Problems in the implementation of the National Curriculum

(1) What are the aspects of the basic problems in the implementation of the curriculum

Direct experience and indirect experience

Knowledge and competence

Branching and synthesis

Humanism and scientism

(2) What are the problems in the current implementation of the new curriculum standards in the teaching and learning

1. Concepts urgently need to be updated, the teacher's quality and level of quality and urgently need to be improved

The new curriculum implementation needs a large number of new concepts, high quality teachers

This is the key to the success of the new curriculum reform. p>

The implementation of the new curriculum requires a large number of new concepts, high quality teachers, which is the key to the success or failure of the new curriculum reform. In the new curriculum reform, the concept of curriculum, curriculum structure, classroom mode have substantial changes, the role of teachers will be "preaching, teaching, and explaining" into the student learning "guide, collaborator, organizer". As implementers of curriculum reform, they should not only be knowledgeable, but also have strong organizational, coordination and research skills, and be educators, scholars, coaches, and bold practitioners of exploration. However, due to objective reasons, grass-roots teachers are overloaded with teaching pressure, heavy teaching work and heavy life burdens consume a lot of after-school time, and the limitations of the conditions also affect many of their opportunities for further study and learning.

2. The number of students in the class

The ideal pursuit of education "for all people, for all people". The new curriculum focuses on the development of all students; advocates "independent, cooperative, inquiry" style of learning; strong *** learning process is the interaction between teachers and students, *** with the development of the interactive process, teachers should respect the student's personality, pay attention to individual differences, to meet the needs of different, in order to promote the students in the teacher's guidance on their own initiative, personalized learning. This form of teaching requires a small classroom, and only through small class teaching, can effectively do teacher-student interaction, people and, maximize the potential of all students. A lot of class polarization in the intensification of a part of the students produced an aversion to learning, to achieve "the development of all students", can only be on paper.

3. Extreme lack of curriculum resources

Curriculum resources is an important concept of the new round of curriculum reform. Without the extensive support of curriculum resources, even the best curriculum reform ideas are difficult to become teachers' practical action. In the process of implementing the new curriculum, the majority of grass-roots teachers generally feel that there is a serious shortage of curriculum resources to support the new curriculum. The reason for this is not only the lack of objective investment in education, but also the subjective majority of front-line teachers are not fully aware of their own and the surrounding environment are important curriculum resources, the lack of motivation to develop the curriculum and awareness of the reasons.

4. Reform of the evaluation mechanism is seriously lagging behind

In order to implement the measures of the curriculum reform, it is necessary to have a matching evaluation system and method of reform. Parents and education administration how to evaluate the school, the school how to evaluate teachers, teachers how to evaluate students, are to a certain extent constraints on the degree of implementation of the new curriculum. Schools and teachers agree that, if we put aside the secondary and higher education examinations and really implement the new curriculum in accordance with the concepts, it is indeed conducive to the development of students; however, the current evaluation mechanism is that the level of students' scores on the examination, and the rise and fall of the promotion rate of the school directly determines the destiny of a teacher and a school. Schools and teachers dare not neglect the "two fundamentals", or else the schools will be ruined and parents will not agree. We are generally concerned about whether the various examinations, which are closely related to the promotion of students, the assessment of teachers and the evaluation of schools, can be consistent with the concepts and objectives of the new curriculum. It is because the implementation of the new curriculum and the evaluation mechanism is disconnected, resulting in some places, "shouting loudly curriculum reform, solidly engaged in the test" funny situation.

(3) Analysis of the reality of the implementation of the new curriculum, reflection and improvement measures

Comprehensive analysis of the reality of the implementation of the new textbook and reflection

First, the understanding of the new textbook and feelings

1, the new textbook to change the traditional textbook of the "knowledge-based" situation, the full implementation of the three-dimensional curriculum objectives

The new textbook is the first to be implemented in the new textbook. Three-dimensional curriculum objectives

The curriculum objectives of the traditional textbooks are summarized as "knowledge-based", and the contents of the textbooks are completely centered on imparting knowledge to students, with less consideration given to the process of students' participation and the cultivation of their emotional values. This objective can no longer be adapted to the development of today's times. The new textbook is a better embodiment of the three-dimensional goals, emphasizing the students to experience and experience the process of scientific inquiry, research methods and the process of knowledge formation.

