered from the operation, Have sufficient psychological preparation; During the operation, he held the white sheet tightly with both hands, sweating like rain. The brand-new sheet was torn. After the operation, he also said the number of knives was 72. This is a positive description, which vividly reproced the scene at that time, and vividly showed Liu Bocheng's extraordinary willpower. On the other hand, it was from the change of doctor Walker's attitude before and after the operation, Dr. Walker was coldly displeased and didn't believe that the young man in front of him could stand such a huge pain of surgery; During the operation, Dr. Walker's hands trembled slightly, because as a doctor, he knew the pain of removing necrotic eyeballs and new polyps without anesthetics; After the operation, in the face of this calm young man, he was shocked by a great earthquake, which greatly surprised him and made him cry out. This is a profile description, which powerfully exaggerates the atmosphere of the operation, shows the difficulty and unbearable pain of the operation, and successfully sets off Liu Bocheng's fortitude and greatness, In order to better understand Liu Bocheng's strong will, it can also inspire students to connect with their traumatic experiences, such as cutting fingers and breaking body skin, to truly feel and experience, to organically connect life experience and understanding, and to build a spiritual bridge for in-depth text.
3 Implement the goal of reading.
the Chinese curriculum standard clearly points out that reading teaching should pay attention to reading, let students fully read, have overall perception in reading, cultivate language sense in reading, and be influenced by emotion in reading. Teachers should attach great importance to students' reading training, run reading training through the whole process of teaching, and create more reading opportunities for students, Through reading comprehension, students can understand the exact meaning of words and sentences, the thoughts and feelings between the lines, the logical thinking of text layout, and the collocation of tones and rhymes. When reading aloud, teachers can grasp the classic words and sentences in the text, and guide students to read carefully The goal of this course is to ask students to read correctly, fluently and emotionally