How to process teaching content

Case Study 1. in the teaching fact sheet? Is it appropriate? Why? The classroom teaching record of "Sense of Youth". The lesson begins with an animation reflecting the developmental changes in a person's life from adolescence to old age, asking "What stage of life are you in now?" The students answered, "Adolescence." This naturally leads to the topic of this lesson. Next, guide the students to start a journey of youth. Two teaching scenarios were created during this trip: ① the island of youthful troubles ② youthful fantasies. The first one solves the difficulties in students' learning and life, and the second one solves the key points in students' learning and life. In the "Island of Youthful Troubles", the troublesome diary of a first-year girl, Wang Junjun, is used as a material to presuppose problems, so that other students can help solve the troubles in the diary. This section is divided into three areas. ①What should we do if our classmates give us unflattering nicknames based on our changing appearance and other characteristics? How do you think about the changes of puberty? ② study life of male and female students to help each other, some people use this as a basis for making waves everywhere, think about male and female students should be socialized? What are the benefits of socializing? How to socialize? ③ With the growth of age, the understanding of their own, began to pursue the development of personality, but do not know how to pursue? Is it as long as you like it, the pursuit of personality development of secondary school students have no requirements? Through the students' enthusiastic speech to elaborate their own views, the formation of a correct understanding, on this basis the teacher made a summary of knowledge. For the problems that occur at the onset of puberty, it is necessary to correctly recognize and treat. Such as the problem ① to be pleased with themselves, respect for others; ② male and female students should be normal interaction; ③ personality development to show the charm of the inner depths. In "Youth Fantasy", students are asked to give full play to their talents, and according to the prompts of several English words (color scoson song youth person sport word), they can choose two or more of them to make associations and depict their understanding of youth, which can be in the following ways: words, poems, drawings, pictures, and so on. Words, poems, drawings, lines, colors, etc. can be used in a variety of forms. Students complete the task in the song "Little Youth". First, they finish it independently, discuss, revise and perfect it in a group of four and finally choose a representative to show it. Students interpreted youth with their own understanding, and the class ended with a poem recitation to hear other people's understanding and deepen their understanding. The classroom of "The depth of national love" adopts the way of knowledge competition, group competition. Knowledge is integrated into the questions to stimulate students' interest in learning. The competition is divided into three stages, group compulsory questions; additional questions; grab questions. Tightly combined with the teaching content carefully organized content-rich topics, the form of performance is not a single text expression. Such as look at the picture reflects which national dress? With the line connecting each other New Year's custom is which ethnic group? Combined with the video content of the questions and answers, students are required to go on stage to imitate the video of the national dance. However, this is not a pure competition, in the various competitions, the teacher made a timely summary of knowledge, and did not detach from the teaching theme. Compulsory questions after the summary reflecting the profound and far-reaching national culture; additional questions after the group competition asked students to think about how our secondary school students should treat the national culture? Separately chose to reflect ethnic equality, national unity, all nationalities *** with the prosperity of the issue, the implementation of teaching key points. The two teachers chose different forms to implement the teaching objectives according to their different teaching contents. From the classroom reflection should be very appropriate. Because ① the content of the textbook is properly handled. The textbook is the basic material for teaching, provides the basic content of teaching activities, these contents in the teaching of how to arrange, which should be said, which can not be said, which first, which after, which need to focus on, which can be treated in general, which should be added, which can be discarded, etc., the teacher should be based on the objectives of the teaching, combined with the students' actuality to determine the clarity of thought, reasonable structure, the right degree of detail, focus, add or delete properly, to make it clear, the structure is reasonable, appropriate. Focus, add or delete properly, to form a new, appropriate, perfect knowledge structure and system. ② appropriate arrangement of the teaching process. Arranging the content of the lesson in the form of a box, paying attention to the rational processing of the teaching materials for each lesson, designing the teaching procedures and considering the teaching methods on this basis, so that the teaching materials can be turned into the materials that are easy for the students to understand and love to learn. ③ Flexible use of the space left by the teaching materials. Teaching materials through the context of the problem, activity design, etc., to teachers and students teaching left a lot of thinking space, activity space, for different levels of students and different cognitive styles of students to deal with flexibility, put forward different levels of requirements. For example, "Sense of Youth" focuses on students' perception and guides students to spend their adolescence in a healthy and safe way. How to deal with ethnic relations is emphasized in Ethnic Affection? After accurately grasping the textbook, the content of the textbook for all-round, deep-level understanding, to achieve a thorough understanding, in the teaching to be able to skillfully use. The use of knowledge competitions in "Ethnic Love" is very