What are the new ideas of curriculum reform?

The new concept of the new curriculum reform is "new" in the following aspects:

First, the "new" classroom teaching evaluation

The traditional PE classroom teaching evaluation mainly evaluates teachers' teaching routines such as preparing lessons carefully and attending classes carefully, as well as quantitative indicators such as students' exercise load and intensity, and "controls" teachers by checking and monitoring the teaching behavior of PE teachers into unified norms. One of the main purposes of classroom teaching evaluation of new curriculum is to promote teachers to continuously improve the level of physical education teaching. The nature of evaluation is positive, the characteristics of evaluation are development, and the direction of evaluation is future-oriented. The key point is not to evaluate teachers' physical ability, nor to identify the classroom teaching achievements of a certain class, but to diagnose the problems and shortcomings of teachers in classroom teaching, so as to formulate teachers' personal development goals and meet their personal development needs. This is a process of continuous improvement and development.

Second, it is not a good class without computer-aided teaching.

With the rapid development of information technology, the school's audio-visual facilities are more and more complete, which provides good conditions for classroom teaching. There is no doubt that multimedia can enhance the intuition of actions and improve students' interest in learning. However, in the process of physical education classroom teaching evaluation, there is a phenomenon of "exaggerating" that without multimedia, it is not a good class, which confuses the role of teaching means and teaching process. How does physical education class innovate? How to cultivate students' innovative thinking? In the process of physical education reform, some teachers pay more attention to form than practice. In many demonstration classes, there is often a serious disconnect with the daily teaching in physical education class. In order to reflect the application of new technology or new teaching form, individual schools and teachers move computers to the playground to cooperate with PE teachers in classroom teaching. The appearance of this kind of phenomenon is likely to return to the question of "what is the essence of sports". Only things that show the essence of things have vitality. No matter how advanced the technology and method are, it can only be an auxiliary means of physical education classroom teaching, and its value lies in whether it solves the practical problems of students' physical education development under realistic conditions and has received practical results. At present, modern educational means, especially multimedia technology, have been widely used in physical education classroom teaching. These modern educational methods have brought us a learning revolution, expanded and extended the teaching content: intuitive teaching methods have reduced the learning difficulty, improved the learning efficiency, optimized the teaching situation, and given people artistic enjoyment. However, form must serve the content, means must serve the goal, and means cannot replace the goal. It cannot be considered that modern educational means are completely superior to traditional educational means. The use of any media has a certain scope of application. Excessive reliance on modern educational means will make sports a mere formality and weaken its due value. Starting from the specific teaching content and objectives, we should follow the principle of "simple use without complexity, easy use without difficulty". The application of multimedia and other information technologies should be combined with the characteristics of physical education teaching, and play an auxiliary role in physical education teaching, rather than becoming interference.

Third, the number of sports activities ≠ the standard of evaluating class quality

Physical education class's "movement" mainly includes students' "brain movement" and "body movement" in class. The core of "moving" is thinking activity, and physical activity is the external expression of "moving". Therefore, classroom teaching evaluation should not only look at students' physical "movement", but also look at students' internal "movement". However, many of our PE teachers design teaching not for students' study, but for teaching. In order to arouse students' interest and make them move, they designed many formalistic things. Someone put Smart Surfing, Truth and Lucky 52 into the classroom. On the surface, these things are lively and pre-designed performances, in exchange for killing most students' learning initiative. Such flashy physical education teaching is a typical performance of grandstanding. In addition, the new curriculum standard of physical education emphasizes cooperative learning. Many PE teachers think that cooperation must be grouped before they can act independently. This practice is very undesirable. In fact, most of the contents in physical education textbooks are internally related, lively on the surface, which violates the law of students' learning physical education. As everyone knows, sometimes physical education class's temporary silence is precisely the tension and activity of thinking, which often produces original opinions and original opinions. Special emphasis is placed on the "movement" in physical education class, and more importantly, teachers are required to activate students' thinking, not necessarily to pursue active scenes, but to keep students' emotions and thoughts always eager to try.

Fourth, classroom incentive evaluation ≠ The more the better

The new curriculum reform of physical education attaches great importance to the establishment of evaluation mechanism to promote students' development, regards evaluation activities and processes as platforms and opportunities for students to show themselves, encourages students to show their efforts and achievements, and enables students to obtain a kind of successful satisfaction and joy. A remarkable feature of classroom evaluation of new physical education curriculum is that teachers smile more and praise and encourage students more. This is a good thing. Physical education teachers should "give priority to positive comments such as encouragement and praise, adopt encouraging comments, and try their best to guide them positively". The problem is that the more smiles, compliments and encouragements, the better. In particular, students' obviously wrong actions should be denied and not easily praised. Only those who deserve praise should be praised, and students should know what the PE teacher praised. In fact, whether it is encouragement or criticism, as long as it is timely and moderate, it can be just right. Sometimes a trusting nod, a sincere smile and a kind gesture from a PE teacher will make praise and encouragement more emotional and play a better role.

It is clearly pointed out in the physical education curriculum standard that the evaluation of physical education curriculum is "to test and improve students' physical education learning" and "to effectively promote students' development". Praising students lies in trying to tap their full potential and promote their development. "Only by deeply understanding students and' reading' them can we really glow with the power of praise. If the physical education teacher can understand the students, even if the criticism is correct, it is not difficult for the students to accept it. " It can be seen that the evaluation under the concept of new physical education curriculum should be an evaluation that can promote students' development. Although cheap praise and encouragement are much better than criticism and reprimand, excessive and overwhelming praise will not promote students' development.

