School started in September 20 12, and our school focused on the Five-year Action Plan for Excellent Classes in Compulsory Education in Chongqing issued by Chongqing Municipal Education Commission in July 20 17 and July 20 12, combined with the "36 1" teaching mode in our school and the "double-subject * * learning" in Beibei District. Our school has changed teachers' teaching methods and students' learning methods, established the unity of teachers and students' learning, displayed a pluralistic, open and inclusive classroom teaching culture, maximized the teaching environment, teaching content, teaching methods and means, formed the best classroom form, and highlighted the overall goal of "excellent classroom". We have implemented curriculum construction plan, teacher-student learning plan, new curriculum leadership improvement plan, teachers' classroom teaching ability improvement plan, students' ability improvement plan, modern educational technology boosting plan, curriculum auxiliary activity promotion plan, classroom teaching evaluation reform plan and classroom opening plan. Our school's "excellent classroom" education system has begun to take shape.

The "excellent classroom" education system in our school has formed two core classroom elements, one is the construction and cultivation of study groups, and the other is the compilation and use of teaching plans. Learning group construction is the main form of "teacher-student joint learning", which changes the role of teachers as knowledge givers and teaching leaders, establishes a new type of teacher-student relationship that is democratic, equal, cooperative, interactive and harmonious, and promotes mutual learning and common development between teachers and students. Tutorial system is an effective carrier for implementing "excellent class" and a bridge for interaction between teachers and students.

The excellent classroom of "double-subject * * * learning" is teacher-led, student-centered, guided learning plan as the carrier and group learning as the platform. Teachers guide students to learn independently, which improves their sense of self-efficacy and expands their participation. The excellent classroom of "double-subject * * * learning" has been carried out smoothly, and the carefully compiled guiding scheme has played a decisive role.

Tutorial system is the carrier of "double-subject * * * learning", and it is a "teaching-integrated" learning plan designed by teachers in the preparatory group to promote students' "autonomy, cooperation and inquiry" according to the learning content and students' learning situation. The lesson plan is also a comprehensive text linking teachers' guidance and students' learning, a teacher's guidance plan and a student's learning plan.

The preparation of the counseling plan should give full play to the collective wisdom of the subject preparation group, and all members should work together. On the premise of following the basic principles of the counseling plan, design the basic elements of the counseling plan. According to the standardized process of the tutorial system plan, the tutorial system plan for teachers and the "learning plan" for students with our school's characteristics have been gradually formed by modifying and perfecting the subject from division to integration.

Second, the preparation principles of the tutorial plan

The following eight principles should be followed when writing a counseling plan.

1. The guiding case of the principle of subjectivity is a student's learning case, so the compilation of guiding cases should first respect students and individuals, not only give full play to students' subjective initiative, but also reflect students' sense of self-efficacy. Relying on the tutorial, students can learn independently, cooperatively and exploringly, and truly become the subject and master of learning.

2. The goal principle is to design goals suitable for students' learning according to the learning content and students' learning situation. You can design a learning goal for all students in a class; Several learning goals can be designed in a class, which is suitable for students of different levels to define their learning goals. Learning guidance activities and learning guidance process should focus on learning objectives, so as to achieve the goal of "double learning".

3. The main function of guiding principles is to guide students to learn what and how to learn, so the guiding plan has clear objectives, proper learning methods and effective guidance, which really becomes a compass to guide students to learn.

4. The guiding scheme of cooperative principle is the carrier of all students' learning, and the guiding content of the design should be suitable for individual students. Only in this way can students have the basis of cooperation and learning factors.

5. The purpose of the guiding scheme of inquiry principle is to guide students to carry out independent inquiry or cooperative inquiry in the "double-subject * * * learning" classroom, so the content of the design should be from simple to complex, from easy to difficult, and gradually deepen, and the inquiry presents a step-by-step nature.

6. Stratification principle Students at different levels have different levels of needs. The learning content of the tutoring plan should be suitable for different students' cognitive level and understanding ability, so that all students can enjoy the joy of success.

7. The learning content of the course "Practical Principles" can't be divorced from the text, from the students' learning reality, from rambling about extension, from digression, strange questions and difficult problems.

Normative principles. The preparation of counseling plan should be unified, consistent in format, clear in process, and form plates and regulations.

Normal mode.

Third, the requirements for writing a counseling plan

1. Standardized format The paper size is uniform and the format is consistent. The header can be set with numbers, topics, examiners, examiners and students' names. , famous sayings related to topics can be set in the footer, and teachers' notes column and students' notes column can be set on the right side of the page.

2. Knowledge problem solving The content of students' learning can be designed into different problems. Students learn knowledge and improve their ability by exploring and asking questions.

