At 9: 00 am on August 8, I returned to Huiyuan Hall of Xijiao Hotel in Haidian District, Beijing, and began to harvest different seasons with inner joy. On the first day of the course, Teacher Ye Jingqiu talked about the training objectives and some contents of training design and development. With the first day's homework, the second day's course slowly kicked off.
For the writing of the training objectives on the first day, Mr. Ye did not rush to let each of us answer, but took the lead in telling us some matters needing attention in the training course objectives, including the course theme, objects, business problems, course learning objectives and so on. To evaluate whether the training objectives meet the training courses, the criteria mainly depend on whether the objectives are meaningful to the actual work, whether the learners' behaviors can be observed and verified, whether there are specific eligibility criteria, and whether the teaching conditions are reasonable. Next, Teacher Ye gave each group a total of ***30 minutes, and the group members worked in pairs to tell the first day's homework in turn. Some people read aloud, some people whisper, some people speak loudly, some people whisper, some people ask for guidance, and some people modify comments. In just 30 minutes, in pairs, they told each other about the first day's homework. After the discussion, Mr. Ye once again explained to us the matters needing attention of training objectives and expressed to us "how to construct the logical structure of training courses".
Teacher Ye pointed out that the so-called logical structure of the course covers the training objectives of the course, and the formulation of the logical structure is convenient for students to grasp the progress, adjust in time, avoid repetition and omission, and establish block thinking. Mckinsey's classic training textbook "Golden Pagoda Principle" points out that there are 2-5 commonly used tool modules in building structure, including course title, course module, knowledge title and course content. In the training course structure, the course introduction should not be written into the pyramid structure, which is the text content framework, and the content framework does not include the material content, and the teaching methods cannot be written into the pyramid structure. The course content should be refined, and the course content can't just write cases without writing course methods, or only step processes without specific knowledge.
Teacher Ye told everyone that the logical structure of the Golden Pagoda Principle should ensure that each upper layer is a summary of the next layer, and each identical layer cannot have logical confusion, and the next layer of each part should be arranged in a certain logical order. In addition to the pyramid structure, there are three commonly used curriculum logical structures, namely, element type, that is, all elements in the curriculum structure are juxtaposed in order of importance, and the structural information between them is not inclusive, which is easy to cause confusion; Process-oriented means that the elements in the curriculum structure are arranged in chronological order, which is not easy to follow the essence of problem-solving needs; WWH type, that is, what, why and how, refers to the arrangement of various elements in the curriculum structure in deductive order. If the content is unbalanced, it will mutate, and the setting is not good, which will easily make students lose patience. Trainers should follow the teaching requirements when formulating the catalogue structure of laboratory courses, that is, to ensure that the contents of each part are consistent with the theme, the content reflected is closely related to students, the logical relationship between each part is consistent, and it is inspired and used by related work.
After finishing the training course structure, Mr. Ye asked us to combine the training course "Five Questions" written on the first day with the training objectives, each group was limited to 40 minutes, and write a schematic diagram of the course structure pyramid flow on white paper. For 40 minutes, everyone was immersed in the formulation of the flow chart in combination with the content written on the first day. Some people write hard, some people think calmly, some people idolize, some people answer questions, some people toss and turn, and some people linger. The steps are the same as the first day. After writing for 40 minutes, each group posted their own works on the wall according to Mr. Ye's request. Next, according to each group of 30 minutes, everyone will share it in the group. In just 30 minutes, some people deviated from the training goal, some people deviated from the training course, some people got the guidance of their group partners, and some people found other structural differences. Coincidentally, the sharing is over, and it's already noon. After a short rest, at 1: 30 in the afternoon, Mr. Ye returned to the center of the stage and officially started classes the next afternoon.
Teacher Ye said that the formulation of the training process must be coordinated with the training objectives and themes, and the course content should also be formulated according to the course structure, and it must conform to the outline of the course structure. The contents of training courses include knowledge, such as concepts, principles and formulas. Attitude content, such as ideas, goals, principles, etc. ; Skill content, such as operation process, action steps, behavior skills, etc. For the selection of course content, we can collect content information from some types of books, corporate red-headed documents, related ppt, copyright courses, operation manuals and so on. Remember that concepts, principles and other knowledge can't be invented, but must completely follow the general laws and practical experience. About knowledge, in fact, it can be roughly divided into explicit knowledge, that is, books, culture, processes, tools, project records and so on. Tacit knowledge, that is, explicit and non-explicit tacit knowledge, and expert interviews.
In the problem-solving training course, expert interview can be used as a benchmark for learning, which is convenient for innovation and experience extraction. The so-called expert interview refers to refining the work steps of experts and collecting stories provided by experts, including the behavioral level of exhausting first and then tracking, and the conscious level of identifying first and then sorting out. Training should start with topics, share events, refine experiences, dig deep into difficulties, provide methods, collect examples and express gratitude. Finally, it is necessary to ask students about the learning effect of the course, always based on the training objectives. The design of teaching process and teaching methods should be based on the training objectives, find the ship of knowledge and match each other, ensure that different teaching objectives require different teaching methods, and make the methods more flexible.
