What should teachers do under the policy of double reduction

Under the policy of double reduction, teachers should do the following:

1, study the learning situation and teaching materials to improve the effectiveness of lesson preparation.

To reduce the workload, we must start from the source. Preparing lessons is the starting point of the teaching process. To reduce the burden, we must first prepare lessons. In order to improve the effectiveness of preparing lessons, teachers should seriously study the learning situation and teaching materials, instead of "copying and pasting" teaching plans and fiddling with courseware.

Studying academic situation means studying where students are in each class, and studying teaching materials means studying where students should be led in each class. Many cases of heavy homework burden in primary and secondary schools stem from advanced learning and over-standard learning, which further destroys the classroom teaching ecology of "the starting point of natural learning".

2. Organize deep learning and cultivate core literacy.

Classroom teaching under the policy of "double reduction" should focus on the core literacy of the subject, highlight the participation of students and organize students to study in depth.

Deep learning does not lie in the difficulty of knowledge, but in carefully designing problem situations and inquiry activities, stimulating students' desire to explore actively and guiding students to carry out inquiry learning with the help of existing knowledge and experience.

When students are "willing to participate" with positive emotions, "able to participate" with the help of existing cognitive experience, and "really participate" through various senses or behaviors, students will not only gain knowledge and skills, but also take away the discipline literacy they can use.

3. Make full use of the main position in the classroom to improve the quality of homework.

As a living body, children naturally have learning needs such as language, thinking, exploration and creation. Ye Shengtao, a famous educator, pointed out: "Teaching is for not teaching." The responsibility of education lies in taking students as the foundation. By creating suitable situations, teachers and students can participate in classroom construction, enjoy the inquiry process, let learning really happen and let students learn to learn.

In this process, teachers are not porters of knowledge, but builders of courses; Teaching is not just imparting knowledge, but a process in which teachers and students share each other's thoughts, experiences and knowledge through active and effective dialogue, exchange each other's feelings, experiences and concepts, enrich teaching content and make new discoveries, so as to achieve * * * knowledge, * * * enjoyment and * * * progress.

4. Study the efficiency of homework management and improve the "quality" of homework.

Teachers should learn curriculum standards, accurately grasp the nature of the subject, actively develop and utilize curriculum resources, creatively use teaching materials, and study homework design as a topic.

For example, we should attach importance to preview homework, design basic homework that conforms to the age characteristics and learning rules and reflects the orientation of quality education, actively try various open homework forms such as hierarchical homework, flexible homework and personalized homework, teach students in accordance with their aptitude, and put an end to the ineffectiveness and punitive homework of mechanical repetition.

5. Design menu assignments and strengthen the feedback function.

Teachers should not only be "scientific and reasonable" in the total amount of homework, but also be "rich and diverse" in the form of homework. In teaching practice, teachers can provide students with more homework menus by arranging hierarchical, flexible and personalized homework according to the class learning situation, so that students have the right and opportunity to choose homework.

Try to arrange a "no homework day" and a "practical homework day" every week, or a "zero homework weekend" and a "long homework day" every month to guide students to correctly understand the role of homework, so as not to make homework a "burden" for me but a "normal" for me to do. Arrangement and feedback are two sides of homework.