How to make effective use of teaching resources for education and teaching?

How to make effective use of the teaching resources around us Author: Yuan Ying (Chinese Class 1, Yibin Primary School, Sichuan) Comments/Opinions: 1/997 Release date: 2012-29 09: 49: 21First of all, as a teacher, we should strengthen our self-cultivation. To tell the truth, modern teachers should have many abilities, but I think that in the process of education and teaching, teachers should have the following abilities: 1, lifelong learning ability. A teacher should have his own unique teaching style and extensive knowledge background, so as to keep information symmetry with students and make students feel that you are a good teacher before they are willing to attend your class. In this way, your teaching effect will naturally be good. To do this, we teachers should not only understand and master the professional knowledge and development within the discipline, but also know the knowledge that students outside the discipline may come into contact with. In addition, at present we pay attention to the integration of disciplines. Teachers should not only master the knowledge of a single subject, but also build a diversified knowledge structure, which requires teachers to have solid professional knowledge, and at the same time learn the latest achievements and knowledge of the frontiers of natural science and social science. Only in this way can we give full play to the educational function of teachers. 2. Be good at acquiring and accumulating external existing teaching resources, and processing and innovating them; 3. Always pay attention to news reports or media information, capture teaching information in time, and apply self-made original test questions to classroom teaching according to teaching requirements; 4. Using modern educational technology to make teaching courseware and teaching integrable ware, which can solve the problems of breaking through difficulties and highlighting key points in classroom teaching. 5. Establish your own teaching resource database. The resource database should be classified according to the teaching practice and updated in time; At the same time, you should also collect the subject websites that you think are valuable. (Introduce your own teaching resource library) Second, the classification, source and storage of classroom teaching resources. (1) Classification of teaching resources According to my teaching experience and the characteristics of chemistry, I think teaching resources can be classified as follows: 1. According to the completeness of resources, it can be divided into overall resources and material resources. For example, we often say that teaching design, classroom courseware and exam questions are all resources; For example, pictures, videos and animations that solve a special problem are all material resources. 2. According to the types of resources we usually use, it can be roughly divided into seven categories: test questions resources; Courseware and integrable ware resources; Teaching presupposition is also the resource of teaching plan; Paper resources; Curriculum standards and exam description resources; News reporting resources, professional books, etc. (2) The sources of teaching resources are as follows: 1, network resources: teaching plans, courseware, integrable ware, papers, teaching reflections, teaching cases and project reports; Examination questions for senior high school entrance examinations in various provinces and cities, design of excellent teachers' examination questions, etc. 2. Resources around you: the final exam questions or mock exam questions of the city, county and district, and the exam questions made by school teachers. The city, county and district hold teaching plan competitions, courseware making competitions, self-made teaching aid competitions and thesis competitions. We should try our best to obtain these resources, because as we all know, these resources are of great reference value, which contain the summary and embodiment of many front-line teachers' teaching experience and educational wisdom. 3. Teacher resources: We often complain that the teaching resources are not rich enough, but we forget that there are rich teaching resources around us. We can ask our hesitant questions to the teachers around us before class. Sometimes the sound of knowledge and emotion is produced in this way. Personally, I think this will not only help to improve our teaching level, but also help to form a harmonious interpersonal relationship. Of course, if you have the same hobbies, you can also enjoy quality teaching resources with other teachers. Attending and evaluating classes in daily teaching activities; Experts and special lectures (for example, in June, before the middle school entrance examination, Director Huang Jianguo of the Provincial Teaching and Research Section came to Ji 'an and gave us a lecture on "Let education return to nature and make the classroom close to reality". )。 4. Student resources: Before teaching, we often ask students to learn by themselves in various ways. Come to think of it, this link is actually not dispensable. Especially in chemistry, there are many things that students need to do and use their brains after class. If children do this before class, you will find that your teaching effect will be much better, so make full use of this resource. For example, in Unit 12, many students lack perceptual knowledge of thermoplastics and thermosetting plastics. Before class, students can collect different plastic products, then guide them to classify and finally do experiments. This not only solves the teaching problem, but also expands the knowledge space of students, laying the foundation for future life and exams. 