2, the new textbook to change the traditional textbook of a single model, emphasizing openness, multi-level, reflecting the "people-oriented", to give students more options to develop space.

The traditional teaching material teaching requirements, content, form and so on a single, students learning interest is not high, feel difficult to learn. The new textbook impresses students with vivid and friendly language, real-life scenarios, and provides colorful learning resources to help students understand their own interests and development potential, and lay a good foundation for choosing different development directions for follow-up. For example, "Learning More", as an extension and expansion of the teaching materials, can be used as supplementary materials for students with a certain degree of interest in learning. The new teaching materials also provide multi-level and multi-form activities, so that not only are different contents available for students to choose from, but also the same content provides as many opportunities as possible for each student to develop his/her talents. The content and form of the new textbook is more open, providing a variety of methods of inquiry that can be used for reference, encouraging students to carry out personalized research according to the actual situation, guiding students to think actively and learn independently, and allowing different students to have different experiences and understandings, and providing a platform for teacher-student interaction.

3, the new textbook to change the traditional teaching materials, a single didactic narrative form, emphasizing the stimulation of student interest, so that students have a sense of proximity and willing to participate.

The traditional didactic narrative form of the textbook, the readability of the material is poor, the students lack a sense of intimacy, not willing to participate. The new textbook in the beginning of each chapter, through the beautiful illustrations, beautiful language, stimulate students' desire to know, through the knowledge background around the chapter puts forward a series of questions, naturally bring students into the field of new knowledge, standing on an equal footing with the students, with the tone of the discussion to show the activities, into the more independent activities of the students, the students not only in the classroom to participate in, and this participation extends to the outside of the classroom.

Second, the implementation of the new textbook encountered several problems

The transition from the old textbook to the new textbook, both teachers and students, are somewhat uncomfortable. This is because teachers and students are not open-minded enough, the vision is not broad enough caused in order to adapt to the new textbook as soon as possible, it is necessary to analyze the implementation of the new textbook of some of the problems that have arisen.

1, the sections of the textbook, the capacity is not adapted

The old textbook to the knowledge as a clue: a section of the content of a lesson, an exercise after class, while the new textbook to the students to recognize the process for the pulse, a section of the content of the need for two to three lessons, one is to the teacher to bring the difficulty of preparing lessons, and the second is the course of the disjointed cause of the students' cognitive process interruptions, is not conducive to the mastery of knowledge students.

2, the new textbook content, less time, teaching time is tight.

3, the exercise processing of the textbook is not adapted.

The old textbook is a small practice in one lesson and a comprehensive practice in one chapter. The new textbook practice throughout the entire teaching process. Such as "learn more", "discussion and reflection" and so on.

Third, the implementation of the new textbook of a few experiences

The new NCTE mathematics textbook better reflects the concept of the mathematics curriculum standards, the whole set of teaching materials follow the cognitive laws of students, efforts to create independent inquiry for student learning, cooperation and exchange of space, for teachers to create an atmosphere of innovation, for teachers and students to provide a wealth of resources for interactive teaching and learning to strengthen the integration of modern information technology and the mathematics curriculum, improve the integration of modern information technology, and improve the teaching of the new textbook, the new textbook, the new textbook, the new textbook, the new textbook, the new textbook, and the new textbook. The integration of modern information technology and the mathematics curriculum has been strengthened, the presentation of teaching materials has been improved, and students' interest in learning mathematics has been enhanced. Here are a few feelings after using the new teaching materials of the Renminjiao edition.

(a), the knowledge-based curriculum view to the application of the curriculum view of the change

Mathematics curriculum standards emphasize the knowledge and skills, mathematical thinking, problem solving, emotions and attitudes of the four aspects of the development of students to make specific requirements, and compared with the old view of the curriculum, highlighting the application of the. In order to reflect the spirit of the new curriculum concept, the new standard textbook for mathematics in the humanities version of the original textbook compared to the arrangement of the content, the preparation of examples and problems, and the setting of important and difficult points has made a big change.