attractive to students and makes them gain a lot. Case Study 2. How to develop and utilize teaching resources? The utilization of curriculum resources refers to the reasonable and full utilization of resources that already have curricular significance, and the deep excavation of their significance; while development, on the one hand, refers to giving curricular significance to non-curricular resources, and on the other hand, refers to the development of resources that don't yet exist in reality, such as various textual and audio-visual resources, and so on. First, the teachers in the case revealed the following problems in the development and utilization of curriculum resources: ① They do not know what are the curriculum resources that can be developed and utilized. The main curriculum resources are categorized as follows: Text resources: books (including teaching materials), newspapers, magazines, photographs, maps, charts Audio-visual resources: movies, TV program videos, VCDs, cassettes, all kinds of educational software Physical resources: libraries, reading rooms, laboratories, audio-visual classrooms, multi-media equipment (network, TV broadcasting, etc.), museums, memorials, cultural centers, natural and humanistic landscapes, institutions, enterprises, institutions, etc. Human resources: students and family members, teachers, neighbors, and other members of the community. ② No awareness of curriculum resources and no active participation in practical activities for the development and utilization of curriculum resources. Strengthening awareness is the starting point to grasp the development and utilization of curriculum resources. People's behavior is always governed by a certain ideology, and only with curriculum resource awareness will they work hard to realize the development and utilization of curriculum resources. Therefore, strengthening the awareness of curriculum resources is the starting point for the development and utilization of curriculum resources. First of all, teachers should change their roles and strive to change from curriculum implementers to curriculum developers and builders. Second, teachers should improve their ability to develop and utilize curriculum resources. Thirdly, teachers should devote themselves to the activities of developing and utilizing curriculum resources with a positive attitude. (3) Failure to utilize the teaching materials is totally "teaching the teaching materials" but not "teaching with the teaching materials". Textbooks are not the only curriculum resources (material resources), but undoubtedly the most important curriculum resources. As far as teachers are concerned, they should pay attention to the re-development and utilization of the teaching materials as curriculum resources, and recognize and handle the relationship between "teaching the teaching materials" and "teaching with the teaching materials". "Teaching the material" is to complete certain teaching tasks, the teaching behavior of teaching the content of the material faithfully, which is characterized by the content of the textbook to do a detailed comb, in place to teach, as far as possible to do "not a drop of water", the point of view of the textbook is the "truth", "the truth", "the truth", "the truth", "the truth", "the truth", "the truth", "the truth". The viewpoint of the textbook is the "truth" and "authority", and it reflects the idea of "book-based". "Teaching with teaching materials" is to take the teaching materials as a kind of curriculum resources, with the help of teaching materials as learning materials, so that students can obtain knowledge at the same time, in the process and method, emotional attitude and values can also be comprehensive and harmonious development. In this kind of teaching behavior, teaching materials are only the means and ways to realize the curriculum objectives, and the content of teaching materials is only a carrier to help students realize the three-dimensional development objectives, which reflects the concept of "people-oriented. It reflects the concept of "people-centeredness". ④ There is no concern for students, no student-centeredness. Focusing on students and being student-oriented is an important guide to the development and utilization of curriculum resources and the key to the development and utilization of curriculum resources. ⑤ Not paying attention to the characteristics of the local, the school, themselves and their students, and taking the book as the book, reading from the book. Can be combined with the actual life of the students in this class and the performance of the class body, create a problem situation for teaching, so that the combination of students familiar with the life of more students yo attraction. Because there are personal experience, have something to say. (6) do not understand the characteristics of the subject. Different subjects have different characteristics, teaching to highlight the characteristics of the discipline. Ideological character of the subject characteristics of the development and utilization of curriculum resources should pay particular attention to: ideological, contemporary, practical. Second, to the teacher's suggestions: ① to strengthen the awareness of curriculum resources, and actively develop and utilize all kinds of curriculum resources. ② to fully explore and flexible use of teaching materials, and actively participate in curriculum reform. ③ To analyze their own students in relation to the content of learning to make education more targeted. ④ To continuously strengthen learning and improve their theoretical level and teaching level. Question Discussion 1: Point of view assessment, how exactly should we deal with the relationship between the disciplinary and life-oriented nature of the curriculum and teaching content? The point of view is not entirely correct, the new teaching materials rich materials such as can be combined with the teaching content with good will play its maximum role, not good will be superficial, the teaching scene may be very lively, but can not achieve the purpose of teaching the subject. The new teaching materials teaching resources closely linked to life, teaching knowledge presented in an unconventional way, rich in content, reflecting the life is the foundation of moral learning. In practice, education