How to study course standards and talk about teaching materials?

1. Ten specific requirements for the "Talking about curriculum standards and teaching materials" activity:\x0d\1. Talk about the overall curriculum goals or academic goals of this subject. \x0d\2. Talk about the content standards of this school period or this book or a unit. \x0d\3. Talk about the writing characteristics, arrangement style and content structure of the teaching materials. If possible, compare different versions of textbooks. \x0d\4. Talk about the three-dimensional integration of knowledge and skills. It can not only explain the logical sequence horizontally according to the order of teaching materials, but also briefly and vertically integrate similar knowledge in the entire school period (or adjacent grades) according to the major categories of knowledge. \x0d\5. Talk about teaching suggestions. Discuss specific teaching suggestions based on the curriculum standards and characteristics of the textbooks used. \x0d\8. You must be able to give unscripted speeches (including watching less screens) and be proficient in content. \x0d\9. The language should be fluent, concise and vivid, and the teaching style should be natural and generous. \x0d\10. The slide production should be based on the knowledge tree with less text. Clear, generous and innovative. \x0d\ 2. Issues that should be paid attention to when talking about teaching materials: \x0d\ First, teachers must grasp the teaching materials for the entire school period. Teachers of each school stage, no matter which grade they teach, must get the textbooks for the entire school year of their subject, study them carefully against the new curriculum standards, draw a knowledge tree based on their understanding, and write out the textbooks analyze. Secondly, you must master a textbook. A truly experienced teacher must first read the entire textbook, compare it with the new curriculum standards, understand the editor's intention and the connection of knowledge, draw a knowledge structure diagram of the entire book, and write an analysis of the textbook. Following the previous approach, we still conducted discussions as a unit of the lesson preparation group, and jointly designed a knowledge structure diagram for this textbook and posted it on the classroom wall. At the beginning of the new semester, do not rush to teach the first lesson. Instead, teach students the knowledge structure and study plan of the entire textbook. Third, we must master the teaching materials of a unit. When preparing lessons, teachers should not only prepare one teaching material or text, but a unit. The textbooks for each subject under the guidance of the new curriculum standards are basically arranged according to the theme. When preparing lessons, teachers must first clarify the theme of a unit and how the editor selects and arranges materials around this theme. Teachers should be encouraged to prepare lessons individually and collectively, and arrange the lessons and activities of a unit as a whole. \x0d\Through the "Heterogeneous Classes in the Same Class" activity, we explore efficient classroom models, change the teaching methods of teachers and students, and implement the second fulcrum. Through the use of "guidance teaching plans", students are guided to read texts on their own, allowing students to "check, underline, write, memorize, practice and think" to cultivate students' self-learning ability. In the classroom, teachers guide students to establish "eight consciousnesses", cultivate "seven habits", and teach students how to learn. The cultivation of students' self-learning ability and the development of scientific learning methods are not something that can be accomplished in a day. They require continuous and careful training and guidance from teachers. \x0d\This kind of school-based research, which is guided by curriculum standards, based on teaching materials, and mainly in the form of drawing knowledge trees, broadens teachers' horizons, broadens their knowledge, and enlightens their teaching wisdom. Teachers can grasp teaching materials from macro to micro, from general to specific, and integrate teaching materials into three-dimensional knowledge from points, lines, and surfaces. With the curriculum standards in mind, the curriculum standards in words, and the implementation of curriculum standards in class, teachers will become stronger and more confident. They will pay attention to the research of teaching and learning methods. The classroom goals will be achieved to a high degree, and the efficiency will be improved. Therefore, I believe that studying the curriculum standards and mastering the teaching materials are always basic skills for teachers, and the curriculum standards and teaching materials should also become teachers’ pillow books.