(ii), from the didactic view of teaching to the constructivist view of teaching change

In traditional mathematics teaching, the teacher first talk about the concepts and principles to be learned, and then let the students to contact, try to answer the exercises, this didactic view of the basic teaching mode of teaching the teacher's teaching is divided into the first "lecture" teaching knowledge points, and then organize the students to "talk" to the students. Knowledge points, and then organize students to "do" two stages, the new standards of mathematics teaching activities teachers are no longer purely "lecture" knowledge, but from the knowledge of the transmitter into a facilitator of student development, mathematical learning activities, organizers, guides and collaborators. Through the organization of students in the "do" to find out the new knowledge and previous learning knowledge of the connection between the new concept; in the learning of new concepts at the same time, the organization of the "do", guiding students to in-depth generalization of the understanding of the corresponding knowledge, breakthroughs in the difficult points, and gradually build a complete teaching and learning process. The first is to make sure that you have a good understanding of the concepts and the way they are presented.

(C), from the acceptance of the learning view to the exploration of the learning view of the transformation

The traditional view of learning too much emphasis on acceptance of learning, which is likely to lead to passive acceptance of learning and mechanical memory, the new standard of traditional acceptance of the learning view of reflection and criticism, the establishment of an inquiry-based view of mathematical learning.

(4) the implementation of the curriculum, teachers should pay attention to what problems

final homework assessment of "elementary school mathematics teaching theory" full of 100 points a. Terminology questions (5 points per question, ***15 points) back to the 1. random phenomena 2. electrochemical teaching and answering means 3. open questions two, short answer questions (10 points per question, ***50 points) 1. compare the "syllabus", a specific analysis of the "standard" on "number and algebra". What is the adjustment of the content of "Number and Algebra"? 2. How to understand "to get some initial experience in teaching practice activities, and be able to use the knowledge and methods to solve simple problems"? What are the key points of attention in the implementation of the 3. To optimize teaching methods, teachers should pay attention to what issues 4. What are the contents of the assessment of elementary school mathematics learning 5. Brief answer to the new features of modern teaching methods. Three, expository questions (***35 points) 1. Discuss whether students need to establish a sense of number, how to cultivate students' sense of number? (15 points) 2. Discuss how to use mathematical color bar in elementary school mathematics teaching. (20 points)

(5) Problems and Countermeasures in the Implementation of Kindergarten Curriculum

The syllables of the word "fine" are [jīng]

Explanation of "fine"

[jīng]

1.

Fine white rice: "Eating does not get tired of ~".

2.

Fine, as opposed to "coarse": ~ dense. ～The system. ～The first is to read it. ～To choose. ~Centeredness. ~Research. ~Carve.

(6) What are the problems in the implementation of the new standards

With the new concepts brought about by the new curriculum reform, teachers' classroom teaching methods and students' learning styles have undergone welcome changes, but in the implementation of the new curriculum reform, looking at the process of classroom teaching of some teachers, I found that there are some problems, the following to talk about my views:

First, the formalization of the use of multimedia. Multimedia use formalization.

In some public classes, teachers often use multimedia teaching, so that classroom teaching is more lively and interesting, stimulate students' interest in learning, however, some teachers in the teaching of a misunderstanding, that as long as the use of multimedia teaching is a successful example of the class, did not pay attention to the effective development of traditional teaching resources. For example, in the teaching of the "understanding of angles", a teacher at the beginning of the presentation of such a scenario to introduce the new lesson: a close-up of a soccer player shooting, the athlete's foot is the apex of the angle, his shooting route and the ground to form an angle. I think the angle is a plane figure, this close-up is a space angle, students are not easy to understand, and the athlete's shooting route may not be a straight line, so it is unscientific teaching content. If the teacher directly called the students to touch the corner of the table, touch the corner of the triangle board, the initial perception of the characteristics of the angle, this is more time-saving and more effective.