divorced from the reality of life is meaningless and lifeless. Teaching should make full use of the resources of existing teaching materials, after carefully studying the materials to determine the content of the teaching, choose appropriate materials to assist in teaching, and if necessary, to collect more rich and vivid information for my use. Each subject has its own characteristics and specific requirements for curriculum resources. The development and utilization of curriculum resources should pay special attention to the characteristics of the discipline of ideology and moral character: ideological (ideological and educational significance), contemporary (focusing on the reality of social life, the real needs of students, the development of the social situation, the party and the country's policies, etc.), and practical (learning by using, and develop good behavior). The basic concepts of the discipline, the basic principles, the basic point of view as growing young people because the comprehension can not keep up, if completely expressed in words students are difficult to understand, so it must be supplemented by other teaching methods, fully mobilize the students' multifaceted emotional experience. Graphic teaching resources can fully mobilize students' interest in learning and stimulate students' enthusiasm for learning. Discussion 2: (1) How do you see the relationship between modernized teaching media and traditional teaching media, and their role in teaching? The famous educator Zankov has said, "If the real, expansive life rushes through the door of the classroom and comes to the classroom, the world of the classroom opens up." Today, modern teaching methods have been gradually popularized in various disciplines and are welcomed by teachers and students for their unique novelty, image, interactivity and flexibility. Compared with the traditional teaching media, modern teaching methods play a positive role in teaching. 1. can stimulate learning interest, cause emotions, attitudes, values sublimation. The use of modern teaching methods y attracted students, it is the vivid dynamic picture, rhythmic emotional language, melodious music scene, quickly brought the distance between the books and the students, is that they have the feeling of being there, stimulate students' interest in learning, emotions, attitudes, values quickly get promoted. 2. can image transmission, preservation and reproduction of knowledge prototypes. Ideological character" course covers a wide range of ancient and modern China and foreign countries, astronomy and geography, refers to the national policy, refers to the people's minutiae. The use of modern teaching methods can make the teaching content is not limited by time and space, image transmission, preservation and reproduction of knowledge prototypes, indirect knowledge into direct knowledge, thus speeding up the speed of understanding and memory. This greatly shortens the teaching process and improves the teaching efficiency.3. It can increase the amount of classroom information, expand students' horizons and improve classroom efficiency. Traditional teaching in the dissemination of classroom knowledge mainly from the teacher's oral and blackboard books, the limitations of the speed of the two limit the classroom information content, so that it has certain limitations. Computer multimedia information content, time-saving advantages of traditional means can not be compared. The use of multimedia technology can be high-density knowledge transfer, large amount of information to optimize the processing, greatly improving the efficiency of teaching. (2) With the modernization of teaching media more and more into the classroom, some teachers in the teaching of computer instead of "human brain", the mouse instead of chalk. How to view this phenomenon? In education and teaching, change to a single means, simple way to instill knowledge in students, fully utilizing modern means of teaching and developing students' thinking ability, cognitive ability and dialectical observation and analysis of the problem of the ability to computer multimedia will certainly present the traditional means of education incomparable advantages. First, we need to clearly understand the advantages and shortcomings of computer multimedia in teaching applications. (A), the advantages of computer multimedia application in teaching 1. means of intuitive novelty, rich expressive power. Interest is the emotional expression of human cognitive needs and plays a great role in promoting the learning process. The ability to stimulate students' interest in learning has become the key to the effectiveness of classroom teaching. Multimedia can be text, sound, images, graphics, animation, movies, television and other organic integration with the learning content, thus changing the traditional learning content is relatively single characteristic, can improve students' interest in learning, inspire students to learn actively.2. Teaching capacity, high teaching efficiency. The use of multimedia technology for teaching, the teacher can be in advance on the computer will be educational content, problem solving process, and even experiments, etc. Designed, the class, the teacher only need to click the mouse, you can show these contents to the students convenient and quick. For schools with some network teaching equipment, teachers can always get all kinds of teaching information from the Internet to supplement some knowledge. Compared with traditional teaching methods, it saves writing time, increases teaching capacity and improves classroom teaching efficiency. Multimedia teaching of large content, high efficiency features can be appropriate to speed up the pace of teaching, is conducive to enhance the students' sense of competition so that students in a shorter period of time to receive a greater amount of information, more a present to achieve the purpose of teaching. 3.