Tell me about the new curriculum ideas embodied in this case. Teaching clip Ugly Duckling

New Curriculum Idea and Teaching Case Analysis

One of the new ideas of the new curriculum:

1, emphasizing the overall improvement of students' quality and promoting the development of every student.

The new curriculum emphasizes that "facing students" contains four meanings: emphasizing the "all-round" improvement of students' quality in all aspects. Emphasize "all" students, so that most students can meet the requirements and succeed. Emphasis is placed on improving the quality of students in an all-round way and promoting the development of every student. Emphasize the promotion of each student's "personality" development.

2. The design of course teaching should conform to students' psychological and developmental characteristics, and pay attention to students' needs, interests, pursuits, experiences, feelings, puzzles and problems.

Case 1: Wang Lin usually gets average grades, but he always looks for opportunities to make a splash. One afternoon before the final exam, Wang Lin passed by the entrance of the guidance office. Seeing that there was no one inside, he went in and saw the Chinese test paper the teacher put in the cupboard. It's now or never, he thought. Just as he opened the cupboard door, the dean Zhang suddenly came in. When Zhang saw Wang Lin shivering, he understood everything. Director Zhang said to Wang Lin very seriously: "It's a shame to steal the paper without working hard now! You are waiting to be punished! " Wang Lin looked pale and pleaded, "I won't dare next time." Please don't punish me. " Director Zhang said angrily, "No way!" A few days later, the school announced the punishment decision for Wang Lin.

Excuse me: Is Director Zhang doing the right thing? Why? If you were Director Zhang, what would you do?

Case 1 analysis:

In the above case, director Zhang's approach is wrong. This is because his practice violates the highest purpose and core concept of the new curriculum-"everything is for the development of children".

One of the mistakes is that students are not regarded as developing people. Wang Lin is still an immature person, a growing person. He needs the education and help of school teachers. As a teaching director, it is impossible for him to educate in this simple way. We should analyze the harm of mistakes with him and help him. At the same time, we should point out the direction that he should work hard in his studies, and believe that he can correct his mistakes through criticism and self-criticism.

Mistake 2: Students are not regarded as complete people. Students are not simple and abstract learners, but complete people with rich personality. In educational activities, students who exist as complete people not only have all the wisdom and personality strength, but also experience all the educational life. As educators, we must treat students as complete people, respect their personality and dignity, pay attention to their morality, feelings, attitudes and values, seize the educational opportunity, make the best use of the situation, and promote the healthy development of their personality.

If I were director Zhang, I wouldn't do this. When I find Wang Lin's misconduct, I will patiently and carefully analyze the harm of this mistake with him, point out his shortcomings in learning, and put forward the direction that should be worked hard. I believe he will correct the mistake. In the future study, I will pay attention to his development and help him grow up healthily.

Case 2: Teacher A of Class 1 is taking a class of "Opening a Door for You". Suddenly, there was a quick "beep" and "beep" sound outside the window. The sound was like a boulder falling into calm water, and the classroom suddenly became noisy. Then, it seems that someone gave an order: "Look left", and all the students looked left. What's going on here? Before the teacher shouted out, the students sitting by the window stood up and looked out on the windowsill. Other students are more worried. Some of them were standing in chairs, others were jumping and stretching their necks, and they just rushed out of their seats and rushed to the window. They questioned me, and I pushed him away and looked out hastily-it turned out that two red fire engines passed by the window from south to north. ...

After the classroom was calm, Teacher A had a brainwave and gave up the original teaching content. Let the students say what they saw, heard and thought just now and write it down. As a result, all the students were in high spirits, and they spoke eloquently and wrote eloquently, which made the teacher all smiles.

Teacher B of Class Two keeps a straight face in the face of the above situation, maintains discipline and lets the students return to their seats to continue their original teaching. However, the students linger on, immersed in the atmosphere just now ... Teacher B is unwilling to give up the original teaching content, otherwise he thinks that he "has not completed the teaching task". Excuse me: What's the difference between Teacher A and Teacher B? Which teacher do you agree with?

Case 2 analysis:

One of the value orientations of curriculum reform is to "change the predestination and closure of curriculum into the generation and openness of curriculum".

Teacher A broke through the predetermined plan and "creatively taught", highlighting the diversified and innovative value orientation of the curriculum, respecting students' interests and emotions, and cultivating and cherishing students' thirst for knowledge. According to students' interests, hobbies and personalized choices, deepen and broaden the connotation and extension of the course. Captured this accidental event and turned it into a living teaching material to cultivate students' observation ability and guide students to see, listen, speak and write; Guiding them to learn to observe things correctly, comprehensively and methodically has achieved unexpected teaching results.

Teacher B's teaching is a kind of "transplant" teaching, which is actually trying to maintain strict or even harsh classroom order, that is, extreme classroom discipline, and establish the so-called teacher authority in this way.

Teacher B "takes knowledge and discipline as the standard" and regards students as "disciplined people" rather than "complete people in life and growth". He tried to complete the teaching contents and tasks, deprived students of their status and rights as the subject of learning, ignored students' interests, needs and emotions, and ignored the characteristics of students' psychological development. This is a traditional teaching activity.

Case 3: A middle school holds lectures on learning methods, school courses and research-based learning for freshmen every year, and implements shift teaching in expanding, research-based, social practice and some basic courses. According to the choice of students, the school takes four to five classes of students as a "class" and is divided into ABC layers. Several classes carry out teaching activities of the same subject at the same time, and the rest of the education and teaching activities are carried out in the original administrative class. The learning level is dynamically combined with the teaching class, and it is fine-tuned once or twice every semester.