The new curriculum pays attention to teachers' teaching and students' learning, and puts forward the loud slogan of "promoting teaching by learning and promoting learning by teaching". This change of perspective has brought great impact to the current classroom teaching, teachers' teaching behavior and related teaching management in China. It fully embodies the modern educational spirit of "subject education". Respect the object of education, understand, recognize and respect the students' dominant position.

The fundamental purpose of education is for the development of every student, and classroom teaching is no exception. Therefore, the new curriculum proposes to pay attention to students' performance in classroom teaching as the main content of classroom teaching evaluation, including students' behavior in classroom teacher-student interaction, autonomous learning, peer cooperation, enthusiasm for participation, emotional experience, exploration and thinking. That is, pay attention to how students learn. By understanding how students discuss, communicate, cooperate, think and draw conclusions in class, we can evaluate the success or failure of classroom teaching. Even if we pay attention to teachers' behavior, we should also pay attention to how teachers promote students' learning, such as how teachers organize and promote students' discussion, how teachers evaluate and motivate students' learning, how teachers stimulate students' enthusiasm for learning and interest in inquiry, etc., so as to evaluate the value of teachers' classroom behavior to students' "learning".

I. Theoretical basis

Constructivism holds that the learning process is obtained by means of meaning construction with the help of others (including teachers and learning partners) and the necessary learning resources. Therefore, constructivist learning is a process of meaning construction with the help of others under a certain social and cultural background, that is, through interpersonal cooperation and communication activities. Among them, "situation", "cooperation" and "meaning construction" are the four elements of constructivism learning theory. "Situation", "cooperation" and "communication" emphasize the conditions and process of learning, and "meaning construction" is the ultimate goal of the whole learning process. Construction means that learners form and adjust their own experience and structure through repeated two-way interaction between old and new knowledge and experience. In this construction process, on the one hand, learners' understanding of current information needs to be based on the original knowledge and experience, beyond the external information itself; On the other hand, the application of original knowledge and experience is not only simple extraction and application, but also requires individuals to adjust and transform the original experience itself, that is, the unification of assimilation and adaptation. The meaning of construction mainly refers to the essence, laws and internal relations of things. In the process of learning, constructing meaning refers to students' deep understanding of the nature and laws of things reflected in the learning content, thus deepening the internal relationship between this thing and other things, and finally forming a specific cognitive schema or cognitive structure.

Educational activities are bilateral activities composed of teachers' teaching and students' learning, which is an important feature that distinguishes education from many other social activities. According to the concept of modern education, students are full of personality and initiative. They do not passively accept "shaping" in educational activities, but participate in the process of self-development as active subjects. A good educational activity or process must be constructed by both teachers and students. Educational art was born from the communication, cooperation and interaction between teachers and students. Therefore, evaluating the success of an educational activity or process mainly depends on the participation, enthusiasm and coordination of teachers and students in the educational process. Specifically, it depends on how the teacher teaches and how the students learn. Combine the two and focus on how the teacher guides the students to learn.

Second, the change of teachers.

(A) changed the teaching methods of teachers

In the past classroom teaching, most teachers followed the pre-designed teaching process and led the students step by step, while the students were basically in a passive position. Even if there are some independent activities, they serve a certain teaching link within the scope designed or limited by teachers in advance. However, if we pay attention to students' "learning", teachers' teaching methods will be challenged, students' learning methods will undergo fundamental changes, and students' autonomy in learning will receive unprecedented attention. Therefore, the new curriculum advocates a new way of learning, focusing on autonomy, cooperation and inquiry; Teachers also become more creators and organizers of learning situations, participants and promoters of students' learning activities. Teachers design classroom teaching according to the needs and conditions of students' development, rather than inviting students to participate in learning according to the pre-designed teaching process. Teachers' "teaching" is to better promote students' "learning". This will also bring about a more democratic and equal relationship between teachers and students.

Suhomlinski said: "It is the biggest mistake of teachers not to let students actively participate." Teachers should master the course content flexibly. Besides mastering the basic knowledge and skills, they should also arrange and supplement new knowledge points according to students' basic interests, and connect them with their real life, so as to better implement the people-oriented educational thought and optimize the information of the course, so as to make what they have learned more easily accepted by students, thus stimulating students' enthusiasm for learning and allowing them to actively participate in the course content. Only through the correct guidance of teachers can they stimulate students' creative desire and form innovative consciousness.

(B) changed the focus of teachers' pre-class preparation and the way of preparing lessons.

"Learning as teaching" makes teachers pay more attention to students' possible reactions in class and think about corresponding countermeasures. Therefore, teachers are called upon to change the previous way of preparing lessons, which is "only looking at textbooks but not students", and pay attention to taking time to think about students, thinking about life class and improving their teaching ability, instead of simply copying textbooks in class. Therefore, the traditional way of preparing lessons by writing lesson plans can no longer meet the requirements of the evaluation model of "promoting teaching by learning" for classroom teaching. In addition to writing lesson plans, teachers may need to go among students to find out their interest in the content to be explained; Knowledge reserves and topics they care about. Only by understanding the needs of students can we really do a good job of "applying what we have learned" in each class. The use and design of lesson plans also need to be improved with the changes of new requirements to enhance their adaptability. For example, dividing the teaching plan design into "teachers' teaching behavior" and "students' learning behavior" will help teachers pay attention to teaching and learning at the same time; The design of "learning situation analysis" or "opening the skylight" and "after-class memory" is convenient for teachers to analyze and think before class and summarize and supplement after class. In this sense, the cleaner the lesson plan, the more serious the teacher prepares the lesson.