Second, the context of the "flavor of life" diluted "mathematical flavor".

The new curriculum reform emphasizes the close connection between mathematics and life, some teachers in the classroom using students familiar with the life of the material to create a problem situation, guide students from the specific situation to collect and organize information, take the initiative to find the problem, ask questions, and produce a new demand for knowledge, and received a very good teaching results. Some teachers tend to grasp this degree, "life flavor" is too thick, math class but let people stink to the "language flavor". A teacher in the teaching of regular arrangement of objects, in order for students to understand the meaning of "cycle", showing the sunrise and sunset situation, but also let students appreciate the changes in the landscape throughout the year, after, asked: students, in your life, there are many like this cycle of phenomena, now I see who is careful and brave! children. Who will say? Students a said another, the teacher praised while *** surging listening, finally, the teacher and the children praised a number of, and then summarized: like this cycle, the cycle of regular phenomena is called the cycle. Today we are going to learn the same examples you just listed are regular mathematical phenomena. Look at the time, it has been half a class, only to begin to enter the math problem of inquiry, the results of the grass-roots ending.

Third, the group cooperative learning form.

The group cooperative learning classroom, focusing on the students in the feeling and participation in the experience of cooperation, *** with the completion of the learning task. But some teachers are always without consideration will be a few students into a group, let them discuss the operation there, and then called "group cooperative learning".

(7) elementary school in recent years, the implementation of the new curriculum encountered in the process of what problems and confusion

Hello

body, mobility, independence and other characteristics, is a typical highlight the teacher-led, the main body of the students' learning style. The new curriculum emphasizes independent learning, and some teachers call students to practice on their own in class, with no specific requirements, no checking of how to practice, no feedback, and students practice in the end, full of practice, and become a typical "sheep-like" teaching. Some teachers even emphasize that the content of learning by the students themselves, learning by the students themselves to pick. These practices, on the surface of the students to obtain the right to autonomy, the class actually did not realize the true autonomy.

--- Cooperative learning is tangible

The new curriculum advocates cooperative learning, so some physical education teachers blindly pursuing classroom group cooperative learning in this form, as long as there are questions, no matter how difficult or easy, and even some of the discussion value of the problem are to be discussed in the group, the scene in some of the current public class The first time I saw this was when I was a student at the University of California, Berkeley, and the second time I saw it.

-- Inquiry learning is generalized

Inquiry learning refers to the students in the subject area or real-life interest, through the discovery of problems, research, hands-on, expression and communication and other exploratory activities, to obtain knowledge, skills and attitudes of the learning mode and learning process. However, not all teaching content is suitable for the use of inquiry learning mode, without the need to explore, inquiry in favor of inquiry, inquiry, can only be the degradation and destruction of the value of inquiry, thus leading to the value of inquiry shallow and vulgarization.

- cheap praise

The new curriculum emphasizes the respect and appreciation of students, so some physical education teachers do not care how the students perform, and give praise, "you're very smart", "you're" words are never enough. You're smart", "you're great" words are endless. Some teachers even think that in order to satisfy students' sense of achievement, students should not be criticized no matter how wrong they are, otherwise their self-esteem and self-confidence will be undermined. However, the protection of students' self-esteem and self-confidence is not the teacher's "cheap praise".

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

Yu Peiming, Yinzhou Middle School, Guo Dafeng, Hu Haiqing, Chou Lunhong

According to the unified deployment of the Ministry of Education, September 2006, Zhejiang and other five provinces to fully implement the reform of physical education and health curriculum. The gradual implementation of the new curriculum has, to a large extent, promoted the innovation of secondary school physical education and health curriculum and school physical education teaching, and facilitated the in-depth development of school physical education teaching reform. However, many physical education teachers are still confused about the reform of the new curriculum and encounter many difficulties in the implementation process. Here, for the implementation of the new curriculum in the process of some specific problems with peers, experts to discuss, aiming to summarize the experience, find problems, throw brick to jade, to deepen the physical education curriculum teaching reform to provide reference.

