The study plan is made by teachers' collective research, individual preparation and collective discussion. Under the guidance of the new curriculum standards, it is written with quality education as the goal, and is used to guide students to learn independently, actively participate, cooperate and explore, and optimize their development. It is student-oriented, taking the realization of "three-dimensional goals" as the starting point and destination, and it is the road map for students to learn to learn, learn to innovate and develop independently.
The study plan is a scheme for students to learn independently, and it is also a scheme for teachers to guide students to learn. It turns knowledge into a problem, ability into a process, and the cultivation of emotion, attitude and values into potential. On the premise of fully respecting students' dominant position, teachers should actively play a leading role and realize the maximization of classroom teaching benefits through scientific and effective training.
The study plan follows the students' learning rules and is designed according to the whole process of students' learning, which fully reflects the development and connection before, during and after class. Mainly based on pre-class preparation and guidance-classroom learning and discussion-in-class training consolidation-in-class testing and evaluation-after-class expansion and extension of five links. Realize the best combination of teaching and learning on the basis of learning first and teaching later.
First, the overall requirements:
Tutoring plan is the general grasp of classroom teaching, and its quality directly affects all aspects of teaching, students' learning interest, learning habits and learning ability. The counseling plan should be set according to the characteristics of the subject, with basic requirements, so that there are problems in knowledge and problems are hierarchical. Knowledge reserve, group task, time arrangement, classroom test and other contents should take into account the characteristics of students at different levels and in the order from easy to difficult. Consolidation exercises should be set up with selected questions and thinking questions, "helping the excellent and strengthening the strong"
Two, the preparation of the "guidance plan" principle:
Subjectivity principle: establish that students are the main body of learning and let students learn by doing.
Guiding principle: it has the function of guiding students' learning.
Inquiry principle: designing as much content as possible for students to learn in the research, leaving blank for teachers and students to enrich and improve, is conducive to cultivating students' innovative consciousness.
Hierarchical principle: take care of the different needs of students at different levels.
Third, the specific requirements:
1. Strive to take students as the main body: let students actively think about new knowledge; Emphasis and difficulty of students' discussion; Let students think and answer questions; Laws let students look for induction and so on.
2. The problem source of the tutorial case. (preset questions and generated questions)
(1) The key points and difficulties in the textbook;
(2) Making use of the knowledge defects and loopholes found in daily inspection;
(3) where students are most likely to make mistakes;
(4) What the teacher wants to talk about most;
5. Problems arising from classroom interaction.
Use questions to guide students to solve basic problems through self-study and discussion in preview. Students can solve 80% or more problems through effective preview. Teachers should take their own reading methods, feelings, questions and questioning ideas as the fulcrum, and guide students to have a deep dialogue with textbooks, classmates and teachers from their own perspectives, so as to generate more thinking problems in students' learning and let students try to explore and solve them.
