Learning plan is a learning plan made by teachers through collective research, individual preparation and collective discussion, guided by the new curriculum standards and aimed at the requirements of quality education. It is used to guide students to study independently, participate actively, explore cooperatively and optimize 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.
Learning plan is a scheme for students to learn independently, and it is also a scheme for teachers to guide students to learn. It makes knowledge problematic, ability process, and the cultivation of emotion, attitude and values imperceptibly. 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. It is mainly based on five links: pre-class preparation-classroom study discussion-in-class training consolidation-in-class test evaluation-after-class expansion and extension, so as to 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. The quality of the tutoring plan directly affects all aspects of teaching and 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 arrange consolidation exercises in the order from easy to difficult.
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 root of the tutorial system. (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.
In preview, guide students to solve basic problems through self-study and discussion. Students can solve 80% or more problems through effective preview. Teachers should take their own reading methods and feelings, questions and ideas as the fulcrum, and guide students to have a deep dialogue with textbooks, classmates and teachers with their own questions, ideas and angles, 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 they get is students' rote memorization and application. 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 exploration 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, our teaching methods should be completely changed. 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, teachers' guidance, induction and screening are favorable opportunities to play the leading role of teachers' organizations. +0. Sorting and screening questions. In view of the * * * problems existing in each group, it is easy to focus on the key points and difficulties. 000000000000105 Teachers select questions with thinking value, creating value and diverging value, and guide students to discuss and communicate step by step. 2. Enlighten and guide. In this process, teachers should give full play to the role of organization and guidance, so that students can discuss the problems raised by teachers in depth through student-student interaction and group interaction, so as to know and communicate in groups. 3. Interactive tutoring. At the same time, teachers should intervene in student interaction in time. Appropriate guidance should be given to students who can't solve or still have deviations and ambiguities to 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 instant interaction in time, which not only ensures the timely solution of new problems, but also does not interfere with the handling of central problems, thus making the whole teaching idea smooth. Even when explanations are needed, students should be inspired to ask questions as much as possible, so that they can think, explore, analyze and draw conclusions, thus guiding them to learn to analyze problems.
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 embody 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 course can give students clear guidance and let them grasp the key points of Chinese learning. Only when you have a certain understanding of the learning content can you devote yourself to classroom teaching and learning. At the same time, I am eager to get help from my partners or teachers to solve problems when I encounter them, so my enthusiasm for learning in class has also improved.
(2) Check the preview process: students exchange preview topics on the study plan 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. We must concentrate on solving the problem that everyone is prone to make mistakes. 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 through tutoring plan with the help of teaching materials, 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. Question principle: knowledge is presented in the form of questions, which should be carefully designed, and can be fill-in-the-blank questions, thinking questions or other forms.
4. Stratification principle: The classroom content involved in the tutoring plan should be explored in different levels, guided in an orderly manner, reflecting the gradual generation process of knowledge, spiraling from low to high, and paying 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 teaching plans and handouts, and we can't write "tutorial plan" as a model similar to learning guidance books, let alone copy teaching auxiliary materials directly.
Six, the preparation of the "guidance plan" is generally carried out in accordance with 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 a week's draft "guidance 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 re-read and understand the "tutoring plan".
4. After-class feedback
Teachers and students use the "tutorial plan" to implement classroom teaching. After class, teachers fill in "after-class notes" in the relevant columns or blanks of the "tutorial plan" and conduct 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 as a lesson plan of the lesson preparation group, and submitting it 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 middle 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 stimulus words (famous sayings).
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.
Learning goal 1, 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. People'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
Question 1. Dictate words. Incense burner silver flowing water 1. Review 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
Cooperative communication 1. Know poetry. 2. Communicate meaning and poetry in groups. 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