First, the new curriculum implementation process of confusion and suggestions

1, site facilities, equipment, teachers equipped with the contradiction between the student options

The new curriculum for high school physical education and health will be divided into mandatory part of the content and elective part of the track and field projects, gymnastics projects and health education topics for the mandatory content, ball games, water or snow projects, ethnic folk sports projects, emerging sports projects. Ball games, water or ice sports, ethnic and folk sports, and new sports are optional. Students can choose sports as learning contents within the scope of modules determined by the school according to their own conditions and preferences, so as to form hobbies and specialties and meet the needs of students' individualized learning and development. The option class must be opened to the teacher strength and facilities, equipment, etc. as a basis, the option to open

less can not meet the needs of the students, on the contrary, the option to open more teacher strength and facilities and equipment appear to be insufficient. For example, our school sophomore and junior classes to open the option class teaching, boys open basketball, volleyball, soccer three options, girls open basketball, volleyball, physical fitness three options. In the implementation of the process we found that we still can not largely meet the interests and hobbies of students: some students like small balls, such as table tennis, badminton, etc., some students like tennis, swimming

Satisfaction please adopt

(8) What are the problems in the implementation of the current kindergarten curriculum

a. Curriculum and teaching materials do not match the often distracted by the preparation of the lesson 2. Many weeks of classes are not good for collecting materials for classes Some content is repeated and children lose interest

(9) What are the problems to be considered in the process of implementing the curriculum

I am glad to tell you!

