I watch the selection of high-quality courses

]"Modern Education Herald" "I Look at the Selection of High-Quality Courses" has been published,

The publication date of "I Look at the Selection of High-Quality Courses" is: December 12, 2006

Moderator: Tao Xiping, vice president of the Chinese Education Society, pointed out at the National Junior High School Education Principal Forum held not long ago that the "class competition style" has achieved success for a group of teachers and delayed a group of students. He believes that the current teaching reform risks the spread of formalism. The open classes used for "competition classes" are deviated from the normal teaching situation. Being able to teach such a carefully prepared lesson does not mean that you can also teach daily routines well. Every class; many teachers "become famous in one class". This is "star-making" and cannot cultivate truly famous teachers. He pointed out that many classes now seem lively and colorful, and students are fully involved, but the knowledge taught to students may be superficial. When preparing lessons, many teachers first consider how to teach, but do not really study it. Teaching content.

In recent years, there have been more and more high-quality course selections and open courses at various levels and in various forms. In order to teach such a lesson well, the teacher spends a lot of time and energy to prepare, repeatedly tries to teach, and invites students to "spare" with him many times. Many schools have also formed "think tanks" and "expert groups" to advise teachers in class and help teachers to carefully create a class. People have mixed reviews about such high-quality course selection and open courses. Should we hold high-quality course selections and open classes? If necessary, how should we "compete", how should we reform or what issues should we pay attention to? Please express your opinion on this.

Chen Jinhao: The year before last, I helped a teacher from our school participate in a high-quality course selection. At five o'clock in the morning, we set off from school. I was holding the computer (for fear that the floppy disk would not open), and he was holding the experimental equipment (which took two nights to make). The passengers on the bus looked at us with some strange eyes. When we arrived at the school where we were giving lectures, we first found the vice-principal whom we had contacted with through acquaintances. We offered him cigarettes and compliments, so that he could arrange a better class and get in touch with the students earlier. Maybe it was because he was an acquaintance, or maybe he was moved by our respectful attitude. The vice-principal asked us to pick a class ourselves and met the students two hours in advance. Of course, not to mention our enthusiasm when meeting students. The students have probably never heard such beautiful praises. All their faces were filled with happiness, and they were all eagerly looking forward to us teaching them lessons. But we still only selected half of the students because the classroom where the lecture was given could not accommodate it. The students who are eliminated are naturally the "bad students" "hand-picked" by the head teacher. As soon as the last teacher who gave a high-quality class finished his lecture, the two of us started working separately. When the school bell rang, I had just finished my work. Ordinarily, I should take a break outside the classroom, but I didn't dare because I was afraid of computer problems. No, after just ten minutes of speaking, something went wrong. The speakers were not connected properly. Fortunately, the problem was solved quickly. The bell rang for the end of get out of class, and when the students' crisp "stand up" sounds came out, I really wanted to shout "Liberation". At noon, we had a meal at a restaurant near the lecture school. When I was drunk, the teacher who asked me to accompany me in the lecture told me that although today’s class was not ideal, there was no problem in being rated as a high-quality class. When asked why, he laughed and didn't answer. On his way back to school, he threw some of the lecture materials he had produced into a ditch on the side of the road. I persuaded him to take them back, and he said, "You don't need these in class at all. If you don't get the grade this time, you won't want to participate in the evaluation next year." A month later, he was indeed "on the list." While I am happy for him, I also want to say that it is okay not to comment on such a high-quality course.

Guo Lizhong: Many departments and schools hold high-quality course competitions of this kind as an important event, and the winners of some competitions and even some schools with these winners are often able to "do it all at once" Lesson Becomes Famous”. In fact, if we can understand the production process of these so-called high-quality courses, we will know that the selection of these high-quality courses really should be stopped. First, let’s take a look at the release process of high-quality courses. Generally speaking, candidates participating in the competition will receive notifications one to twenty days before the competition. These notifications include the time, location and content of the competition. Then, the participating teachers who received the notification began to make the best preparations for their own competition. Under normal circumstances, participating teachers will first go to the library or reference room to find enough materials related to classroom teaching, and then screen these materials. Finally, they or their colleagues in the lesson preparation group and teaching and research group will discuss together to determine the results. Which method is more appropriate? This can be said to be the first lesson preparation phase of the competition.

