What kind of teaching concept should teachers set up? (Xu Guanghua)

I, set up a people-oriented view of the students know, people-oriented, calling for human subjective spirit is an important feature of modern civilized society; the basic value orientation of modern teaching is "people-oriented" rather than "knowledge-based". To establish a "human-oriented view of students" means that teachers should fundamentally change the tendency of treating students as passive recipients of knowledge "containers" in traditional teaching, and truly regard them as individuals with learning initiative, mobility, creativity and development potential. Individual life, and the implementation of teaching focus on stimulating interest in learning, mobilizing positive emotions, motivating continuous improvement, and promote harmonious development. This is the implementation of the new curriculum, the premise and foundation of the new teaching. Second, set up the development of the teaching view of China's view of teaching has an evolutionary development process: the early liberation period can be called "knowledge-based" view of teaching (the connotation of the "double base" that is, basic knowledge, basic skills); the Third Plenary Session of the Eleventh Central Committee to the mid-80s can be called "intelligence-based" view of teaching and learning. Intelligent" view of teaching (its connotation is "double basic" plus "development of intelligence"); the mid-80s to the end of the 90s can be called "nurturing" view of teaching (its connotation is "double basic" plus "development of intelligence"). The teaching concept of "nurturing" (the connotation of which is "double-basic" plus "intelligence" plus "non-intelligence"); into the new century, especially with the continuous deepening of quality education, the new round of curriculum reform is being implemented. In the new century, especially with the deepening of quality education and the promotion of the new round of curriculum reform, the concept of "developmental" teaching (the connotation of which is "double-basic" plus "intelligence" and "non-intelligence") has become more and more important, and the concept of "developmental" teaching has become more and more important. The concept of "developmental" teaching (which connotes "double basics" plus "intelligence" and "non-intelligence" plus "learning to learn and sustainable development") was conceived and born. The shift in the focus of teaching from the traditional emphasis on the transmission of knowledge and skills to the sustainable development of students is not only a fundamental shift in the values of teaching in countries around the world, but also an important purpose of the new round of basic education curriculum reform in China. We must fully realize that students learn in the teaching process, both learning "knowledge and skills", "mastery of the process and method" process, but also sublimation of "emotional attitude and values "and promote the harmonious development of body and mind; teaching is no longer for students to seek a certificate, how many test scores (not the pursuit of short-term, superficial effect), but to develop the individual potential of learners, to promote their maximum development; teaching is not only limited to help students achieve the ideal "employment Teaching is not limited to helping students achieve the desired "employment" goals, but is a lifelong activity throughout the learner. Therefore, to establish a "developmental view of teaching" requires our teachers to re-examine and reposition their teaching responsibilities - to change from planning for students' learning and promotion to planning for students' overall development and lifelong sustainable development; to change from being responsible for the current examination and promotion to being responsible for the current examination and promotion to being responsible for the current examination and promotion to being responsible for the current examination and promotion to being responsible for the future development of students. From being responsible for the current exams and further studies, teachers should be responsible for improving the overall quality of students and for their healthy growth throughout their lives. Only in this way can teachers in teaching really deal with the relationship between the "two basics" and quality, intelligence and non-intelligence, science and humanities, the current and long-term, and always adhere to the strategic height of "from the sustainable development of students throughout their lives" to plan the teaching, implementation of teaching, at every stage of the implementation of teaching. Teaching, in every stage of teaching implementation, each link reflects the concept of "all for development". Third, set up a dynamic view of knowledge in history, there are three different views of knowledge: first, that knowledge is a certain value, neutral, universal truth; second, that knowledge is not neutral, the creation of knowledge and the creation of learning are permeated with the values of the creator and the learner; third, that knowledge has a certainty, but also uncertainty, it will deepen with the understanding, the development of society and learners. Third, it is believed that knowledge is both deterministic and indeterminate, changing with the deepening of understanding, the development of society, and the changes of learners. For a long time, under the influence of the idea of "teaching to the test", what we believe and implement in teaching is the first view of knowledge, i.e., knowledge is regarded as something "absolutely static and unchanging", and teachers teach in isolation and rigidly, and students can only "learn" without analysis. Teachers teach in isolation and in a rigid manner, and students can only "take it all in" without analyzing it (the formation of a static knowledge structure). However, what is embodied in modern pedagogical theories, especially in the new curriculum, is mainly the third view of knowledge, that is, the dynamic view of knowledge. That is to say, the new curriculum is no longer regarded as a solidified knowledge and skills for people to grasp and store things, the essence of knowledge and skills is that people through it to think critically and creatively, and thus construct a new meaning. According to the dynamic view of knowledge, we can learn that knowledge is not only a static "state", but more importantly a "process" of movement; students learn knowledge is not only a "receiving, storing" process. Students learning knowledge is not only a "receiving, storing" process, but more importantly, an active selection, analysis, inquiry, the process of creation, but also a comprehensive quality of students, the spirit of innovation and even the correct outlook on life, values, world view