Problems in the implementation of national curriculum

(1) What are the basic problems in curriculum implementation?

Direct experience and indirect experience

Knowledge and ability

Division and synthesis

Humanism and scientism

⑵ What are the problems in the implementation of the current new curriculum standard teaching?

1. The concept needs to be updated, and the quality and level of teachers need to be improved.

The implementation of the new curriculum needs a large number of teachers with new ideas and high quality, which is the key to the success or failure of the new curriculum reform. In the new curriculum reform, the curriculum concept, curriculum structure and classroom model have all undergone substantial changes, and the role of teachers will also change from "preaching, teaching and solving doubts" to "guiding, cooperating and organizing" students' learning. As the implementer of curriculum reform, we should not only have rich knowledge, but also have strong organizational ability, coordination ability and research ability. We should be educators, scholars, coaches and practitioners who explore boldly. However, due to objective reasons, the teaching pressure of grass-roots teachers is too heavy, the heavy teaching work and life burden consumes a lot of spare time, and the constraints of conditions also affect many opportunities for further study.

There are many students in the class.

The ideal pursuit of education is "for all, for all". The new curriculum pays attention to the development of all students; Advocate the learning style of "independence, cooperation and inquiry"; The process of intensive learning is an interactive process of communication and development between teachers and students. Teachers should respect students' individuality, pay attention to students' individual differences and meet different needs, so as to promote students' active personalized learning under the guidance of teachers. This teaching form needs small classes. Only by teaching in small classes can we effectively realize the interaction between teachers and students, interpersonal relationships and maximize the potential of all students. The polarization of many classes has intensified, and some students are tired of learning. To achieve "the development of all students", it can only be an armchair strategist.

3. Course resources are extremely scarce.

Curriculum resources is an important concept put forward in the new round of curriculum reform. Without the extensive support of curriculum resources, no matter how good the concept of curriculum reform is, it is difficult to translate it into teachers' practical actions. In the process of implementing the new curriculum, the majority of grassroots teachers generally feel that the curriculum resources supporting the new curriculum are seriously insufficient. The reasons are not only the objective reasons of insufficient investment in education, but also the subjective reasons that the majority of front-line teachers do not fully realize that they and their surrounding environment are also important curriculum resources and lack the motivation and consciousness of curriculum development.

4. The reform of evaluation mechanism is seriously lagging behind.

In order to implement the measures of curriculum reform, it is necessary to reform the evaluation system and methods. How parents and education administrative departments evaluate schools, how schools evaluate teachers and how teachers evaluate students all restrict the implementation of the new curriculum to a certain extent. The school and teachers agree that if we put aside the senior high school entrance examination and college entrance examination and really implement them according to the concept of the new curriculum, it will really benefit the development of students; However, the current evaluation mechanism is that the rise and fall of students' test scores and school enrollment rate directly determine the fate of a teacher and a school. Neither the school nor the teachers dare to ignore the "double basics", otherwise the school will be dragged down and parents will not agree. Everyone is generally concerned about whether all kinds of examinations closely related to students' further studies, teachers' assessment and school evaluation can be consistent with the new curriculum concept and objectives. It is precisely because the implementation of the new curriculum is out of touch with the evaluation mechanism that it has caused a funny situation of "vigorously calling for curriculum reform and taking exams in a down-to-earth manner" in some places.

⑶ Analysis, reflection and improvement measures of practical problems in the implementation of the new curriculum.

Comprehensive analysis and thinking on practical problems in the implementation of new teaching materials

First, the understanding and feelings of the new textbooks

1. The new textbook has changed the "knowledge-based" situation of traditional textbooks and fully implemented the three-dimensional curriculum objectives.

The curriculum goal of traditional textbooks is summarized as "knowledge-based", and the content of textbooks is completely centered on imparting knowledge to students, with little consideration given to the process of students' participation and the cultivation of emotional value. This goal can no longer adapt to the development of today's times. The new textbook better embodies the three-dimensional goal, emphasizing the process of students' scientific inquiry, research methods and knowledge formation.

2. The new textbook has changed the single mode of the traditional textbook, emphasizing openness and multi-level, embodying "people-oriented" and giving students more choices and development space.