3. The problem of hierarchical design should have levels and gradients, which should include both thinking content and exploring elements. Students at different levels have the harvest and joy of inquiry, which will enhance their self-confidence in inquiry.

4. Simplification of problems Difficult problems can be broken down into many small problems, and big difficulties can be transformed into small difficulties, thus reducing the difficulty of inquiry.

5. Avoid the problem of repeated design. Can't cross before and after, and can't repeat. The same question not only reduces the content of thinking, but also has no need to explore.

Fourth, the structure of the preparation of the counseling plan

1. Design learning objectives

Design learning objectives should be clear, concise and easy to understand. The target design should not be too much or too comprehensive. There should be one or three goals to suit all students and students of different levels. It can be a three-dimensional goal: knowledge and skills, process and method, emotional attitude and values. Learning objectives can be expressed in the form of "remembering", "speaking" and "using".

2. Design learning is very difficult.

According to the curriculum standards, combined with the text, according to students' cognitive level and learning situation, design the key points and difficulties of students' learning, and stimulate students' confidence in overcoming difficulties and solving problems.

3. Design preview before class

The content of preview before class should review and acquire new knowledge, pay attention to basic knowledge, and pave the way for learning new knowledge and removing obstacles. Teachers should make clear the preview time, preview content and test the preview situation. The tutorial system plan strengthens the design, guidance and evaluation of preview activities, making preview before class truly an autonomous learning activity that students explore first; Similarly, the tutorial plan also makes the review activities more targeted and helps students to connect their knowledge before and after. This kind of pre-class preparation activity is conducive to cultivating students' awareness and ability of autonomous learning and improving classroom learning efficiency. 4. Exploration of design cooperation

Cooperative inquiry is the leading link of "double-subject learning", which can be subdivided into three steps: asking questions, guiding learning and organizing exhibitions. Exploring and asking questions is the beginning of exploring knowledge and thinking. The content of design cooperative inquiry should adhere to five principles: content principle, problem situation principle, participation principle, methodology principle and hierarchy principle.

The principle of content is to design questions according to the learning content. Only when students focus on their learning objectives and complete their tasks step by step, can exploration be effective. Only by contextualizing questions can knowledge be transformed into inquiry questions, and only by setting doubts, asking questions and showing them can students actively participate in and actively explore. Design problems should be geared to all, participatory, perfect problem design, create opportunities for everyone to participate, stimulate everyone's enthusiasm for participation, improve everyone's ability to participate, enhance everyone's awareness of participation, and let students learn through participation and deepen through exploration. The questions to be explored should be methodological, such as what to explore? How to explore? These should be guided or prompted by methods. The inquiry problem of design should be from easy to difficult, step by step, in line with the participation of students at all levels.

Design integration exercise

The consolidation exercise of the design should be moderate, not too difficult, and it should be completed in 5 minutes after class. Consolidation exercises can not only check the learning situation, but also echo the "learning goal". Therefore, the consolidation exercise should be moderate in difficulty, close to the goal and open to everyone. Of course, the forms of consolidation exercises can be varied.

Five, the tutorial system is an effective carrier to implement "double-qualified * * * learning"

For students, the learning guidance plan is an explicit learning scaffold and a hidden learning strategy. Students can be clear about the teacher's learning guidance goals and intentions, the goals of autonomous learning and even the key and difficult points of learning, and clearly use certain learning skills and thinking. Therefore, the tutorial system is a bridge between teachers and students.

As can be seen from the above, the structure of the tutoring plan is composed of learning objectives, key and difficult points, preview before class, cooperative inquiry and consolidation exercises.

To carry out "double-subject * * * learning", we must first interpret the learning objectives, so that students can have a general understanding of the learning objectives that need to be achieved in this class. Preparation before class is to clear away obstacles for organizing classroom learning. Usually some knowledge needed in classroom teaching can be designed in the form of questions or exercises, which are completed by students themselves. The main problem of cooperative inquiry is the hierarchical and progressive design of specific knowledge and specific learning content, which can guide students to think deeply step by step and conduct classroom discussions step by step around the established learning objectives. If the problem design can be combined with students' reality and reflect the practical value of learning content, it will be more conducive to stimulating and maintaining students' interest and expanding participation. Consolidation exercise is the consolidation exercise after discussing and dispelling doubts. Exercise design should closely follow the learning content, ability training objectives and students' cognitive level of this lesson, and focus on cultivating students' ability to apply knowledge, such as solving a new problem by using learned knowledge or reason.

It can be seen from the preparation of the counseling plan that the teacher prepares the counseling plan from the students' point of view around the students as the main body of learning, which gives effective guidance to the students' autonomy, cooperation and inquiry. Therefore, the tutorial system is an effective carrier to implement "double-qualified learning".