What are the differences between the new curriculum teaching concept and the traditional teaching concept?

First, in classroom teaching, strengthen students' inquiry learning.

Traditional classroom teaching emphasizes knowledge instillation, teacher's spoon-feeding teaching and students' passive acceptance of knowledge, which leads to lack of enthusiasm and motivation in learning. The trained students will only learn by rote and lack innovative thinking ability, so it is difficult to adapt to the needs of the new century. Modern teaching theory requires students to understand the process of knowledge formation and master its laws in the process of learning knowledge, so as to achieve the purpose of learning and lifelong learning. As the ancients said, it is better to teach people to fish than to teach them to fish. The new curriculum reform advocates that students actively participate, discover and explore knowledge, master knowledge in exploration, and cultivate innovative spirit and practical ability. In classroom teaching, we should establish the concept of inquiry teaching. Only in classroom teaching can we cultivate students' ability to explore problems actively to meet the needs of new curriculum reform.

When teaching "My parents and me" in the textbook, students can be asked to discuss the reasons for the "love conflict" between me and my parents from two angles, one is from the perspective of parents, and the other is from the perspective of students themselves. Many students may mention in their speeches that "from the perspective of parents, there will be conflicts of love because in the eyes of parents, we are still children who don't understand the world, and our independent behavior often worries our parents." Parents concluded that these ignorant and naive words and deeds must be strictly disciplined, otherwise the consequences will be worrying; From the students' own point of view,' love conflict' occurs because we have our own views on things, hope to have our own decision-making power on things, sometimes want to keep a distance from our parents, and often want to keep a little secret. " After intense discussion, the students naturally found out the reason of "love conflict" with their parents, so it is logical to ask the students to discuss how to solve this problem. From the design concept of this class, we can see that students really become the masters of the classroom and speak freely in the classroom. This teaching method makes students feel relaxed and happy, which not only exercises their oral expression ability, but also cultivates their ability to analyze and explore problems.

Second, in the new teaching process, guide students to learn independently.

Autonomous learning requires teachers to be instructors, supporters and helpers, not indoctrinaters, preachers or dominators. Teachers should be good at grasping the problems closely related to real life in teaching, so that students can feel something in independent inquiry. In the process of feeling, since the enlightenment and since the enlightenment.

When explaining that "the true value of life lies in dedication", students may think that the teacher is preaching again. At this time, I will ask the students: "Did you participate in the activities organized by our school to donate money for poor students?" Our school also held an activity to donate money for a teacher's treatment. Did you participate? Because most students participated, they would proudly say, "We participated." Then, I will say, "your behavior is a concrete manifestation of dedication, which shows that the real value of life lies in dedication." In fact, many people in our society are silently contributing, but we usually don't pay much attention to it. Our society is prosperous and strong because there are many such selfless devotees. After you enter the society in the future, the vast majority of students will become a part of contributing to the society and rejuvenating the Chinese nation. "This kind of explanation, which is triggered by students and returns to students, can help students to accept this view unconsciously, and then stimulate students' spirit of active efforts and continuous innovation, which naturally plays a subtle role in cultivating students' healthy personality.

Third, in mutual discussion, carry out students' cooperative learning.

Shallow problems in the learning process can be solved by independent inquiry, and problems that are not understood or difficult to solve need to be solved by cooperation and mutual research. As far as organizational forms are concerned, there are generally three forms: first, deskmate cooperation and mutual research, that is, two deskmate students can give full play to their respective advantages in learning and inquiry, inspire each other and discuss related difficult problems; Second, group discussion, it is best to form a study group with four people as a group, and students sit next to each other in front and back to facilitate cooperative learning activities; Third, the whole class collectively conducts mutual research, grasps the central or key issues, and allows students to express their opinions and concentrate on solving difficulties. As far as the specific ways of classroom cooperation and mutual research are concerned, debate, discussion, situational performance and telling the truth are all effective forms of cooperative learning.

For example, when explaining "mastering scientific learning methods", we might as well design a game of "clamping beans" for students, and then ask the student with the most beans to talk about his method of clamping beans the most. Through the introduction of students' experience, let students realize the importance of doing anything and mastering the correct methods in the process of playing. So pass on the knowledge again and let the students discuss. In the discussion, it is concluded that there are various learning methods, there are methodologies, there is no fixed methodology, and it is important to have correct methods. Only the method that suits you is the best method. This requires students to collect information before class, display and exchange information in class, pay attention to practice and evaluation among students after class, and discuss through cooperation among students.