The teaching requirements, contents and forms of traditional textbooks are single, and students' interest in learning is not high, so it is difficult to learn. The new textbooks impress students with vivid and friendly language and real scenes, provide rich and colorful learning resources, help students understand their interests and development potential, and lay a good foundation for choosing different development directions in the future. For example, Learn More, as an extension of the textbook, can be used as a supplementary material for students who are interested in learning. The new textbook also sets up multi-level and multi-form activities, which not only provides different contents for students to choose, but also provides opportunities for each student to display their talents as much as possible. The content and form of the new textbook are more open, providing a variety of inquiry methods for reference, encouraging students to conduct personalized research according to the actual situation, guiding students to actively think and learn independently, allowing different students to have different experiences and understandings, and providing a platform for teacher-student interaction.

3. The new textbook has changed the single didactic narrative form of traditional textbooks, emphasizing stimulating students' interest, making students feel close and willing to participate.

The didactic narrative form of traditional textbooks is not readable, and students lack intimacy and are unwilling to participate. At the beginning of each chapter, the new textbook stimulates students' thirst for knowledge through exquisite illustrations and beautiful language. By putting forward a series of questions around the knowledge background of this chapter, students are naturally brought into the field of new knowledge. From the standpoint of equality with students, we will show various activities in a discussion tone and integrate more students' independent activities. Students not only participate in the classroom, but also extend their participation to extracurricular activities.

Second, several problems encountered in the implementation of new textbooks

The transition from the old textbook to the new textbook is somewhat unsuitable for both teachers and students. This is because teachers and students are not open-minded enough and their horizons are not open enough. In order to adapt to the new textbook as soon as possible, it is necessary to analyze some problems in the implementation of the new textbook.

1, which is not suitable for the chapters and capacity of the textbook.

The old textbook takes knowledge as the clue: one class content and one after-class exercise, while the new textbook takes students' cognitive process as the main line. The content of a class takes two to three hours, which makes it difficult for teachers to prepare lessons. Second, the incoherence of the course interrupts students' cognitive process, which is not conducive to students' mastery of knowledge.

2. The new textbook has many contents, few class hours and tight teaching time.

3. The exercises in the textbook are inappropriate.

The old textbook is a lesson-by-lesson practice. The practice of new textbooks runs through the whole teaching process. Such as "learning more", "discussing and thinking" and so on.

Third, the implementation of new teaching materials.

The new curriculum standard mathematics textbook published by People's Education Publishing House embodies the idea of mathematics curriculum standard. The whole set of teaching materials follows students' cognitive rules, and strives to create a space for students to explore independently, cooperate and communicate, create an innovative atmosphere for teachers' teaching, provide rich resources for interactive teaching between teachers and students, strengthen the integration of modern information technology and mathematics courses, improve the presentation of teaching materials, and enhance students' interest in learning mathematics. Let's talk about some feelings after using the new curriculum standard textbook of People's Education Edition.

(1) From the knowledge-based curriculum view to the application-based curriculum view.

Mathematics curriculum standards emphasize the specific requirements for students' development from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. Compared with the old curriculum view, it highlights the application. In order to embody the spirit of the new curriculum concept, the new curriculum standard textbook of mathematics published by People's Education Publishing House has changed greatly compared with the original textbook in terms of content arrangement, example exercise writing, emphasis and difficulty setting.

(B), from the teaching concept of imparting to the teaching concept of constructivism.

In traditional mathematics teaching, teachers first talk about the concepts and principles they want to learn, and then let students contact and try to answer related exercises. This basic teaching mode of teaching ideas divides teachers' teaching into two stages: first, talk about knowledge, and then organize students to do it. Under the new curriculum standard, teachers are no longer simply talking about knowledge, but changing from imparting knowledge to promoting students' development and organizing mathematics learning activities. By organizing students to find out the connection between new knowledge and previous learning knowledge through "doing", the new concept is clear; While learning new concepts, organize "doing" to guide students to deeply understand the corresponding knowledge, break through difficulties and gradually build a complete teaching process.

(3) The change from accepting learning concept to exploring learning concept.

The traditional view of learning puts too much emphasis on accepting learning, which easily leads to students' passive acceptance and mechanical memory in learning. The new curriculum standard reflects and criticizes the traditional concept of accepting learning and establishes the inquiry-based concept of mathematics learning.

⑷ What problems should teachers pay attention to in curriculum implementation?

