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Design principles of counseling program
"teaching integration" highlights students' subjectivity
1 The design of the tutoring plan should first deal with the relationship between teaching and learning. The fundamental purpose of Chinese quality education is to improve and improve students' interest in learning, habits, methods, Chinese knowledge, ability and skills in using language and writing, way of thinking and independence. The most important thing is self-awareness and self-ability. When designing teaching, teachers should highlight the content of students' learning, and teachers should integrate the guidance of learning methods into teaching methods to achieve the goal of "teaching is not teaching", truly reflect students' subjectivity and cultivate students' independent consciousness and ability.
2. Pay attention to the systematization and coherence of knowledge.
While cultivating students' innovative ability, the transfer of knowledge should be systematic, complete and coherent. When designing and implementing the tutoring plan, it is necessary to maintain a certain tension and balance between the systematization of subject knowledge and the randomness of knowledge obtained in solving practical problems, and to design problems based on the systematization of the whole curriculum and knowledge structure, so that classroom teaching is subject to the requirements of unit teaching and unit teaching is subject to the requirements of overall teaching. When dealing with teaching materials, teachers should understand the relationship between old and new knowledge, so that old knowledge can drive new knowledge and students can learn from familiarity. In this way, students not only strengthen the consolidation of old knowledge, but also guide students' thirst for new knowledge.
3 Follow the students' cognitive rules
We often unconsciously substitute teachers' cognitive laws for students' cognitive laws, which violates the principle of subject teaching. Therefore, the design of the counseling plan must be to understand the students' academic situation, design problems and methods that meet the academic situation, and also understand the students' psychological structure and determine the classroom teaching process. In order for students to master what they have learned, we must understand the laws of students' physical and mental development and cognitive development, and express them in a form that students can easily understand and understand. Only in this way can they be scientific and realistic, get twice the result with half the effort, and embody the idea that students are the masters of the classroom.
4. Follow the principle of multilateral interaction in the teaching process
Communicative teaching theory holds that teaching activities are a process of multilateral cooperation and interaction between teachers and students. If there is no mutual cooperation between teachers and students, the teaching process will become a mere formality, and it is difficult to really implement the teaching task.
The teaching method advocated by modern educational thought is no longer limited to the traditional one-way activity theory, but emphasizes that teaching is a multilateral activity. The design of tutoring plan should reflect this teaching idea and realize multilateral interaction between teachers and students, between students and even between teachers. Using counseling cases, students can discuss, teachers and students can communicate, and teachers can discuss Confucian classics, forming a multilateral information exchange network, which embodies the teaching concept of "teacher-led, student-centered" in classroom teaching.
Basic links of counseling plan design
A complete counseling plan includes goal design, question design, situation design and teaching method design, which also constitute the basic links of the counseling plan.
1 target design
The teaching design of a text should complete its specific learning task, and the organization and teaching of each class should have specific teaching objectives. Without a goal, a class will be scattered and I don't know what to say; A text will break into pieces, and I don't know where to go. So the positioning of the target is very important. When designing, we should start from the characteristics of Chinese subject itself, and design the teaching objectives of this article and this lesson according to the overall requirements of Chinese teaching, unit teaching arrangements and teaching objectives related to this article and these three lessons. Teaching objectives should be completed in the classroom, and the goal design should be practical and suitable for the learning situation while meeting the overall requirements. Less but better, don't cover everything, grab your eyebrows and beard.
2 problem design
"American Plan 20 16" puts forward that problem solving, as the core of school teaching, should guide students into problem solving in all grades, the teaching process should be organized around problem solving, and teachers should create a classroom environment that can make problem solving flourish. "Tutoring plan" itself is an outline to guide students to explore, and designing questions is an important means to guide students to explore and seek knowledge, and it is also the key to designing tutoring plans. Therefore, teachers should carefully construct the question chain according to the teaching objectives, teaching content and learning situation. The design of the problem should be scientific, enlightening and interesting, easy to understand and accurate, and at the same time, it should have a certain level and slope, set a good slope, have appropriate difficulty, make overall plans and give consideration to it, and be convincing, and climb the stairs.