(a) the problem of lesson preparation 1 teachers are not every lesson "prepared", only one a week; 2 not everyone is prepared for the lesson, some people can not even a section of the preparation; 3 preparation for the implementation of the rotation system, the new teacher, the old teacher, the level of the high, the level of the low, responsible for the work, not necessarily responsible for the rotation; 4 heavy emphasis on Create a "guide plan", a good "guide plan" is equal to the high quality of teaching; all "guide plans" recycling. In some schools, lesson planning is done by individual teachers in the form of "teaching plans", which poses certain problems. First of all, the quality of "guided lesson plans" prepared by individual teachers on a rotational basis may not necessarily be guaranteed. Because of the differences in the level of teachers, teachers who lack teaching experience sometimes try their best to come up with "guided study plan" may not be the right target and focus, the depth of the content can not be grasped, and the design of the problem lacks logic and sense of hierarchy. ...... There are teachers with high level of teaching experience, but due to the responsibility of the teachers, they have a lot of experience in teaching. Some teachers have a high level of teaching experience, but due to the sense of responsibility and career is not strong, will be hastily completed the delivery. Some teachers have a high level and a strong sense of responsibility, but due to "busyness", they may also be able to cope with the work. Once the teaching is carried out with such a "guided learning plan", teachers and students will suffer collectively. Of course, Yanzhou No. 1 Middle School also has "collective lesson planning", which improves the quality of the "introduction plan" and makes up for possible deficiencies by bringing together the collective wisdom. However, there are only 1-2 teachers in the whole group who prepare lessons, and no one else does. In the "collective lesson planning", not prepared for the textbook is not familiar with the objectives, focus, content, methods have not been internalized, thinking, they can put forward the views of the old teachers with experience may be able to say a few words, but it is just empty words, sets of words, "common language! ", said is the same as did not say. Most of the teachers because they did not prepare lessons, all have no right to speak, can only be muffled, accept all. Because there is no preparation for the teacher's foundation is "0", so other people prepare for the class even if the level of low, ineffective, they can only say a word: "good". Some people may say that teachers will surely study consciously in order to teach the lessons. I'm afraid not necessarily. Because people are inert, in not preparing for class has been "legalized" under the premise that how many people consciously prepare for class teachers themselves do not prepare for class, do not think, and even an exercise did not do, take others to write the "guide" class, how can they fulfill their teaching responsibilities, play a leading role in the teacher. Teachers are afraid that they can only implement the teaching of "big sheep" and "big scattering", so they simply downgrade themselves to "learners", and put the teachers in a position to fulfill the teaching tasks they should accomplish. Teachers should be completed teaching tasks are blindly and arbitrarily handed over to the students, and the beautiful name of "in the teaching of secondary school". Students are educated, they are not clear about the teaching task, the teaching content is not familiar with the teaching process is not thinking, teaching methods have not been mastered, how can be replaced to play the role of guiding the journey, grasp the direction, stimulate the interest, the role of the correct judgment again, and then a good "teaching case" should also be suitable for their own classroom conditions, but also according to the personalized classroom understanding to be scientifically and effectively implemented into the teaching and learning. Understanding can be scientifically and effectively implemented into the teaching, if as long as there is a good "teaching case" is equal to the teaching is high-quality words, then the teaching work is the easiest work under the sky, the national teachers as long as *** with the same to create a good "teaching case", or even compiled a good "teaching case", or even compiled a good "teaching case". "or even compiled a" teaching case "set, quality classes will be produced in bulk, the world has such a beautiful thing I think, high-quality "a preparation" is "second preparation", "collective preparation", "collective preparation", "preparation", "preparation", "preparation", "preparation", "preparation", "preparation", "preparation", "preparation", "preparation", "preparation", "preparation" and "preparation". I believe that high-quality "a preparation" is "secondary preparation", "collective preparation" to write "guide" the premise and foundation, without effective "a preparation", all the links are false, Empty, inefficient and even ineffective. (B) the problem of homework 1. the purpose of correction is not clear. If someone asks: why teachers to correct the homework may be such a few with a certain one-sided: A. correction is the teacher's responsibility; B. correction is above the requirements; C. correction can prevent students from not serious homework; in fact, "correction" is the essence of the "survey of the learning situation ". The difference between correction and investigation of the learning situation is manifested in the following aspects: A is standing in the teacher's own point of view, thus appearing to be abstract and superficial. B is standing in the leadership of the requirements of the perspective of the words more have some forced and helpless. The ****similarity is to leave aside the relationship between correction and students, do not understand the relationship between teachers' correction and students' growth, the teacher's attitude in front of the correction is passive, negative, mechanical, and only understand it as a duty, task, and thus will make correction lack of goals and motivation, and become a mechanical labor task. c Although on the surface of the correction of the role of the angle of the students, but with a serious one-sidedness and superficiality. Its one-sidedness is manifested in the weakening of the role of correction, the role of correction is identified as the correction of students' learning attitude, the number of homework completed to cover up the quality of the homework itself, the number of homework, completion time and other factors on the students' homework, and even more disregard for the improvement of the students through the homework. 2 Emphasize learning over practicing. Learning time is too long, while the homework used for training is mainly in the classroom, the amount is very small, and the time is very short, resulting in emphasizing learning over practicing. It is doubtful whether emphasizing learning over practicing can guarantee a high quality of teaching. The students' "learning" is indeed more solid, but, philosophically speaking, "a correct understanding needs to go through many iterations from practice to understanding, and then from understanding to practice". There is only one "iteration" in Yanzhou First Middle School, that is, "knowledge to practice". Can the students' "correct understanding" be accomplished, even if it is accomplished in the classroom, it is only a superficial and temporary accomplishment, because "there is no accumulation of quantity. Because "there is no accumulation of quantity, there is no qualitative leap", "example is not ten, the law is not established. 3 loose requirements. First, do not require everyone to complete, and secondly, do not require all completed. "Looks beautiful": to meet the needs of students at multiple levels, do not allow students with learning difficulties to carry too much pressure, focusing on the effectiveness of training. However, its drawbacks are also very obvious. (1) weakened the students with learning difficulties in the fight against confidence and courage, see the difficulties to give up, touch the "enemy" on the "surrender", and develop a bad habit of not completing the task. (2) "Learning" and "group learning" are virtually non-existent. It is precisely because the lower and middle class students have difficulties in learning, poor students are eager to solve the problem of superior students, superior students have the opportunity to give a helping hand. If you are allowed to differentiate the completion of the learning task, then the poor students do not practice, the superior students do not help become justified. (3) Because some students, some of the topics are not done, the display, no problem-solving experience of learning