5. Media resources: Chemistry comes from life, and chemistry is everywhere in life. Careful observation and comparison will reveal that there are many things related to chemistry in our news reports. If it can be found and applied to classroom teaching in time, it can not only make students feel that chemistry is around, but more importantly, let them know the importance of chemistry and realize that learning chemistry is not just for exams. Naturally, it has not only realized our innovative teaching in connection with life, but also achieved our goal of quality education. Why not? 6. Original resources: With the popularization of digital technology products, our living standards are gradually improved and our horizons are extended. In fact, in our own work and life, there are many materials related to our teaching that can be collected, which can be physical objects, pictures or video resources. For example, some indicators of water pollution, air pollution and weather forecast are easy to capture local related textbooks. 7. Teaching auxiliary resources: In a broad sense, I think teaching auxiliary resources should include curriculum standards, exam instructions, teaching reference materials, various professional books and various review materials on the market. Now the teaching AIDS we usually talk about are all kinds of review materials on the market. Although improper use of teaching AIDS will reduce the quality of education and teaching: because it makes some teachers' teaching methods deformed and their sense of responsibility reduced; Because it helps to "crowd tactics", it cruelly deprives students of their time. But now our teaching is actually inseparable from teaching AIDS. So I personally think that the key is that our teachers should treat teaching AIDS correctly. First of all, choose teaching AIDS carefully. Personally, I mainly choose those teaching AIDS with fewer problems but typical and novel problems. Secondly, in the process of using teaching AIDS, I don't ask students to do all the problems on teaching AIDS. One is because students don't have time, and the other is unnecessary (because some questions are too difficult, especially in the final stage of the senior high school entrance examination, we should better grasp this degree. ), so I try to do it myself before the students do it; Finally, for the typical questions I found, I try my best to search online, and then store them in categories (if not, type them myself). 8. Teaching Reflection: On June 12, we were fortunate to invite Director Cao to give a special lecture on "Making Teaching Reflection a Teacher's Professional Habit" for all teachers in our school. Director Cao mainly explained to our teacher why we should reflect on teaching, what to reflect on and how to reflect on it. With his rich professional knowledge, well-informed experience and hands-on teaching experience, Director Cao made the whole lecture lively and interesting. You are welcome to read this article when you have the opportunity. Therefore, we teachers should reflect on teaching more and keep the words formed by teaching reflection in time in order to optimize classroom teaching in the future education and teaching process. (3) Storage of teaching resources As I said before, as teachers, we must have our own teaching resources-both traditional (paper) and electronic. However, the resource pool is not a simple accumulation of resources, otherwise, if there are many resources and the classified storage is unreasonable, it will be very inconvenient to find them when needed. I believe all teachers have a paper resource library, so I won't talk about it. I suggest that you often cut and paste the typical examples and exercises of great value found in the teaching AIDS you usually use, and then classify and integrate them. The biggest feature of electronic resource library is that it is very convenient to use and modify. I set up an electronic resource library in this way: I transferred to Ji 'an No.4 Middle School in 2003 and bought a computer in the first half of 2004. Since I had a computer, I began to store some of my accumulated resources. But in 2006, due to an accident, my previously stored resources were lost due to hard disk damage, which was very sad at that time. Because of this, in the second half of 2007, I decided to put resources in the network, because the biggest advantage of the existence of the network is that it can be used anytime and anywhere, that is, in the second half of 2007, I bought a space and started to build my own network resource library. Now, my teaching resources have achieved three synchronizations: the resources of school computer, home computer and network hard disk are automatically updated synchronously (I use the most advanced network storage and external link support technology in the United States). Secondly, the classification of resources, with the passage of time, with the feeling of my own application, I now mainly store it according to the twelve units of our ninth grade chemistry, and of course I will establish other folders. This brings great convenience to search and use. Third, the application of classroom teaching resources. Applying classroom teaching resources to our classroom practice is the ultimate goal of establishing teaching resource pool. In my opinion, the most important thing should be applied to three aspects, one is the design of teaching plans, the other is the production of courseware, and the third is the preparation of teaching AIDS. Below, I will talk about my own practices in these three aspects. The first is the design of teaching plan, which is usually called teaching design. Now some new expressions are called teaching presupposition. Although the concept is slightly different, the general meaning will not be very different. The design of teaching plans mainly includes three aspects: First, the design of teaching objectives. We know that the overall training goal of the subject must be refined to the specific teaching goal of each class. Only through the implementation and support of the specific teaching objectives of each class can the overall curriculum objectives of the subject be implemented. In practice, we find that the teaching objectives written in some teachers' teaching plans are not designed by teachers according to the teaching content of this class and the reality of students and schools, but copied from relevant materials. A class without clear teaching objectives is not a quality class in any case. Before each class, teachers should first make clear the teaching objectives of this class, hoping that students can gain something, experience something and develop something through this class. Which is commonly referred to as a three-dimensional target. The second is the design of teaching process, teaching links, students' learning activities and learning methods; The third is the design and preparation of teaching resources, including the preparation of experimental equipment, materials, courseware and other teaching resources. 