3 Situational design
Human activities are always carried out under specific circumstances. Create a certain situation, let students immerse themselves in the scene and enter the role, thus mobilizing their learning enthusiasm and initiative. Therefore, classroom teaching design should pay special attention to emotion and its role in teaching. Therefore, the situation design is the necessary work of the counseling plan. Teachers study the teaching materials in detail, grasp the classroom learning links according to the learning content, and use various methods in a timely and appropriate manner to turn abstract knowledge into concrete images, so that students can "be there" through the wings of imagination and help them understand and master knowledge. For example, by introducing background knowledge, introducing real life, using vivid language, rich expressions and appropriate gestures, or by creating a strong situational atmosphere with the help of various media, students' emotions can be stimulated, so that Chinese can be effectively integrated with real life and students' experiences and become a "living language".
4 Design of teaching methods and learning methods
The tutoring plan should not only design how the teacher speaks, but also design how the students learn. Only by combining the optimization of teachers with the optimization of students' learning can we ensure the optimization of the whole teaching process. Therefore, the design of teaching methods and learning methods has become an important task in designing the tutorial. When designing, we should start from the teaching content and learning situation, think carefully and design carefully on the optimization of teaching methods and learning methods. Heuristic and discussion teaching methods are adopted to give students "dynamic" time, so that students can actively read, speak, discuss and practice in class, guide students to learn the law, let students read, speak, learn and practice, and teach the law to students. Through flexible guidance and inspiration, teachers' teaching and students' learning can be closely combined.
Preparation of counseling plan
First, 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.
Second, the basic principles of the preparation of the counseling plan
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.
Third, the lesson preparation mode of "tutorial system":
The basic model of "learning plan guidance" is "preparing lessons in advance, discussing collectively, mastering and preparing 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.
Fifth, the writing format of the counseling plan
Capacity requirements: The front and back, margins and middle seams of octave paper are about 2 cm, and the three grids are integrated.
Second, the header settings:
Xx school senior (junior) xx what subject and what version of the tutorial ××××× Compilation: ×××××× Review: ×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××
Footer settings: chapter name (chapter × section), page number and inspirational words (famous sayings and epigrams).
Four basic links in compiling teaching plan
New teaching plan mode
1, learning objectives
Knowledge goal: after learning, students should understand, master and apply concepts, key points and laws.
Ability goal: What abilities have you learned through your study?
Emotional goal: carefully explore the moral sentiment, aesthetic taste and personal development goals contained in the learning materials.
(Goals should be concise, accurate, clear and comprehensive, with emphasis on knowledge goals and ability goals. )
2. Emphasis and difficulty: observe students' cognitive level and knowledge background, predict possible difficulties, determine the key points according to the examination syllabus and curriculum standards, remind students of the key problems, and inspire students' confidence in overcoming difficulties and solving problems.
3. Preview guidance (preview case): According to the core content and knowledge thread of the part studied, design 3-5 questions with thinking value, guide students to clarify the main knowledge through preview, basically master simple knowledge, find out the difficulties, and thus listen to the class purposefully to solve doubts.
4. Problem-oriented learning: The problem design of the guided learning plan should be hierarchical, logical and internally related. Solving one problem is the prelude to solving the next, guiding students to explore key problems naturally, exercising their thinking, and gradually teaching students to think and solve problems through independent learning and cooperation. Learning content should be explored, knowledge generation should be guided and left to students to experience.
5. Classic topic training: Select or design appropriate typical topics according to the knowledge box topics, and conduct point-to-point application training.
6, strengthen guidance: for keywords, pictures, etc. The guidance of learning methods, memory methods, understanding angles, flexible application of theories and other activities, as well as the index and tips of difficult questions, are important guidance for students' autonomous learning. There are grades for promotion.
