A Study On The Idea And Path Of Core Knowledge Teaching In Primary And Middle Schools

Knowledge is a very important element of classroom teaching in primary. However, the development of the whole education, there is no good in theory and practice in the classroom knowledge to solve existing problems. Especially in the current, education and knowledge to understand the teaching of knowledge there is a big misunderstanding and bias. Resulting in the classroom teaching there have been many forms of deviation, ignoring the fundamental task of teaching. However, for Primary and Secondary Schools, the most important task is to knowledge of teaching, all goals are built on the basis of knowledge of teaching. Knowledge of teaching primary problem is to find the value of knowledge of teaching, which requires knowledge of what issues the value system of inspection.This article is on this basic idea, first from two aspects to find the most valuable knowledge:First course the most valuable knowledge; the other is the teaching of the most valuable knowledge. On the basis of these two areas on an analytical study of the concept of core knowledge discussed herein. Furthermore, the author based on the concept of core knowledge, discuss the relevant characteristics of the core knowledge and its value. Feature that is basic, productivity, mobility and level of the curriculum and teaching. The value of such knowledge is reflected in the knowledge structure of the series and commanding role in teaching. This leads to the core of knowledge in the teaching of knowledge for selection, namely, the core knowledge of teaching. The author analyzes the concept of core knowledge of teaching, teaching is a core knowledge of core knowledge for the trunk, as the basis for clues teaching activities, through all aspects of teaching to optimize the integration, to achieve effective teaching; and by focusing on students for Key experience complete knowledge structure and other aspects of students to achieve their own teaching. In order to better demonstrate the core knowledge in practice in the use of teaching, we selected fragments representative of actual classroom teaching excellent teachers analyze and concern from three angles: outstanding teachers in the classroom for core knowledge grasp the situation; Lesson core knowledge and teaching of core knowledge associated with the degree of attention, and attention to policy issues in the teaching of core knowledge. By focusing on these three areas and analysis, we obtained outstanding teachers teaching core knowledge to grasp:Video Lesson in the classroom in the form of teachers’ relatively modest, but the compact structure of the entire teaching process, informative, teachers have been teaching about the core knowledge, the teaching activity is very harmonious. Be accurate in the choice of core knowledge in the core knowledge and often non-core knowledge of teaching can achieve a reasonable distribution.Through the above research and Lesson theoretical analysis, fully validated core knowledge of teaching for current teaching problems can give a good solution. And respect for the author to face teaching practice classroom knowledge to provide the core knowledge in the idea:teaching reform must establish a core knowledge of teaching consciousness began to break, and only in the sense of core knowledge with a profound understanding of teaching values, will in practice given conscious response. And in particular the teaching of core knowledge from teachers should teaching content, design and exercises designed to analyze three major sections. In the teaching content should be sufficient to identify the core knowledge, instructional design in all teaching should focus on the core knowledge, eliminate redundant link teaching, in exercise design refinement for simple, reflecting the core knowledge, final allow students to be able to generate valuable questions. Finally reached at the same time reflect the core value of knowledge fully realize the value of the core knowledge of teaching, so that the core value of the theory of knowledge is reflected in the classroom.