Final homework assessment "Elementary School Mathematics Teaching Theory" 100. 1. Noun explanation questions (5 points for each question, * * 15 points) return to 1. Random phenomenon II. Audio-visual teaching methods. Open question 2. Short answer questions (10 for each question, * * 50) 2. How to understand "get some initial experience in teaching practice and use the knowledge and methods learned to solve simple problems"? What are the precautions in implementation? 3. What problems should teachers pay attention to in order to optimize teaching methods? 4. What are the contents of primary school mathematics learning evaluation? 5. Briefly answer the new features of modern teaching methods. Third, the essay question (***35 points) 1. Discuss whether students need to establish a sense of numbers and how to cultivate their sense of numbers. (15 mark) 2. On how to use math color bar in primary school math teaching. (20 points)

5. Problems and countermeasures in kindergarten curriculum implementation

The syllables of refined words are [j and ng]

Fine explanation

[jīng]

1.

Good white rice: "I can't get tired of eating ~".

2.

Fine, as opposed to rough: ~ dense. ~ thin. ~ that's right. ~ system. ~ reading. ~ choose. ~ heart. ~ research. ~ finely carved.

[6] What are the problems in the implementation of the new curriculum standard?

With the new ideas brought by the new curriculum reform, the classroom teaching methods of teachers and the learning methods of students have undergone gratifying changes. However, in the process of implementing the new curriculum reform, looking at the classroom teaching process of some teachers, I found some problems. Here's my opinion:

First, use multimedia formalization.

In some open classes, teachers often use multimedia teaching, which makes classroom teaching more lively and interesting and stimulates students' interest in learning. However, some teachers have entered a misunderstanding in teaching, thinking that as long as multimedia teaching is used, it is a successful class, and they have not paid attention to the effective development of traditional teaching resources. For example, when teaching Understanding Corner Kick, a teacher showed such a scene at the beginning of introducing a new lesson: a close-up of a football player. The athlete's foot is the apex of the angle, and his shooting line forms an angle with the ground. I think the angle is a plane figure, and this close-up is a spatial angle, which is difficult for students to understand, and the athlete's hand line may not be a straight line, which is an unscientific teaching content. It will be more time-saving and effective if the teacher directly lets the students touch the corner of the table and the corner of the triangle to initially perceive the characteristics of the corner.

Second, the "life flavor" of the situation dilutes the "mathematics flavor".

The new curriculum reform emphasizes the close relationship between mathematics and life. Some teachers use students' familiar life materials to create problem situations in class, guide students to collect and sort out information from specific situations, actively find problems, ask questions, generate new knowledge needs, and achieve good teaching results. Some teachers often can't grasp this degree, and the "life flavor" is too strong. Math class stinks to "Chinese flavor" In order to make students understand the meaning of "cycle" when teaching objects regularly, a teacher showed the scene of the sun rising and setting, and also let students appreciate the changes of scenery throughout the year. Then he asked: Students, there are still many such circular phenomena in your life. Now let me see who is a careful and brave child. Who would say? The students said one thing after another, the teacher praised the child, and finally the teacher praised the child, and then summed up the regular phenomenon like this cycle called cycle. Today, we will learn regular mathematical phenomena like the example you just listed. Look at the time, it's already half a class, and I started to explore math problems, and the result ended hastily.

Thirdly, the formalization of group cooperative learning.

The classroom of group cooperative learning focuses on letting students experience the happiness of cooperation in feeling and participating, and accomplish the learning task together. But some teachers always divide several students into a group without thinking, and let them discuss the operation there. This is the so-called "group cooperative learning".

(7) What problems and puzzles have been encountered in the implementation of the new curriculum in primary schools in recent years?

hello

The characteristics of subjectivity, initiative and independence are typical learning methods that highlight teachers' leading and students' subjectivity. The new curriculum emphasizes autonomous learning. Some teachers ask students to practice by themselves in class. There are no specific requirements, no check on how they practice, no feedback, and students have been practicing, which has become a typical "herding sheep" teaching. Some teachers even emphasize that the learning content is decided by the students themselves, and the learning methods are chosen by the students themselves. These practices, on the surface, students have gained autonomy, but in fact, the class has not achieved real autonomy.

-Cooperative learning is tangible, but not real.

The new curriculum advocates cooperative learning, so some PE teachers blindly pursue the form of classroom group cooperative learning. As long as there is doubt, no matter how difficult or even some problems that are not worth discussing, they should be discussed in the group. This kind of scene is common in some open classes at present.