3. Change teaching concepts and teaching methods.
Teachers should get rid of the misunderstanding that "speaking more and practicing more" takes up students' limited study time and carries out too much mechanical training. Although this method used to be a magic weapon to deal with the traditional examination, the investigation of students' learning ability, problem-solving ability and innovative inquiry ability is completely opposite, and the teaching efficiency is not high or low. What you get is students' rote memorization and application in their studies; What is lost is students' enthusiasm and desire for knowledge, and it is children's spirituality. Our classroom should change from students' listening to lectures to students' active and independent thinking, active speech, exhibition and communication, mutual correction, mutual comment and mutual inspection. This is the fulcrum to cultivate students' autonomous learning ability and innovation ability, and it is also the cornerstone to let students experience the happiness of learning and exploration, stimulate students' strong learning motivation, and gain a sense of accomplishment and self-confidence. Therefore, completely change our teaching methods; Fully liberating students and releasing their potential is the key to our current curriculum reform. Mainly reflected in the leading role of teachers: in the classroom, when there are problems that students can't solve, or there are many problems that students want to solve, the guidance, induction and screening of teachers are favorable opportunities to play the leading role of teachers. 1. Organization screening problem. In view of the * * * problems in each group, teachers carefully select the problems with thinking value, creating value and diverging value around the key points, difficulties and mistakes, and guide students to discuss and communicate step by step. 2. Encouragement and guidance. In this process, teachers should give full play to the role of organization and guidance, so that students can deeply discuss the problems raised by teachers through student-student interaction and group interaction, so as to achieve * * * knowledge and display and communicate in groups. 3. Interactive dialing. At the same time, teachers should intervene in students' interaction in time, give appropriate guidance to problems that students can't solve or still have deviations and differences, and ensure the directionality and smoothness of classroom discussion and communication. At the same time, teachers should combine the new problems in the classroom and organize real-time interaction in time, which not only ensures the timely solution of new problems, but also does not interfere with the handling of central problems, so as to make the whole teaching idea smooth. Even when it is necessary to explain, we should try our best to inspire students to think, explore and analyze and draw conclusions, so as to guide students to learn to analyze problems, improve their ability to solve problems, help students form a knowledge network and deepen their understanding of basic knowledge.
4. Homework must conform to the characteristics of the subject, and the instrumentality of Chinese determines the necessity of language expansion. The design of homework should encourage students to apply what they have learned and solve practical problems outside the classroom by relying on what they have learned and what they have achieved. Homework must closely follow the requirements of the textbook text, so that students can firmly grasp the knowledge and ability learned in class, and can gradually internalize and use it flexibly; Homework must be linked with students' real life, based on students' development, pay attention to students' individual differences, awaken students' life experience, respect students' personalized thinking and reflect hierarchy.
5. Preview before class
(1). Learning without preview is inefficient. In the past, most students didn't develop the habit of previewing, and a few students previewed but didn't have the acquisition method, so they couldn't highlight the characteristics of the subject. In this way, students have no clear goals, don't know what they should learn and want to learn, and just passively accept and wait. The preview of the tutorial plan can give students clear guidance, so that students can grasp the key points of Chinese learning, preview independently, and then put into classroom teaching and learning after they have a certain understanding of the learning content. At the same time, because they are eager to get help from their partners or teachers to solve problems, their enthusiasm for classroom learning has also improved.
(2) Preview check: Students communicate preview questions in groups, so that teachers can understand the students' learning process and master the problems and deficiencies in students' self-study. Teachers should give guidance to the obstacles and difficulties encountered by students in self-study in the subsequent teaching. In this link, teachers should do three things well: solve basic problems. The so-called basic problem is to clear the words with dyslexia and deal with them accurately and solidly; Emphasize the central issue. Students must pay full attention to, understand and recognize the problems related to the content of the text in the preview, so as to pave the way for the next link of cooperative exploration; The problem of strengthening concentration. The problem that everyone is prone to make mistakes must be solved centrally. Even the pronunciation of a word, every detail should be accurate, and there is no dead angle in preview, which is also a concrete manifestation of openness.
Compilation of Four Guiding Learning Plans
(A), the nature of counseling cases
Tutorial plan should be a concrete plan provided by teachers to students, and students can learn independently by relying on it, which is a platform built by teachers for students' autonomous learning.
(B), the basic principles of the preparation of counseling programs
1, the principle of subjectivity: establish that students are the main body of learning and let students learn by doing.
2. Guiding principle: it has the function of guiding students' learning, and teachers and students participate together.
3. Questioning principle: knowledge is presented in the form of questions, which should be carefully designed, which can be fill-in-the-blank questions, thinking questions or other forms.
4. Hierarchical principle: The classroom contents involved in the counseling plan should be explored in layers, guided in an orderly manner, reflecting the gradual generation process of knowledge, and should spiral from low to high. At the same time, pay attention to the different needs of students at different levels.
5. Inquiry principle: designing as much content as possible for students to learn in the research, leaving blank space for teachers and students to enrich and improve, is conducive to cultivating students' innovative consciousness.
