How do teachers realize three changes under the new curriculum reform?

Since Shaanxi Province entered the new curriculum reform in senior high school in 2007, although we have all received the general training and professional knowledge training of the new curriculum reform, and also listened to the guidance and reports of experts, we have a certain understanding and preparation in our thoughts, but in practical work, we find that many aspects of the new curriculum teaching need teachers to realize certain changes themselves. First, the change of teaching concept Li Yuanchang, a famous practitioner of educational reform, once said: "The teaching method is not the most important, but the change of educational concept is the most important. Because of what kind of educational concept there is, there will be teaching methods under this concept. " For example, traditional biology teaching: the teaching form mostly adopts the method of teachers telling and students remembering. Teachers are thirsty and often complain that there is too much to talk about and not enough time in a class. Students listen carefully in class and take detailed notes. When they closed their books and notes after class, they had no impression at all. Originally, biology class was quite lively, but the class was lifeless, and students gradually lost interest in biology. Under the guidance of new curriculum and new ideas, teachers pay attention to students' mastery of knowledge in cooperation and exchange during teaching; Emphasis is placed on guiding students to conduct scientific inquiry and positive thinking, scientifically design experiments, and gain new knowledge in experiments. Therefore, in order to adapt to the curriculum reform, we should go out of the traditional educational concept and change to the role with advanced teaching ideas, concepts and advanced consciousness. With the educational concept that meets the requirements of quality education, we can constantly analyze and see through every lesson with new educational ideas, concepts and advanced consciousness, and do every lesson well; Only in this way can we constantly learn, acquire and accept new ideas and viewpoints, correctly grasp the trend of educational reform and boldly advance in the ocean of curriculum reform. In biology teaching in middle schools, teachers should not only let students acquire biological knowledge and skills, establish the thinking mode of biological science, improve students' biological science literacy and cultivate their ability to acquire and comprehensively utilize learning resources, but also cultivate their innovative spirit and ability. At the same time, we should pay attention to the formation of students' emotions, attitudes and values in teaching. In order to achieve the above goals in teaching, teachers' teaching concepts must be greatly changed, from teachers' subjectivity to students' subjectivity, from the traditional standard mode education concept to the education concept of respecting personality development; From simply teaching good books to teaching students to be eager to learn, change the "dignity of teachers" into a democratic and equal view of teachers and students; From teaching textbooks to teaching with textbooks, from exam-oriented education to quality education; From teaching to students' learning, the teaching concept of imparting knowledge has changed to the teaching concept of cultivating students to learn to learn. Second, the transformation of teaching methods Traditional teaching is mainly narrative, and the teaching level of teachers has a great influence on students. Its basic model is: examination-introduction of new courses-teaching courses-review and summary-assignment-examination and practice. Students are less involved, and most of them passively answer teachers' questions. As for the teaching mode of active learning, such as inquiry, verification, group discussion, cooperative learning, exchange and reflection, and self-evaluation, it is rarely used. Many times, the teacher is the protagonist and the students are just supporting roles. It is impossible to improve students' learning attitude, learning process, learning method acquisition, knowledge achievement, investigation and research ability, and students just passively accept it. The teaching form is single, the content is boring, and the method is rigid, which can't arouse students' learning enthusiasm well and cause students' polarization. Many students can't appreciate the fun of learning, and teaching has lost its due value. The multiplicity of teaching objectives, the complexity of the teaching system itself, and the diversity and ever-changing objective conditions of teaching make it impossible for us to find a teaching formula suitable for all teaching environments and every specific teaching situation. The advantages of one method may be exactly the disadvantages of another method. Therefore, in order to improve the effectiveness of classroom teaching, we must give full play to the advantages of various teaching methods, overcome their disadvantages, realize the optimal combination of teaching methods, make the teaching structure coordinated and reasonable, and make the advantages of various methods complementary and three-dimensional combination. For example, in the experiment of comparing the decomposition rate of hydrogen peroxide, the author asked students to analyze and think about the conditions under which hydrogen peroxide decomposition can be completed, such as heating, inorganic catalyst, biocatalyst (catalase) and other conditions, and what other issues need to be considered, following the principle of equivalence and univariate. , and correctly grasp the methods and principles of controlling variables. Then let the students try to design the experimental steps; Students can also analyze and discuss the principles and functions of each part in the experimental design according to the description of the experiment in the textbook. The former is similar to the process of experimental inquiry, suitable for students with strong ability, and can adopt the method of guiding inquiry; The latter is similar to the process of understanding and digesting an experimental method, which is relatively less difficult and suitable for students with relatively weak foundation. You can use the method of