-Popularization of inquiry learning

Inquiry learning refers to the learning method and process in which students acquire knowledge, skills and attitudes through inquiry activities such as finding problems, investigation and research, hands-on operation and expression and communication. However, not all the teaching contents are suitable for inquiry learning, and there is no need to explore learning, which can only belittle and destroy the value of inquiry, thus leading to its shallowness and vulgarity.

-Cheap compliments

The new curriculum emphasizes respect and appreciation for students, so some PE teachers praise students blindly regardless of their performance, and words like "you are smart" and "you are great" are endless. Some teachers even think that to satisfy students' sense of accomplishment, students should not criticize no matter how outrageous their mistakes are, otherwise their self-esteem and self-confidence will be dampened. However, protecting students' self-esteem and self-confidence is not a "cheap compliment" for teachers.

Puzzlement and thinking in the implementation of the new curriculum of physical education and health

Yinzhou Middle School Yu Peiming Guo Dafeng Hu Haiqing Qiu Lunhong

According to the unified deployment of the Ministry of Education, five provinces, including Zhejiang Province, began to fully implement the curriculum reform of physical education and health in September 2006. The gradual implementation of the new curriculum has greatly promoted the innovation of middle school physical education and health curriculum and school physical education teaching, and promoted the in-depth development of school physical education teaching reform. However, many PE teachers are still confused about the new curriculum reform and have encountered many difficulties in the implementation process. In this paper, some specific problems in the implementation of the new curriculum are discussed with peers and experts, aiming at summing up experience, finding problems and providing reference for deepening the teaching reform of physical education courses.

First, confusion and suggestions in the implementation of the new curriculum

1, the contradiction between venue facilities, equipment, teachers' equipment and students' options.

The new curriculum of physical education and health in senior high school is divided into two parts: compulsory and elective, in which track and field events, gymnastics events and health education topics are compulsory, while ball games, water or ice and snow events, ethnic and folk sports events and emerging sports events are elective. According to their own conditions and hobbies, students can choose physical education as their learning content within the range of modules determined by the school, and form hobbies and specialties to meet the needs of students' personalized learning and development. Offering elective courses must be based on teachers, facilities and equipment.

Less can't meet the needs of students. On the contrary, it is not enough to provide more teachers and facilities. For example, in the second and third grades of our school, elective courses are offered. Boys offer three options: basketball, volleyball and football, while girls offer three options: basketball, volleyball and figure. In the process of implementation, we found that students' hobbies are largely unsatisfied: some students like small ball games, such as table tennis and badminton, while others like tennis and swimming.

Satisfied, please adopt.

⑻ What are the problems in the current kindergarten curriculum implementation?

First, the curriculum is inconsistent with the teaching materials, and I am often upset because of preparing lessons. Second, holding more classes on the same topic every week is not conducive to collecting materials in class, and some contents are repeated, and children will lose interest.

(9) What problems need to be considered in the course implementation?

I'm glad to tell you!