Specific requirements:
First, the "tutorial plan" should have clear learning objectives;
Second, the "tutorial plan" should pay attention to helping students sort out the knowledge structure system;
Thirdly, the "tutorial plan" should provide students with appropriate guidance on learning methods and learning strategies;
Fourth, the "tutorial plan" should provide appropriate materials to test the learning effect;
Fifth, pay attention to the difference between "tutorial plan" and general lesson plans and handouts, and we can't write "tutorial plan" as a model similar to learning guidance books. You can't copy teaching materials directly.
Six, the preparation of the "guidance plan" is generally carried out according to the class hours, synchronized with the teacher's class, suitable for the teaching needs of different classes.
(C) "guiding case" lesson preparation mode:
The basic model of "learning plan guiding learning" is "preparing lessons in advance, discussing collectively, mastering preparing lessons in turn, optimizing learning plans and using them by teachers and students".
1, prepare lessons collectively (we can't do this, we are all alone. )
Two weeks in advance, the lesson preparation team leader will call all the team members to give lectures on what they will talk about in a week, focusing on how to determine teaching objectives, choose teaching methods, design teaching processes and analyze students' situation.
2. Take turns to be active and standby
On the basis of collective discussion, the lesson preparation team leader divides the content, and the primary and secondary school teachers take out the first draft of the Tutoring Plan one week in advance and submit it to the lesson preparation team leader for review and revision; The lesson preparation team leader will submit the one-week draft "Tutoring Plan" to the leaders in charge for approval and make it into an official text.
3. Advance payment
The "tutorial plan" will be distributed to students the day before class, and will be collected before class and reviewed appropriately. Teachers will read and understand again and supplement the "tutoring plan".
4. After-class feedback
Teachers and students use the tutorial system to implement classroom teaching. After class, the teacher fills in the "after-class notes" in the relevant columns or blanks of the "tutoring plan" for group communication in the next collective lesson preparation.
5. Organize into a book
The lesson preparation team leader is responsible for compiling the "guidance plan" into a book, which is used as the lesson plan of the lesson preparation group and submitted to the guidance office for inspection and filing every semester.
(4), the preparation format of the counseling plan
1, capacity requirements: the front and back sides, margins and center seams of octavo paper are about 2 cm each, and the three grids are integrated.
2. Header Settings:
Xx school) XXX what subject and what version of the tutorial XXX compilation: XXX review: XXX.
3. Footer setting: chapter name (chapter × section) page number incentive words (famous sayings and epigrams).
4, the basic link of writing counseling plan.
An example of teaching plan design for Chinese tutoring in primary schools
Lesson 17, quatrains in ancient poems
Class type new teaching grade, two main candidates xxx, instructor xxx.
The learning goal is 1. I can know 5 new words and write 9 words. 2. Read and recite ancient poems.
It is difficult to learn to read and write, recite ancient poems and understand poems. Man's praise for nature
Preview content 1. Recite Looking at Lushan Waterfall 2. Read the text for the first time and eliminate the obstacles of new words. (look it up in the dictionary)
learning process
Link learning plan guide
Create a situation
Query 1. Dictate words. Incense burner silver flowing water 1. View and import.
2. Recite an ancient poem. 2. Write on the blackboard.
3. Read ancient poems and put forward words and sentences that you don't understand. 3. Introduce and reveal the topic.
Self-study inquiry
Cooperation and exchange 1. Understand poetry. 2. Communicate meaning and poetry in the group. Guide students to read the text by themselves.
Exchange display
Deepen feelings 1. What scenery is written in the poem? Those colors?
2. Where did you see these sights? Guide students to understand poetic scenes.
Summarize and consolidate
Expand innovation 1. Read ancient poems and draw rhythms. 1. Guide reading.
2. Focus on writing; Wu, Han, Chuang, Ling, Ming, Bo, Jue and Liu are one. 2. Guide the writing of new words.
Learning gains and reflection