discussion. It's hard to say which of these two methods is better or worse, but it depends on the specific situation. For students with weak foundation and ability, it is obviously difficult to receive the ideal effect by using the former method, and it is also difficult for students to carry out their thinking activities. For another example, it is difficult for the experimental class in our school to carry out activities according to the requirements of the textbook, and the control is not strict, which is easy to cause confusion. Experimental classes are often a mere formality, and the organization of teaching can not achieve the desired results. Therefore, we can try the form of group cooperative learning to encourage students to study and explore independently. In order to ensure the effectiveness and order of the experimental class, teachers can train the group leaders in advance and teach them basic skills. These group leaders will act as teachers to guide the group members to conduct experiments, explore with everyone, put forward some problems in the experiment, design experimental methods, expect experimental results, analyze experimental results and draw conclusions. Write an experimental report. Then, each group selects some students with strong expressive ability to make group speeches, and exchange and reflect with you. Finally, the students make self-evaluation and mutual evaluation, make the best plan and draw a credible conclusion. This method greatly reduces the workload of experimental teachers and obtains an effective way to solve problems through cooperative learning. Knowing the methods and motivating students to participate in learning will greatly improve the teaching effect. In a word, effective teaching should be the optimization and effective combination of various teaching methods, and should be suitable for specific teaching objectives, teaching contents, teachers' personality characteristics and specific teaching environment. Diversified teaching objectives need diversified teaching methods to achieve, and a single teaching method is difficult to adapt to the realization of diversified teaching objectives. We advocate the method of inquiry learning, but if we generalize inquiry and apply it to all teaching situations, it is contrary to effective teaching. Effective teaching methods should also actively make students think. Students are the main body of learning. No matter what teaching method is adopted, students should actively participate. This kind of participation should take the participation of thinking as the core standard. The classroom looks very lively, all students participate, while students only participate in a form, and their thinking activities stay at a shallow level. Such participation is inefficient or ineffective, and such classroom teaching will not be effective. On the contrary, some classroom students don't seem to have much formal participation, but they actively think deeply and have their thinking participation, so the teaching is efficient. Teachers have always been regarded as imparting knowledge, and "preaching, teaching and dispelling doubts" is regarded as the bounden duty of teachers. However, the research of modern educational psychology shows that students' learning is a proactive process of knowledge construction, and teachers should pay full attention to students' dominant position. In the teaching process, teachers should play the role of participation, promotion and guidance. Bruner, an American educator, pointed out that teaching students to learn any subject is by no means to instill fixed knowledge into their hearts, but to inspire students to actively acquire and organize knowledge. Teachers can't teach students to make a living bookcase, but to teach them how to think and organize their knowledge from the process of seeking knowledge, just like historians study and analyze historical materials. Therefore, seeking knowledge is an independent activity process. In the new curriculum, the role of teachers should be changed from "singing the leading role" and "lecturing" to "guiding, helping, serving or coordinating students' learning". There are still some functions of preaching, teaching and dispelling doubts, but they should not be simply preaching, teaching and dispelling doubts. Teachers should not regard themselves as "the embodiment of knowledge" above others. Teachers should organize students to use textbooks, guide them, make them acquire the ability to learn knowledge, make students change from passive acceptance to active learning, and fully appreciate and enjoy the happiness and experience of success. As a teacher, if you want to be friends with students, you can only get out of the role of commander and "squat down" to play games and chat with your classmates. Only when the relationship between teachers and students is equal, teachers can design teaching from the standpoint of students and do their own work well. Only when teachers regard themselves as students' study partners can they truly serve students, become their intimate friends, share joys and sorrows with students and share their destiny. Standing on the equal status of partners, students will gain the consciousness of equality, initiative and participation from teachers, get understanding, support, help and encouragement, and at the same time get out of the "dilemma" of learning and mind with teachers and get more happiness. The new round of curriculum reform is both a challenge and an opportunity. We must seriously study the new curriculum standards, internalize new ideas, and effectively realize the three changes. In teaching, we should be brave in self-reflection, explore our own classroom teaching and reflect on our own teaching behavior. In the process of constantly trying reflective teaching, we should constantly analyze and overcome misunderstandings, realize self-development, self-improvement and self-innovation, create a truly dynamic and efficient biology classroom, and comprehensively improve the teaching of students' biological science literacy. References: [1] Wang Zhong, Liu Enshan. Interpretation of biology curriculum standards [M]. Beijing beijing Normal University Press 2002. [2] Liu Enshan. On biology teaching in middle schools [M]. Beijing: Higher Education Press, 2003. Author: Shiquan Middle School in Shaanxi Province.