(C) changed teachers' understanding of teaching ability

The main task of teachers in the new era is not only to teach students how much knowledge, but also to teach students learning methods and skills, to create a good learning environment for students, to cultivate the sense of equality between teachers and students, to stimulate students' enterprising spirit and to induce their creative potential.

The change from paying attention to teachers' "teaching" to paying attention to students' "learning" classroom teaching evaluation will prompt teachers to rethink what teachers need for a "good" class. Maybe a teacher whose blackboard writing is not beautiful and whose oral expression is not neat can also have a good lesson. Because the classroom teaching evaluation model of "teaching with learning" pays more attention to what students do, say, think and feel in class, teachers' writing on the blackboard and oral expression ability are no longer necessary for a good class. As long as teachers give students the opportunity to study and explore independently, students can get full development in the classroom. The blackboard writing may be written and summarized by the students themselves, but it is still a good class and a good class for students to "learn". It can be seen that teachers need to think and understand "teaching ability" in a new way: the ability to grasp teaching materials is still necessary, but it seems insufficient. Autonomous practice will bring various problems to students, which requires teachers to reserve knowledge of related disciplines. In addition, it is more challenging for teachers to learn to "use textbooks" rather than "teach textbooks"; Classroom management ability is still necessary, but it seems a little different. Quiet can't satisfy students' autonomous learning and participation, and excitement is the enemy of classroom discipline. How to make learning "orderly" in "excitement" is a new topic for teachers' classroom management. The design ability of classroom links still needs to be there, but it seems different. Can't completely follow the pre-designed links. It should be flexible, so as to adjust flexibly with students' performance, and more attention should be paid to teachers' wit in class.

Third, the transformation of students.

(A) students become the main body of learning

Modern classroom teaching takes students as the main body, emphasizing the promotion of students' subjective development through their active learning. Standing at the forefront of the new curriculum reform and adhering to the people-oriented and student-oriented development, its fundamental goal is to implement it in classroom teaching. Students are the main body of knowledge construction, not the object of knowledge instilled by teachers. Strive to build a new classroom teaching model, so that students can become the masters of the classroom. In order for students to become the masters of the classroom, they must make full preparations before class, so that they can have the right to speak in the classroom and really play their initiative in learning. Teachers should skillfully arrange students to collect spare materials for the next class after class. Students with materials will have something to say in class and become the masters of the class.

(B) Students change passive learning into active and independent learning.

The amount of information in modern society is infinitely increasing, and knowledge is updated very quickly. So it is not the most important thing for students to simply absorb knowledge. They must change the original single and passive learning style and establish a new one.

Under the guidance of "promoting learning by teaching, promoting learning by teaching", teachers must change a concept, fully trust students' ability, give students the initiative to learn, and choose activities that students like to teach. Its value lies in letting students experience a strong sense of reality, life and self-realization confidence and affirmation, and effectively promoting the formation and development of students' positive emotions and correct attitudes. Students themselves are the most available resources, and teachers are organizers, leaders, promoters, promoters, motivators and evaluators. In short, teachers help students with their studies.

Only when students participate in learning independently and personally can they tap their potential and experience the happiness of learning. In the process of independent cooperative learning, students find the advantages of others, learn from others' strengths, make up for their own shortcomings, and experience the joy of success and the joy of being understood and recognized by others.

(C) the improvement of students' comprehensive quality

Students' ability is improved in practice, but the source of interest is hidden in the depths, and teachers have to dig to find it. Under the situation created by teachers, students' strong interest in exploring problems can be stimulated, and students' autonomy and initiative in exploring problems can be fully exerted. At the same time, in the process of exploring problems, it can also help students perceive participants and implementers. In order to solve the problems raised, students adopt autonomous and cooperative learning methods, give students room to think, pay attention to cultivating students' ability to explore and design problems, and let students invest some energy in research and exploration, paying attention to exploration. When students study independently, teachers sometimes guide, sometimes participate and sometimes encourage them to deepen their understanding, explore deeply and increase their confidence, which can cultivate students' awareness, habits and ability to explore problems. In the process of autonomous learning, students' inquiry process is often more important than inquiry results. In the process of autonomous learning, students cultivate their ability to find, analyze and solve problems, and at the same time exercise their ability to collect, process and use information.

Four. Concluding remarks

From paying attention to teachers' "teaching" to students' "learning", teachers are no longer disseminators of knowledge, and students are not passively accepting knowledge mechanically, but actively mastering knowledge in various activities and mastering the ability and methods to acquire knowledge.

Grasping the relationship between teaching and learning between teachers and students, teachers should not condescend to look down on students, but teach with democratic and equal momentum; The concept of knowledge "irrigation" in traditional teaching is abandoned, but the meaning of students' independent knowledge is constructed. Teachers walk off the platform, integrate with students, and let students learn knowledge bit by bit, which embodies the position of teachers leading and students being the main body. Teachers' educational tact is mainly manifested in their ability to act in accordance with educational laws under any circumstances and their ability to effectively educate students according to educational policies.