1. Personally, I think that only good teaching plans can meet the new curriculum standards and the actual situation of students. A good teaching design must embody the "three principles", that is, taking students as the main body, teachers as the leading factor and training as the main line. Therefore, when designing teaching plans, we should not only consider the overall comprehensive quality of students (mainly including knowledge preparation and recent development fields), but also consider the requirements of curriculum standards and the learning needs of students at different levels, because one of the concepts of the new curriculum is to pay attention to every student and their growth. At the same time, our teaching plan design must be innovative. Other people's excellent teaching design is not unusable, but should know and pay attention to how to use it. It is not a simple "takenism", but to creatively develop your own things on the basis of learning from others' good things. What is a quality lesson plan? Personally, I think that I have not only learned from the successful experience of others, but also put forward my own innovative design-of course, this innovation must conform to the teaching rules and practice, which is the high-quality teaching plan (it is recommended to refer to the high-quality teaching plans of several other people when preparing lessons). I think different teaching plans have different uniqueness, so we should absorb them selectively and develop creatively on the basis of consideration. Therefore, it is very useful to establish an electronic resource library of teaching plans, reflect and communicate after the teaching is generated, and then modify the teaching design. In the process of teaching design, one link is also very important, that is, the design of training. Training design, training in a broad sense, includes a lot, such as language expression ability, practical ability, knowledge transfer ability and so on. Below, what I communicate with you is mainly the training of knowledge transfer ability, which is usually called the training of problem-solving ability. The design of students' exercises mainly includes the following aspects: classroom exercises, homework, exams or test exercises. Compared with students taught by other teachers, my students will have much less homework burden in learning chemistry. Students also realize that in the ninth grade, my chemistry homework may be the least of all subjects. To be honest, I often do my homework without a pen. However, my students' test scores, especially those in the senior high school entrance examination, are not worse than those of other students at the same level in other classes, but often better. This is mainly because I have a large number of exercises, and then choose typical exercises or original questions from them, or make some modifications for students to do to avoid students doing useless work; When choosing examination questions, we should pay attention to at least five points: first, it conforms to the current teaching progress and teaching requirements; The second is to pay attention to whether it meets the curriculum standards and whether it is similar to the exam instructions; Third, we should combine students' learning reality; Fourth, pay attention to the gradient of the test questions; Fifth, for key or compulsory knowledge, we try to change a little every time to train, which also exercises students' adaptability. Practice those difficult problems as little as possible. Problems may not only be useless, but more importantly, they may lead students to dislike your subject. When I explain the test questions, many times I mainly spend my time on how to analyze the problems and how to find ways and means to solve them. I tell students that the ability to analyze and solve problems is forever, which is not only useful for our study, but also useful for us to deal with many things in our work and life in the future. I believe many of our teachers do the same. Do more original test questions. As I said before, we must pay attention to the news media information, process it according to the media information and apply it to our chemistry teaching process. Original test questions are also an essential ability for modern teachers. At the beginning, your test questions may be poorly designed, including the description of language, the accuracy of description and the foothold of knowledge. But do more, especially let students do original test questions and communicate with colleagues, and you will gradually improve. In 2007 and 2008, I participated in the collection of original questions before the middle school entrance examination in the provincial teaching and research section. After the assessment results were announced, I won the first prize for two years. 