(Follow links 4, 5 and 6 for each knowledge box. Namely: the organic combination of learning, speaking and practicing. )
7. Summary: This content is a summary of the knowledge, methods and laws learned in this lesson. It is carried out after the completion of teaching tasks in class, and students are inspired and guided by teachers, such as drawing knowledge trees and concept maps. The teacher's summary is similar to the main knowledge on the blackboard, but he tries to express it in different forms.
8. In-class test: Choose appropriate topics to test the classroom learning effect and find problems or omissions.
The number of questions is controlled at 5-8 multiple-choice questions, 1-2 short-answer questions, and the time is 5- 10 minutes.
9. Homework arrangement (consolidation plan): According to classroom knowledge and in-class tests.
The topic setting should be divided into three levels: easy, medium and difficult, mainly easy and intermediate, with a small number of difficult problems. (Easy: Medium: Difficult = 6: 3: 1) That is, while paying attention to the majority, we should take care of the learning needs of students with excellent and poor performance. Homework must be appropriate, and inspection and implementation should be strengthened at the same time.
Review course learning plan mode
1, syllabus requirements: list the requirements of the syllabus or exam description for reviewing knowledge, and clearly define the status and level of the requirements in the teaching materials.
2. Key points and difficulties: According to the previous learning situation and the difficulty of knowledge, determine the key points and difficulties of review.
3. Self-combing (previewing cases): Let students independently build a network of relevant knowledge during their self-study time, master the main knowledge and laws, sort out the connections between knowledge, find out the weak points, mistakes, omissions and confusions in previous studies, and have a key rebate review. The connotation of knowledge network should be refined, the extension should be expanded as much as possible, and the connection with other knowledge should be strengthened.
4. Problem-oriented learning: The problem design is mainly based on small comprehensive questions, which should reflect the knowledge level and internal logical relationship and appropriately improve the thinking content. Guide students to further solve the past knowledge omissions and lack of ability through independent learning and cooperative inquiry, solve key and difficult problems, exercise divergent thinking, and learn how to think and solve problems.
(Use comparison and synthesis methods to further clarify the differences and connections of knowledge, form an overall impression, and improve the level of knowledge and skills. )
5. Classic topic training: Select or design appropriate typical topics according to the knowledge box topics, and conduct point-to-point application training.
6, strengthen guidance: for keywords, pictures, etc. The guidance of learning methods, memory methods, understanding angles, flexible application of theories and other activities, as well as the index and tips of difficult questions, are important guidance for students' autonomous learning.
(Follow links 4, 5 and 6 for each knowledge box. Namely: the organic combination of learning, speaking and practicing. Pay attention to a changeable question and practice more. )
7. Summary: The summary of the knowledge, methods, laws and connections reviewed in this class will be summarized by the teacher after completing the teaching task in class, and the students will repair the knowledge network constructed during the preview under the inspiration and guidance of the teacher. The teacher's summary is similar to the main knowledge on the blackboard, but he tries to express it in different forms.
8. In-class test: Choose appropriate topics to test the classroom learning effect and find problems or omissions.
The number of questions is controlled at 2-4 multiple-choice questions and 2 short-answer questions, and the time is 5- 10 minutes.
9. Homework arrangement (consolidation plan): According to classroom knowledge and in-class tests.
The topic setting should be divided into three levels: easy, medium and difficult, mainly easy and intermediate, with a small number of difficult problems. (Easy: Medium: Difficult = 6: 3: 1) That is, while paying attention to the majority, we should take care of the learning needs of students with excellent and poor performance. Homework must be appropriate, and inspection and implementation should be strengthened at the same time.
Combined cases can directly use the topics of relevant review materials. Ask the teacher to do it first, delete the topic or optimize the combination.
Learning plan mode of class attendance and evaluation
1. preview case: distribute the tested papers and answers in advance, so that students can correct their mistakes and fill in the blanks independently.
2. Test paper analysis: the teacher announces the correct answer rate of multiple-choice questions (or points out the questions with high error rate) and the errors of non-multiple-choice questions. Analyze the scope of the test paper, the difficulty of the test paper, the distribution and comparison of the results, and list the reasons for the mistakes.