*** enjoyment. The *** enjoyment and exchange of information resources are increasing and updating every day, the development of new technologies also makes the text, pictures, sound and even images in the computer and the computer to spread the reality. And the application of modern education technology, especially the establishment of multimedia education network, will make the form of teaching in traditional education is changing dramatically. The rapid development of multimedia technology for the form of teaching, teaching methods, teaching methods and teaching ideas to provide more possibilities for change. It can not only make the teaching more vivid image, but also makes many conventional ways and means difficult to show the teaching content can be easy to show, the network distance learning fully embodies the two-way teaching, practicality and interactivity. (B), computer multimedia in teaching also has shortcomings 1. easy to change the dominant position of the teacher. Although multimedia teaching is an effective and advanced teaching mode, it should not and cannot replace the dominant position of teachers. If we rely too much on this mode of teaching, the result will be putting the cart before the horse, and the loss will outweigh the gain.2. To a certain extent, it ignores the interaction between teachers and students. Classroom teaching is not only for the transmission of information, but also for the training of various skills. Multimedia teaching in this regard provides more ready-made answers, and the lack of meticulous process of display. In this way, students in the learning process is easy to lack of teacher-guided thinking process from shallow to deep, from concrete to complex, from simple to abstract. 3. easy to distract students' attention. Multimedia teaching tools image vivid, however, many students pay attention to just music and animation, and even some students have to discuss the screen where those places how to play, and remind the surrounding students to pay attention to the students' interest mobilized, but the attention is distracted. Second, improve multimedia teaching should pay attention to several issues of multimedia teaching method applied successfully or not, the key is the design and use of multimedia teaching courseware, through the exploration of multimedia teaching should pay attention to the following issues: 1, the design of the content of the teaching courseware. In the design of teaching courseware, first of all, the content should be concise and focused, not to turn the multimedia courseware into an all-encompassing e-book, which is not conducive to the mastery of the content of the teaching students. Therefore, in the production of multimedia courseware, teachers must be clear that multimedia courseware is designed for classroom teaching, the teaching content is summarized into an outline of the main points of learning, in a concise outline of the text in multimedia courseware, and to do focus on the details of the appropriate, so that students can quickly and accurately grasp the center of the content of teaching. 2, the combination of multimedia technology and traditional teaching methods. In the use of multimedia teaching methods at the same time, should not ignore the use of traditional teaching methods and tools. As a result of the use of multimedia lectures, courseware is pre-produced, and therefore the order and progress of its playback is established, the formation of the teaching content is fixed, the disadvantages of the teaching process program, the teacher is difficult to have time to improvise, and sometimes can not even according to the student's response and the classroom atmosphere of the temporary targeted adjustments to the content of the teaching, resulting in the form of teaching is dull, the teaching of the inflexible enough to teach, and the effect of the lectures are also very much affected. At the same time, due to the students' attention is too much focused on the screen and sound, over time, the teacher is ignored in the classroom vivid body language and has the vitality of the board as well as the teacher's expression of the teaching effect produced by changes. Teaching is an art, that is, the teacher in the classroom physical, verbal performance effect, in the classroom teaching, with the teacher's charisma and interesting explanations, through the mutual infection of the emotions between teachers and students to mobilize students to actively participate in the teaching of the good teaching effect and the positive effect on the students' psychology, is any form of electronic media can not be replaced. Therefore, the use of multimedia teaching, should do to abandon, that is, inherit the essence of traditional teaching, play the strengths of multimedia teaching, to achieve complementary advantages. 3, play the leading role of teachers in multimedia teaching. In the use of multimedia teaching, the source of knowledge is no longer limited to teachers and textbooks, students will be through the application of multimedia technology to obtain a large amount of information, but we can not ignore the leading role of the teacher in the specific teaching. Because, a variety of modern media technology is only an auxiliary tool for teaching, and only the teacher is the source of imparting knowledge and cultivating students' ability, therefore, in multimedia teaching, the teacher is not a projectionist, the students are not the audience, teachers and students of the teaching and learning contradictions can only be resolved through the teacher's leading and student learning interactive process, multimedia technology can not replace the teacher's knowledge to summarize, summarize, deepen the Function and role. If we pursue the application of multimedia technology and ignore the leading role of the teacher, the teaching of multimedia technology deviates from the original intention of the application. To sum up: we conclude that multimedia in the classroom is the call of the times, is the inevitable social development, but we should look at multimedia as a new thing dialectically. In teaching, we can not use the computer instead of the "human brain", the mouse instead of chalk. The freedom and discretion of the board is the computer can not be replaced, but the intuition of multimedia and fun is not comparable to the board, computer and the "human brain", each has its own good, the mouse and chalk, the two skilled grasp of the best! Pay attention to grasp the scale of their application in the classroom, follow the regularity of classroom teaching, will be included in the modernization of classroom teaching track, rather than being engulfed by multimedia.