Then the long trial teaching process begins. First, participating teachers give lectures in their own classes, and find a few teachers to help them listen to the lectures. After listening, they put forward their opinions or suggestions together, and then make modifications. The next step is to talk, listen, and revise again and again. This kind of repetition usually takes more than a dozen rounds, at least six or seven rounds, and many people are very busy with this. During this process, the contestants were busy preparing for this class all day long, and other normal class matters were completely put aside, and the students' studies were not taken into consideration. Even more often, even the students in the class taught by the contestant are tired of taking this class, so the contestant has to find students from other classes to cooperate with his trial lecture. All this is for this high-quality class. From the process of releasing such a high-quality class, it is not difficult to find that such a high-quality class cannot represent the true personal level of a contestant.

Li Chuangui: In the selection of high-quality courses, when the instructors are full of passion on the podium, when the judges are intoxicated in the audience, when the students speak enthusiastically, we all ignore this Question: Who are the classroom situations we are trying to create serving? Is it for leaders, experts, or our students? The slogan "Everything for students, everything for students" is shouted loudly, but how far have we really achieved it? Take the open class as an example. The teacher performs to the best of his ability on the podium, and the students echo in the audience, trying their best to create a harmonious classroom atmosphere, and all this is just to win the applause of the judges. What is the reason for the above phenomenon? I think, ultimately, it is utilitarianism that is at work. Successful teaching in open classes can produce a series of chain reactions, and titles such as teaching experts and famous teachers often follow. Faced with such a huge temptation, how many people can resist? In order to perform successfully, some teachers even conduct trial lectures repeatedly before open classes, paying attention to every movement in the class, every expression, who should answer which question, whether to raise the left hand or the right hand... It goes without saying that publicity The lesson is like this: the students are trying their best to serve the teacher, and the teacher is trying their best to serve the judges. On the surface it was lively and lively, but in fact, the students knew little about it. Even if students really have questions that they don’t understand, they don’t dare to raise them directly in class because this is not within the scope of the “program.”

Ma Junsheng: Nowadays, there are more and more high-quality course selection and open class activities, but without exception, the final decision is based on the appearance presented in the classroom. Whether a class is of high quality or not depends on whether the classroom appearance is exciting. No wonder some people say that the current class is a competition of skills and tricks. It is true that "class competition" is also a competition. Since it is a competition, the teaching art of the lecturers is of course included in the evaluation. However, no matter how wonderful a teacher's teaching method or means is, it still depends on whether it is conducive to students' learning. Whether a class is of high quality should first of all determine what explicit and implicit gains students have gained through this class. If students gain more, the class will be good; if students gain less, the class will be bad. Looking back at the current "class competition", most of the time, the classroom has become the teacher's stage, the students have become the teacher's foil, and the selection of high-quality courses has become the teacher's "personalized" display. Why is this so? This is related to the fact that most "race classes" compete for the sake of competition. Should high-quality courses be evaluated? This review. In order to reform our teaching and make our classrooms more suitable for students to learn, we need to improve our teaching abilities through observation and communication. Should high-quality courses be evaluated? When we only focus on "excellence" and ignore "quality", and even forget that we are teaching lessons for students, it doesn't matter if we don't evaluate high-quality lessons.

Gou Yong: I think the current public courses have entered into a misunderstanding: they must have courseware and be in a multimedia classroom before they can be considered open courses, otherwise it will be the same old thing. Is that true? I can't quite see it. I think that since it is an open class, it should be a demonstration for everyone, so that the teachers who attend the class have something to learn. In other words, it should be practical. But in reality, many open classes are not like this. They emphasize good-looking, colorful pictures, and well-designed "classroom procedures." Teachers only need to follow this path. In fact, classroom teaching under normal circumstances is not like this. In our actual teaching, if teachers must fully mobilize students' enthusiasm, unexpected problems will inevitably arise. At this time, what should the teacher do? Should we expand on this question, or should we avoid it in an understatement and continue to follow the prepared courseware?