gradually formed process. Therefore, the implementation of the new curriculum teachers teaching "can not only for the students for a while, but for the students for life"; to guide students to observe, think, question, explore, imagine, innovation, learning by doing, learning with personality, to help students gradually form the motivation, habits and ability to continue learning. Fourth, establish an open view of the curriculum in the traditional conceptual system of teaching theory, "curriculum" is understood as a normative teaching content, and this normative teaching content is compiled by discipline, so the "curriculum" is defined as a discipline, which is specifically manifested in the standard, Teaching materials, teaching references. This means that "curriculum" is only a matter of concern for the government and subject specialists. Teachers do not have the power to change the curriculum, nor do they need to think about the curriculum; their task is only to be the exponents and transmitters of the established curriculum, and students, of course, can only be the recipients and assimilators of the established curriculum. In this way, the curriculum and teaching gradually become two separate areas, which on the one hand, leading to the curriculum continues to isolate, to closed, to shrink, to "difficult and old"; on the one hand, leading to the teaching also continue to become rigid, mechanical and dull. The new open view of the curriculum is that the curriculum does not only refer to teaching materials and subject knowledge, but also the unity of textbooks, teaching materials, teachers and students, scenarios and environments, and the integration of teachers, students, teaching materials and environments; the curriculum is not only text-based, but also experiential; the curriculum is no longer just a carrier of knowledge, but the process of teacher-student inquiry; the curriculum is no longer a closed, authoritarian, static, but an open, democratic, dynamic, and generative process; the curriculum is no longer a closed, authoritarian, static, but an open, democratic, dynamic, and generative process. The curriculum is no longer a closed, authoritarian, static thing, but an open, democratic, dynamic, generative "ecosystem" and a complete culture, and with the teaching of mutual transformation, mutual promotion, each other organic integration. The breakthrough of the curriculum constraints, changes in the connotation of the curriculum, and the expansion of the curriculum space require our teachers not only to faithfully implement the curriculum plan and "read from the book", but more importantly, to study the textbooks in depth, scientifically supplement the textbooks, accurately process the textbooks, and continuously develop and innovate the curriculum resources; and at the same time, it also requires that our teachers no longer take the narrow classroom as a means of teaching. The narrow classroom as the only place to impart knowledge, but also to look beyond the textbooks, outside the classroom, outside the school of the vast world, good at finding and making full use of teachers and students around the inexhaustible curriculum resources, and effectively strengthen the link between inside and outside of the classroom, a good combination of inside and outside of the classroom. Fifth, set up a cooperative view of teachers and students due to the "teacher dignity" of the long-term impact of the teacher's authority in the teaching process is too strengthened, seriously ignored the cooperative relationship between teachers and students, gradually leading to the teacher's teaching towards authoritarianism, rigidity, the students lose their individuality, lack of spirit, breeding inertia. The implementation of the new curriculum requires the majority of teachers to re-examine and position their roles and positions, to re-understand and deal with the relationship between themselves and their students in the teaching and learning, and gradually realize the following changes: to change from the traditional condescending "authority" to the "chief" of the band; To change from the traditional sense of the teacher "teaching" and students "learning" to teachers and students teach each other to learn each other, and each other to form a real "learning **** the same body"; to change from the traditional knowledge transferor To change from the traditional knowledge transmitter to a participant in student learning, guide and collaborator; to change from the traditional static knowledge possessor to a dynamic knowledge researcher, in the teaching process of the curriculum materials as a "target" (examples), guide and students with the scrutiny and inquiry to treat it, in the questioning inquiry, in the inquiry in the recognition or New and different, teachers really do with the students to learn, think, discuss and explore. In this way, the only thing to lose is to follow a gourd like sticking to the rules and regulations, the harvest must be the knowledge after the update, thinking after the release, the joy of success after cooperation! Sixth, set up a democratic view of the teaching style Remember an educator said: "In today's classrooms in China, sitting is the student, standing is the teacher; and in the spirit of the situation is exactly reversed - standing teacher always occupies the position of supremacy, while the students are sitting in the body concealed is a soul that stands or even kneels with fear and trembling." This may sound a bit harsh, but it is true that we still have a considerable number of teachers (especially teachers in rural primary and secondary schools) who, although bathed in the spring breeze of innovative education, standing in modernized classrooms, and teaching the latest knowledge of the new century, are often still "unearthed relics" of the 19th century in their educational thinking and teaching style, and who always act as autocrats in the teaching process. The teaching process is always a dictator of the identity of the dominant teaching activities, resulting in a serious loss of students as the main body of teaching, restricting the students active, lively, lively learning and development. Teaching under the concept of the new curriculum is open teaching, a kind of teaching that promotes students' subjectivity and fosters their creativity, so it is necessary to democratize teaching activities and teacher-student relations. Tao Xingzhi, a famous educator in China, once said, "The condition in which creativity can best be realized is democracy." To truly realize the democratization of teaching, teachers must strive to do the following five: respect for students, believe in students, appreciation of students, tolerance of students, expect students. In a word: to implement the appreciation of education, good treatment of students.