After explaining the training process, Mr. Ye told everyone that on the last day of this AACTP special training camp, each group will be given a topic, and each group will designate personnel to give lectures on stage within the specified time. Different teaching methods are adopted according to different topics. After Teacher Ye finished this request, our hearts were full of curiosity and challenges. Next, Mr. Ye announced the topics and methods of the third day in order from the first group to the fourth group. In view of the fact that there are only four groups, but there are six topics, the third group and the fourth group unexpectedly won the challenge of two topics. Therefore, the specific arrangements are as follows: the first group, using role-playing method to talk about "five points to convince superiors"; In the second group, the "steps of interviewing subordinates" are described by video demonstration; The third group a tells the story of "the role of middle managers" by case teaching method; The third group b, using demonstration teaching method to talk about "origami crane"; The fourth group, A, tells the definition of project management by teaching method; The fourth group B, using the teaching method, tells about "five behaviors of positive and positive attitude".
After completing the task of exercising on the third day, each group was both nervous and full of expectation. So each group launched a heated discussion in turn to discuss the development and teaching of the course. Teacher Ye came to each group for detailed guidance. Tell us that for trainers, the training form is even more important than the training content, and how to teach is even more important than what to teach. Although there are not many reasons, the forms and methods of deduction are endless. After simple instruction, I have been in class for nearly two hours in the afternoon. After a rest, Teacher Ye told us about the design and development of training methods.
Teacher Ye first introduced a picture called "People's Cognitive Process: KOLB Learning Cycle". This picture was made by American psychologist Davie Cooper, and it constantly drives the cycle through experience, reflection, theory and practice. In this process of consolidation and migration, we will inevitably encounter new problems, find new situations and gain new experiences, and then reflect on these new experiences, summarize them abstractly, summarize them constantly, and then cycle back and forth, that is, the whole learning cycle.
Teacher Ye told us how to use these methods according to the KOLB learning cycle and the methods of teaching topics in junior three groups. When using lecture training, you should tell students what to say first, but don't rush to tell students the theory, let students reflect on themselves, let students think first, get information, give an example, and finally summarize the knowledge points. This is the essence of KOLB learning cycle. When using the role-playing method, provide the situation, only give the trainees tasks, and have no specific lines. It is best to set some difficult and conflicting plots, not too easy or too difficult. The main trainee's task should be clear, and the plot designed should have a big background. Explain the training content before role-playing and rehearse the training before telling. When using demonstration teaching, remember that the essentials of motor skills are correct. When using video teaching, there should be two videos before and after. If only one video is used, only the previous video will be played. Video can't be freehand (freehand can only be used for teaching), but can only be realistic. Basic information such as case background, events and conclusions should be described in detail in the video.
After talking about the training methods, Mr. Ye told us about the relevant process of training classes. First of all, we should pay attention to stimulating students' psychological laws, that is, the first step is to attract attention and recommend the book "The First Shock" to stimulate students' meaningful and valuable information from the aspects of attention and association, so as to improve students' curiosity; The second step is to stimulate students' interest from the aspects of value, confidence and emotion. The third step, desire produces desire, so that students have motivation and expectation, and can't always expect. We should constantly create desires, turn students' desires into actions, and correctly guide students' expectations; The fourth step is to stimulate students' will by action, starting from the aspects of mentality, action, goal, time arrangement and steps, and cooperating with the agreement to attract students' attention, manage students' desires and encourage students to start from sensibility.
Next, Teacher Ye talked about the four important steps needed for the opening ceremony. The first step is to say hello at the beginning, which is divided into unconscious stage and conscious stage, to attract the attention of students, to establish their own style and characteristics, to ask questions at the beginning, to establish a sense of closeness, and to suggest setting up a dialogue between students; Step two, introduce yourself, don't brag about yourself, and don't brag about yourself. You can't introduce yourself for too long. You can quote some famous sayings that you have practiced, but it should be related to the experience of this topic. From the beginning, you should consciously mobilize your attention, introduce who I am and introduce the theme; The third step, introduce the theme, arouse interest, design the content, establish the direct or indirect connection between the content and the students, and practice according to the actual situation in the mode of asking questions, throwing the theme, showing pictures, telling stories, showing videos, listing data, playing games and making demonstrations; The fourth step is to break the ice in groups, pay attention to controlling the time, and ask all participants to participate, but don't bring pressure to students. In the agreement, the trainer remembers that the class encourages and guides students in the code; Training courses should be profitable and set training objectives; The curriculum structure should constantly create suspense.
Near the end, Mr. Ye shared the last trilogy after the training, that is, reviewing the summary, reviewing the course content, asking students, but not hugging students; Call for action and call on trainees to apply this training content to practical work and life; Thank you for your blessings and thanks to the organizers.
At half past six in the evening, another day of intense and substantial courses ended. Despite physical and mental fatigue, but in the early autumn season, rich fruits were harvested.
Autumn comes with a little enthusiasm in summer. Bring a touch of autumn coolness to dress up the comfort around you; Drop a drop of autumn rain and throw a happy cloud; Draw an autumn moon, sparkling and hazy.
With the presentation of the topic of the lecture on the third day, members of each group began the preparation time after class. The second grade is over, and the wonderful third grade course will continue!