Li Lan: Most of the high-quality courses nowadays are “polished” courses.

In such a class, all procedures are preset, and the instructor leads the students step by step into the "ambush circle", and even the standard answer to each question is set. In fact, teaching is unpredictable. Sometimes there are some problems that cannot be prepared when preparing lessons, and there is no way to prepare a handling plan in advance. A creative question or an unforeseen mistake from a student in the classroom is a rare teaching resource. Ignoring its existence means bypassing the communication interface between teachers and students. In fact, teachers and students are all placed in a passive position. In this kind of nearly perfect class, the so-called absence of problems is the biggest problem, because it wears away the personality and creativity of the instructor. Therefore, I think open courses should return to their true nature. They should not just seek newness, but should emphasize practicality in the newness. Practicality is the most important thing.

Fu Like: People are worried that the selection of high-quality courses will lead to the spread of formalism and create a group of famous teachers who "do not live up to their reputation." This is true. However, our classroom teaching must move in a better and more ideal direction. This requires reform and the guidance of high-quality courses, which must be selected and selected. The author was fortunate enough to participate in a provincial-level Chinese language high-quality course exhibition. After listening to these classes, I received a lot of inspiration from them and felt that listening to such classes was of great help in improving my classroom teaching level. I think there is nothing wrong with the selection of high-quality courses. What is wrong is that some courses pay too much attention to form. So, why does formalism arise in the selection of high-quality courses? I think it is mainly caused by some unreasonable education policies. For example, when evaluating senior teachers and famous teachers, those who have participated in "competitions" and won awards will have priority. This evaluation system mainly depends on teachers' "certificates for class competitions". In this way, how can we identify truly famous teachers?

Liu Daling: Professor Yang Zaisui once commented on a high-quality class. He said with embarrassment: "Everyone has seen the advantages of this class, but the biggest shortcoming of this class is that there are no shortcomings." I believe that in order to restore the true nature of high-quality courses, we must make reforms in the selection methods of high-quality courses. First of all, the organizer does not provide the ground for classroom "shows": participating teachers are not allowed to bring their own teaching content to the competition class; the competition class content is extracted a few days before the competition, and the contestants are allowed to design pre-class teaching and courseware under the supervision of the organizer. Production, etc., to prevent "think tanks" and "expert groups" from giving advice to teachers in class. Secondly, strictly control the contact time between contestants and students before class, and do not allow participating teachers to have too much communication with students in class. Teachers and students are only allowed to have an understanding process 15 minutes before class. The content of the conversation cannot be related to the teaching. Content related. Thirdly, the evaluators showed their scores on the spot in class and did not give any chance for "behind-the-scenes operations". In addition, the judges’ vision, likes and dislikes are very important. Classroom teaching design has a teacher's personality component, and good classes have obvious personality, but different judges have different opinions. Some judges may think that a class is simple and unpretentious, which is the norm for teachers and has reference significance, while others may think that there are not many "highlights". Therefore, the key to selecting quality courses is the selection criteria.

Yanagi Ye: There are more and more fake elements in open classes. Teachers have proposed that open classes should also crack down on fakes. This is completely appropriate and very necessary. However, one should not throw out the bath water with the children, and one must distinguish the crackdown on holidays from the open classes themselves. Teachers welcome real open classes and are opposed to false ones. An obvious sign of fake open classes is "acting classes", just like actors acting. In such a class, which student answers which question, which student answers which sentence and then shows which courseware. Everything is arranged properly and seamlessly. The cooperation between teachers and students is smooth and smooth. "Answer as soon as a question is asked." The first answer is correct, and the correct answer is written." Such a class can be watched but not learned - most teachers simply cannot do it, or they usually don't have the energy to do it. This kind of high-quality course that looks like the moon in the water or the flower in the mirror has no practical value. Open courses still need to be conducted, and high-quality courses still need to be evaluated. The key is how to conduct them and how to evaluate them.

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