3. Self-analysis: According to the analysis of the teacher's test paper, students summarize their own test papers, classify the problems on their own test papers wrongly, and solve the problems that they can't solve by themselves through group cooperation and discussion.
4. Detailed classification analysis: select typical wrong questions from the test questions, let students analyze and show them first, other students supplement or modify them, and the teacher will guide and evaluate them in time. In view of the wrong questions, the teacher explained and guided them from the aspects of knowledge, methods and ability. Teaching should be inspired and improved, not on the topic, but on the summary of methods, the skills of applying principles, the procedures of solving problems, and the misunderstandings and blind spots of knowledge understanding. The explanation should be to the point, concise, instructive and enlightening. Don't be perfunctory, or empty, and your words don't convey your meaning. It is best to explain the topic in a mode and type, and make clear the law of the method.
5. Consolidation of classic questions: According to the wrong reasons of the wrong questions, choose the appropriate questions for consolidation training.
6. Summary and reflection: Students summarize and examine the knowledge, ability, methods and skills of the topic according to their own gains.
7. Level 2: Select a proper number of topics for the target re-examination to check the classroom effect.
Six, the principle of network resources utilization
1. There are abundant teaching resources on the Internet. There are courseware already made by others, teaching plans already written by others, tutoring plans already written by others, and a set of lessons refined from practice.
2. Be good at learning the fruits of other people's labor and be able to learn. It is a very irresponsible attitude to use it all without thinking, processing or trying to figure it out after downloading.
3. Reference is the best learning, and thinking can be applied. Other people's opinions and ideas must be digested and reformed. Make a makeover is not a reference, copy and paste, think twice before you do.
Apply the principle of "tutorial system"
(A) Requirements for students
1, according to the content of the "tutorial plan", carefully preview the teaching materials. Solve the basic problems in the "tutorial plan" by yourself, mark unfamiliar or difficult problems, communicate with classmates or ask questions to teachers in class the next day.
2. Pay attention to learning methods and rules in class so as to review them later. After learning a lesson, you should write "Postscript" (what you have learned) in the blank space of "Guidance Plan".
3. Regularly organize the "tutorial plan" and bind it into review materials.
(2) Requirements for teachers
1. Carefully guide students to use the "tutorial plan", and some "tutorial plans" must be selected before class in order to understand the learning situation.
2. In classroom teaching, we should give full play to the exemplary role of teaching materials and 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. Besides paying attention to developing students' thinking, teachers should also improve themselves and learn from each other in teaching.
3. The class process can generally be divided into: (1) preview, inspection and communication (group assistance); (2) Problem-oriented learning and autonomous learning; (3) Group cooperation, communication and display; (4) timely evaluation and promotion; 5] typical topics, consolidate training; [6] Standard evaluation and expansion.
4. Teachers must improve two abilities, namely, to improve the "chef" ability of preparing lessons; Improve the "command" ability in teaching.
(3) Other requirements for use
1. Teachers must distribute the "Tutoring Plan" to students the day before the implementation of classroom teaching. Teachers can draw or approve a "tutoring plan" according to their needs to understand the learning situation and further optimize the teaching strategies.
2. Ask students to insist on initiative and independence when using the "Tutoring Plan". No matter before class or in class, we should take the initiative to conduct self-study and inquiry according to the "guidance plan", cultivate the habit and ability of independent learning, and strictly prohibit copying others.
3. In the classroom, teachers are required to teach with learning and use it flexibly. In class, we should keep abreast of the learning situation and adjust flexibly, and students should never talk about the problems they can solve. Teachers only talk about students' doubts, guide students to sum up laws and refine methods, minimize redundant explanations and unnecessary guidance, and ensure that students have enough time for study and training. After class, the teacher forms a "wrong problem set" according to the classroom teaching situation, and simply writes a postscript.
4, regular consolidation review: targeted implementation of "weekly cleaning", "unit cleaning" and other consolidation exercises.