(1) lesson preparation problem 1 Teachers don't "prepare lessons" every class, but only prepare one class a week; Not everyone prepares lessons, and some people don't even prepare lessons for a class; 3. Take turns preparing lessons. New teachers, old teachers, high-level, low-level, responsible for the work, not necessarily responsible, should take turns. 4. Make efforts to create a "tutorial plan", and a good "tutorial plan" equals high teaching quality; All "tutorial cases" are recycled. In some schools, individual teachers prepare lessons in the form of "lesson plans", so there are some problems. First of all, the "tutoring plan" written by individual teachers in turn may not guarantee the quality. Due to the difference of teachers' level, teachers who lack teaching experience sometimes try their best to come up with a "counseling plan", which may be inappropriate in objectives and key points, inaccurate in grasping the depth of content, and lack of logic and hierarchy in problem design ... Some teachers have high teaching level and rich experience, but they will finish their homework hastily because of their weak sense of responsibility and dedication. Some teachers have a high level and a strong sense of responsibility, but because they are "busy", they may handle things with ease. Once such a "tutorial plan" is used in teaching, teachers and students will collectively "suffer". Of course, there is also a "collective lesson preparation" in Yanzhou No.1 Middle School, which can improve the quality of the "tutoring plan" and make up for the possible shortcomings by collecting collective wisdom. But only 1-2 teacher in the whole group prepares lessons, and no one else prepares lessons. When preparing lessons collectively, those who don't prepare lessons are unfamiliar with the teaching materials, and they don't internalize and think about the objectives, key points, contents and methods. Can they make suggestions? Maybe an experienced old teacher can say a few words based on his old experience, but that's just empty talk, cliche and "Mandarin", which means he didn't say anything. Most teachers can only keep silent and accept everything because they have no preparation and no right to speak. Because the basis of teachers who don't prepare lessons is "0", even if others prepare lessons at a low level and with low efficiency, they can only say one word: "good". Some people may say that teachers will definitely study hard in order to attend classes. I'm afraid not. Because of people's laziness, how many people will prepare lessons consciously without preparing lessons, thinking or even doing an exercise, and then go to class with a "tutorial plan" written by others? How do they perform their teaching duties and give full play to the leading role of teachers? I'm afraid that teachers can only practice "herding sheep" and "decentralized" teaching, so they simply degrade themselves as "learning" students who are educated. They are not clear about the teaching tasks, unfamiliar with the teaching contents, thoughtless in the teaching process, and have not mastered the teaching methods. How do they replace the functions of guiding distance, grasping direction, stimulating interest and making correct judgments? Besides, no matter how good the "teaching plan" is, it should also be suitable for the learning situation of one's own class, and it should be scientifically and effectively implemented in teaching according to the individualized understanding of the class. If there is only a good "teaching plan", it means teaching. Then teaching is the easiest job in the world. As long as Qi Xin, a teacher from all over the country, works together to create a good "lesson plan" or even compile a collection of "lesson plans", high-quality classes will be produced in batches. Is there such a beautiful thing in the world? I think high-quality "preparing lessons once" is the premise and basis of "preparing lessons twice" and "preparing lessons collectively" and writing "guiding plan" (2) Problems in homework 1. The purpose of correction is unknown. If someone asks: Why does the teacher correct homework? It may be one-sided: a. It is the teacher's responsibility to correct; B. amendment is the above requirement; C. correcting can prevent students from being careless in their homework; In fact, the essence of "correcting" is "investigation of learning situation" The difference between marking and academic investigation is shown in the following aspects. A is from the teacher's own point of view, so it is abstract and superficial. B from the perspective of leadership requirements, there are some compelling words. Gay people put aside the relationship between correction and students, and don't understand the relationship between teacher correction and student growth. Teachers' attitude in front of correction is passive, passive and mechanical. Only understanding it as a duty and task will make correction lack goals and motivation and become a mechanical labor task. Although C appears to be from the effect of correction on students, it is seriously one-sided and superficial. Its one-sidedness lies in weakening the function of correction, recognizing the function of correction as correcting students' learning attitude, covering up the influence of the quality, quantity and completion time of homework on students' homework with the number of homework completed, and ignoring the improvement of students through homework. Study hard and get familiar with it. The study time is too long, and the homework used for training is mainly in class, which leads to the emphasis on learning and the neglect of training. It is doubtful whether paying more attention to learning than practicing can ensure higher teaching quality. Students' "learning" is really solid, but from a philosophical point of view, "a correct understanding needs to be realized through practice, and then realize that practice can be completed many times." There is only one "repetition" in Yanzhou No.1 Middle School, and that is "comprehension exercise". Can students' "correct understanding" be completed? Even if it is completed in class, it is only superficial and temporary, because "without the accumulation of quantity, there will be no qualitative leap" and "if you cite ten cases, the law will not stand". 3 requirements are loose. One is that everyone is not required to complete it, and the other is that it is not required to complete it all. "It looks beautiful": to meet the multi-level needs of students, not to let students with learning difficulties bear too much pressure, and to pay attention to the effectiveness of training. However, its shortcomings are also very obvious. (1) weakens students' confidence and courage in fighting learning difficulties, giving up when they see difficulties and "surrendering" when they meet "enemies", thus forming a bad habit of not completing tasks. (2) "learning" and "group learning" exist in name only. It is precisely because of the learning difficulties of middle and lower students that poor students are eager for gifted students to solve their doubts and gifted students have the opportunity to help them. If learning tasks are allowed to be completed in different ways, it will be natural for poor students not to practice and top students not to help. (3) Because some students didn't do some questions, they didn't learn to solve problems when they showed them.