2. Making courseware: In order to highlight key points and break through difficulties, we usually use multimedia to assist teaching. Multimedia courseware plays an extraordinary role in creating problem situations, improving learning environment, expanding classroom interaction space, innovating evaluation methods, stimulating students' interest in learning and improving classroom timeliness. It has four characteristics: beauty, interest, reality and emptiness. The beauty of (1) courseware. The high harmony between the picture, text, sound effect, animation, color and teaching content of the scene created by multimedia courseware is beauty. For students, this kind of beauty is the adjustment or promotion of learning state and the improvement and creation of learning environment. At the same time, this kind of beauty breaks through the stereotype that multimedia courseware is only a tool for explanation or deduction, and beauty itself has become the source of knowledge. (2) the "interest" of courseware. The interest of courseware lies in the ability to contextualize learning problems or teaching priorities in the best time of teaching and in a way that is most suitable for students' attention characteristics. We call the interest of this courseware rational interest. (3) the "authenticity" of courseware. Friendly interface, convenient and practical interaction; The content and application of courseware can highlight key points and break through difficulties. The courseware here pursues the maximization of benefits in unit teaching time. (4) The courseware is "empty". The reflection of Castle Peak in the water is empty. The reflection is not a real castle peak, but it expands people's imagination and grasp of the "emptiness" of castle peak. The beauty, interest, reality and emptiness of multimedia courseware are dialectical unity and a realm. As long as we continue to explore and practice, multimedia courseware will certainly provide better services for our education and teaching. There are many formats of multimedia courseware, but I think powerpoint is the most common and easy to use. Below, I will communicate with you on how to use PPT to make courseware skills. I believe there are many teachers here who are more skilled than me. For example, if there is anything wrong with my speech or something I can do better, welcome to communicate. (1) image insertion: image selection (clear image must be selected); Background, fixed-size pictures, and pictures that can be enlarged by clicking. (2) Audio and video insertion: automatic play, click play and controllable play. (3) 3) Insertion of Flash integrable ware: It is a little more complicated. (4) the production of triggers: for example, a courseware fragment I made last semester (5) the generation of PPS files: advantages and password settings. (6) The appearance and disappearance of words, the skills of linking, the insertion of documents, the switching of different slides, etc. 3. Compiling supplementary teaching materials: Teachers with conditions and opportunities should strive for and create conditions to compile supplementary teaching materials. Participating in the compilation of teaching materials can not only improve their popularity, but also improve their education and teaching level. Because in the process of compiling teaching materials, we must first let ourselves have a new and systematic understanding of the test sites and examination questions; Secondly, it is also very useful for your future education and teaching, because if you are familiar with the test questions and the difficulty of the test, you will not bring students into the sea of questions, and you will not use the tactics of asking questions or even the tactics of asking questions to solve problems in the teaching process; Can use the least time, the best training effect, to achieve the best effect. Invisibly, it not only lightens students' learning burden, but also achieves its own preset education and teaching effect. Why not? (For example). This is what I'm talking to you about today. Everyone is welcome to criticize and correct me. You are more welcome to contact and communicate with me in the future education and teaching process, and contribute to the improvement of education in Ji 'an. "Mathematics Curriculum Standards" points out: "Mathematics teaching must pay attention to the life scenes around students and the things that students are interested in, and provide them with opportunities to participate, so that they can realize that mathematics is around them and feel intimate with mathematics." Tao Xingzhi, a famous educator, once said that "life is education" and "society is school". This requires our teachers to develop and use the resources that can be used for teaching from their daily lives, create a better space for them to discover, explore and create, make mathematics teaching truly "effective" and let students live a happy, passionate, imaginative and energetic life. This mainly means that students can make concrete progress or development after a period of teaching under the guidance of an advanced teaching concept. The "teaching" of effective teaching refers to all the behaviors and strategies of teachers to stimulate, maintain and promote students' learning. It mainly includes three aspects: one is to stimulate students' learning intention and interest. By stimulating students' learning motivation, teachers teach according to students' psychology of "wanting to learn", "willing to learn" and "willing to learn". The second is to clarify the teaching objectives. Teachers should let students know "what to learn" and "to what extent". The third is to adopt teaching methods that students can easily understand and accept. Strategies for the effectiveness of mathematics classroom teaching in rural primary schools 1. The background of the discussion on the effectiveness of classroom teaching: (1) The "discordant notes" from the county-wide teaching quality analysis meeting are 95, 9 0, 85, 80 in grade one (grade one, grade two, grade three and grade four schools), 90, 85, 80 in grade two and 85 in grade three. The average scores of grade four are 80, 75, 70 and 6 5, grade five is 75, 70, 65 and 60, and grade six is 70, 65, 60 and 55. There are no schools with advanced teaching quality, and in the