What is problem orientation?

In fact, there is only one sentence: problem-oriented is to solve problems.

Sample excerpt:

First, problem-oriented self-reflection.

Traditional teaching research focuses on teachers' mastery of subject knowledge, teaching knowledge and teaching skills. Teaching and research activities are often carried out around teaching materials, teaching methods or class evaluation. It pays attention to well-designed teaching, from objectives, key points, difficulties and keys to creating teaching situations, from classroom exercises to extracurricular assignments. Therefore, in the past, teachers rarely linked school-based research with their professional growth, or regarded it as a necessary part of their career. The arrival of a new round of curriculum reform puts forward higher requirements for teachers' professional development, and it is teachers' unshirkable responsibility to improve teaching level and students' learning quality.

At present, it is generally believed that only by integrating the problem into the research process and studying while practicing can we get effective results.

1. Form problem consciousness

Question-oriented self-reflection begins with asking questions. Because problems are the driving force for teachers' continuous development. Driven by questions, teachers will take the initiative to think. Therefore, it is best for teachers to invest in school-based research with questions. Of course, teachers can also ask questions during or after the training. Problem consciousness will strengthen teachers' awareness of active development. It can be said that the problem is to consider whether teachers can analyze their teaching behavior with rational thinking, which is an important factor restricting the further development of research. We advocate that teachers should make full preparations in advance, consult materials extensively around the training theme, carefully examine their own educational and teaching behaviors, think seriously, and then walk into school-based training with all this, communicate with people and collide with their thoughts.

Teachers have a sense of accomplishment in solving problems in the cyclic experience of "training, practice and training". At the same time, in the discussion, the gap between teachers also appeared, and the sense of crisis also emerged with the gap. If schools can create various conditions for teachers to go out and invite experts in, teachers' horizons can be broadened, and their sense of crisis may become stronger in extensive contact, and crisis consciousness is the catalyst for forming problem consciousness. To gain a greater sense of accomplishment, we must find problems and solve them.

2. Cultivate reflective behavior

Personal reflection is the dialogue between teachers and themselves, the basic premise of school-based research, the most common and basic activity form of school-based research, and the core factor of teachers' professional development and self-growth. Teaching reflection has the basic characteristics of grasping four points of reflection: that is, grasping the beauty of reflection-turning brocade into flowers; Grasp the doubt and reflect-another village with a bright future; Grasp the failure point and reflect-those who know can be pursued; Pay attention to regular reflection-this seems to be the most extraordinary. Past practice has proved that teachers can find themselves through reflection, regain the scepter of research and become experts by dealing with their own teaching problems. Therefore, we should pay attention to teaching reflection, promote teachers' professional development, and guide teachers to reflect and correct their teaching ideas, teaching behaviors and teaching art in teaching practice through review, observation, diagnosis and self-monitoring, so as to combine "teaching" with "learning", thus improving the rationality of teaching practice and teaching efficiency.

Reflection can not only rely on self-discipline, but also requires schools to consciously and systematically promote personal reflection through various teaching methods. Therefore, researchers often use "review" to promote reflection. The review is mainly divided into: what was originally planned to be done; What actually happened; The causes of these situations and the improvement measures.