V. Quantitative evaluation ≠ Scientific and reasonable

There are many indicators in the evaluation of physical education teaching that cannot be quantified, such as the emotional communication between teachers and students, the cultivation of students' scientific world outlook, outlook on life and values in the process of physical education activities, and whether the accidental events in the classroom can be properly handled. It is mechanical to define sports with this quantitative standard. Does not conform to the characteristics of sports itself. Among the diversified goals of the new curriculum, many goals (sports participation, physical health, mental health, social adaptation goals) are vague and cannot or are difficult to be measured by quantitative indicators. At present, some physical education departments use purely objective quantitative indicators to evaluate teachers' teaching in order to evaluate operability. Obviously, such an evaluation result is one-sided and unscientific. From the classroom subject, the activities of both teachers and students are a complex interactive relationship, and classroom evaluation should point to the overall situation of the classroom, not to the separation behavior of teachers or students. When evaluating, we should not use a classroom quality evaluation table full of rules and regulations to evaluate the class, nor should there be such a table. The evaluation standard of "good class" in the new curriculum standard only provides a reference framework for our teaching evaluation, and it cannot be absolute or dogmatic. At the same time, the absolute quantitative evaluation of classroom teaching has a negative impact on the growth and development of physical education teachers.

Six, "laissez-faire" ≠ "autonomous learning"

Autonomous learning is beneficial to enliven the classroom atmosphere and stimulate students' interest in learning. The new curriculum standard attaches great importance to students' autonomous learning, but it does not mean that students can practice at will. However, some PE teachers misunderstand the original intention of autonomous learning, thinking that autonomous learning is to downplay the leading role of teachers, highlight students' subjectivity, and excessively follow students' interest choices, resulting in the phenomenon that teachers follow students. For example, some teachers take out some volleyball and football in class, so that students can practice in groups freely, while teachers give directions to each group in a "dragonfly water" way, without specific requirements, inspections and feedback, and students "play" to the end. It must be clear here that advocating "autonomous learning" in physical education teaching does not mean not guiding or not guiding. Therefore, teachers should be very careful in teaching. In the process of teaching, teachers should return the time and space to their children, and at the same time, teachers should have a good understanding of the educational concept and teaching duration, and make objective judgments and evaluations on whether students have thought or realized in independent activities, otherwise, it is likely to turn physical education class into a sheep-herding teaching. On the surface, students are lively, but the teaching effect will be poor and students will suffer.

Seven, "perfect" class ≠ practical

In the evaluation of physical education teaching under the new curriculum standard, there are many such examples: First, the detailed rules and specific quantitative standards are issued to the contestants, and the contestants are "tempered" before the competition, and they are prepared in strict accordance with the "standard upper limit" in order to achieve the "perfection" of the class. When the judge saw that the class completely conformed to some idealized model in his mind, he smiled and nodded: "Good class, good class". In fact, the basic elements of a good class should be normality, authenticity and universality. It's not decoration, and it doesn't need whitewashing. It is a common class with universal applicability. It is a "course to be perfected", focusing on the "authenticity" of the course. The real "good class" will not be perfect, and there will always be such "problems" exposed. Let's have targeted discussions and research in the future teaching to improve it. Not all problematic classes are not "good classes". A "good lesson" doesn't need to be perfect, but we can call it a "good lesson" if we make a breakthrough, gain something, inspire and innovate in some aspects or at some point.

Eight, cooperative learning ≠ the improvement of students' ability

Physical education class's cooperative learning should avoid "tangible without reality". The new curriculum standard attaches great importance to the change of students' learning style and cooperative exploration. But explore what? Why explore? How to cooperate? Some PE teachers are not confident enough in teaching because they have not carefully designed before class or studied deeply. So sometimes they simply divide the students into several groups, announce cooperative learning, and then get things done. However, we should also see that the form of cooperation is not equal to cooperative learning, and the purpose of cooperative learning is not simply to study and exercise students in groups in teaching. For example, after students are grouped, teachers will still strictly control the whole learning process; Or after the assignment of group learning tasks, for example, students with good motor skills will teach students with poor motor skills. These practices are not cooperative learning. Students are not born to know how to carry out cooperative learning, and some students may not necessarily do it even if they know it. In this wrong cooperative teaching situation, students can only walk-on, beat about the bush, act as supporting roles or backgrounds, or even bystanders. In this teaching situation, it is difficult for students to truly reflect their dominant position and improve their learning ability.

Nine, watch class ≠ good class

A good class is not a good class. Although this class has standardized teaching plans, careful preparation of lessons, strict classroom organization, students' discipline and orderly team mobilization, it is useless to just look at it. The essence of this kind of class is that the teacher is singing the leading role, which is the embodiment of the teacher's ideology in the class, while ignoring the emotional experience and active participation of students and the cultivation of students' personality and will. From the students' point of view, a good class should meet two requirements: first, students should actively participate, and most of the time, students should be in high spirits, full of energy, actively participate and have diverse activities, not a unified product on the "assembly line"; Secondly, it can benefit students in many ways. All kinds of values and spirits contained in sports will benefit students for life if they are transferred to daily life. Therefore, ideological education should be integrated into physical education class, so that physical education class can play a greater role.