end, we have to reward ten units with excellent teaching quality according to the test results from high to low "-this was in 2065438. In the autumn of 2009, our county organized and implemented compulsory education for the first time since the county unified the final exam for primary and secondary schools. Analysis of some data at the meeting and the words of the management director is like a series of discordant notes disturbing people's hearts: what does a set of low-standard data reveal? (2) Chaos in Competition Classes According to the requirements of county-level ministries, almost every school should organize competition classes in different disciplines. In the competition class, although the instructors are trying their best to explain the cooperation, inquiry and autonomous learning advocated by some new curriculum concepts, a sense of tacit understanding between "host" and "audience" and a sense of separation between "actor" and "director" spirit are fully exposed. So what is a really good class? (III) The Call of Effective Teaching and Research in our county and the Enlightenment of this "National Training" With the comprehensive promotion and in-depth development of the new curriculum, in 2009, the teaching and research section of our county put forward requirements in the county: implement effective management, create effective classrooms, and comprehensively improve the level of education and teaching. So what kind of classroom teaching is effective? How to move from effectiveness to quality and efficiency? The main position of teaching is in the classroom, and the overall level of teaching quality is closely related to the effectiveness of classroom teaching. With these puzzles, combined with the enlightening thinking caused by this training, I conducted some investigation and analysis on the classroom teaching situation of teachers in all schools in my town and neighboring township schools, and now I will share the results with my peers for the benefit of * * *. Second, the investigation of the current situation of mathematics classroom teaching in rural primary schools (I) Basic situation After careful listening and effective interviews, I made a careful analysis of the mathematics classroom in rural primary schools and summarized it into the following four types of classroom teaching: 1. The phenomenon of "experiential" classroom accounts for about 30%, mostly among teachers over 40 years old. They have been teaching for many years and have rich teaching experience, and they can effectively deal with some difficult problems in teaching by virtue of their experience. As I overheard in xinglong village, the percentage of teaching application questions: ① Showcase: In the tree planting activity of "Greening the Yangtze River", there were 84 boys, accounting for 60% of the total. How many people took part in this activity? ② Please read the questions to find out who "1" is and think about whether it is a total or a partial number. The teacher guides the students to analyze: We know that percentage application problems and fractional application problems are interlinked, so what is the percentage of a given number and how to find the total? A: Step by step. Teacher: What about the arrangement? Then I gave birth to a dictation blackboard: 84÷60%= 140 (person). A: 140 people participated in this activity. Next, as a planning method, perform the related variation exercise of finding part numbers and percentages. Why didn't I know "1" would be divided? Obviously, students can't see the whole process of deep thinking, let alone the formation of knowledge. Teachers teach with the help of many years' experience in solving problems, while students only imitate them mechanically, which is contrary to the new curriculum standard that mathematics teaching should pay attention not only to the teaching of explicit knowledge, but also to the teaching of tacit knowledge, that is, mathematical thinking methods. 2. The "old ox" class accounts for about 10%- 15%. This kind of classroom teaching presents a step-by-step teaching model, teachers' conscientious teaching spirit, meticulous maternal love for students and repeated drills after class. There is no creation, no opportunism, no tricks, no laziness in teaching, only "old ox" hard work, students' health is gone, and their emotional experience is still shallow. 3. "Gorgeous and fashionable" classrooms often appear among young teachers who can keep pace with the times, accounting for about 50%. These teachers have a certain theoretical basis and new curriculum ideas, and dare to try in teaching, but they lack guidance and try blindly. So the classroom presents the mechanical reorganization and ineffective superposition of various teaching and learning methods under the new curriculum concept, and finally they wear new shoes and take the old road. The real "I-you" teacher-student relationship is not reflected, and students are happy to play instead of studying. Teachers' teaching and students' learning are still in a "free" state. 4. "Simple and effective" classroom (about 10%) This kind of classroom teaching is effective and efficient compared with the previous one. Teachers pay attention to the formation of study habits in class; Refined teaching language and proper evaluation; Strong ability to control classroom teaching, able to create appropriate mathematical situations and guide students to think positively; Students have a high degree of participation, and teachers can also show the characteristics of mathematics-strong logic, and often get good results in tests. But it can't really reflect the new curriculum standard's emphasis on "creatively using teaching materials, making full use of generated curriculum resources and paying attention to students' subsequent development." Knowledge means being able to use it. Knowledge can only be called knowledge if it becomes a factor of spiritual life, occupies people's thoughts and stimulates people's interest [1]. "