一,什么是学案
"学案". 是指教师依据学生的认知水平,知识经验,为指导学生进行主动的知识建构而编制的学习方案.学案实质上是教师用以帮助学生掌握教材内容,沟通学与教的桥梁,也是培养学生自主学习和建构知识能力的一种重要媒介,具有"导读,导听,导思,导做"的作用.
学案的特点:
1,问题探究是学案的关键,它能起到"以问拓思,因问造势"的功效,并能帮助学生如何从理论阐述中掌握问题的关键.
2,知识整理是学案的重点,学案的初步目标就是让学生学会独立地将课本上的知识进行分析综合,整理归纳,形成一个完整的科学体系.
3,阅读思考是学案的特色,可根据课文内容进行阅读思考,也可为开阔学生视野,激发兴趣,设计一系列可读性强,有教育意义的文章,包括与所教内容密切相关的发展史,著名专家的科研业绩,现代科学的热门话题等.
4,巩固练习是学案的着力点,在探索整理的基础上,让学生独立进行一些针对性强的巩固练习,对探索性的题目进行分析解剖,讨论探索,不仅能通过解题巩固知识,掌握方法和培养技能,而且能优化学生的认知结构,培养创新能力.
二,为什么要进行学案教学
(一)问题的提出
1,学生学习的需要
2,教学改革的需要
教案与学案的区别:
目的: 教案——为教师上好课做准备
学案——为学生自学提供指导
性质: 教案——教师中心,单向性,封闭性
学案——学生中心,互动性,开放性
角色: 教案——教师自导自演,学生是听众
学案——教师组织调节,学生是主角
表达: 教案——界面规整,表述严整周密,多用书面语
学案——界面亲切,表述生动活泼,多用口语
上课设计好教案是上好一堂课的重要前提.传统的教案教学普遍存在两种倾向:一是教学的单向性, 以"教师为本", 即以老师和课本为中心,更多是考虑教师如何把课本知识内容讲得准确无误,精彩完美,并重点突出,难点到位,而忽视了学生的学习情绪,学习的主动性和自主性;二是教案的封闭性,即教案是老师自备,自用,是专为教师的"教"而设计.而忽视了学生如何"学",缺少公开性和透明度.这样学生在上课前对老师的教学意图无从了解,学生上课只能是一种被动接受,这样的教学与发挥学生的主体性,提高学生素质的要求是很难适应的.
"学案"建立在教案基础上针对学生学习而开发的一种学习方案.它能让学生知道老师的授课目标, 意图,让学生学习能有备而来,给学生以知情权,参与权 ,在教学过程中,教师扮演的不仅是组织者,引领者的角色,而且是整体活动进程的调节者和局部障碍的排除者角色."学案"的作用:它可以指导预习,也可用于课堂教学,并且系统的学案还是一份很好的学习资料.
(二)"学案教学"的作用
1,为了帮助学生自学
2,提高现代化教学水平
3,使学生学会学习,学会做人
4,促进教师角色的转换
5,学案教学能培养学生创新精神
6,树立新的教育理念--以学生为本,师生平等
7,能让学生尝试成功快乐
8,是实施素质教育的有效途径
三,如何编制学案
(一)学案设计的原则
学案是教师为指导学生编写的讲义,不是教师教案的浓缩,为达到最佳的课堂教学效果,其编写时应注意以下原则:
(1)课时化原则
分课时处理学习内容,防止几个小专题的内容只写成一个学案,一般一个小专题为1-2课时.
(2)问题化原则
将知识点转变为探索性的问题点,能力点,通过对知识点的设疑(以问题形式设计成题组),质疑,释疑,激思,培养学生的能力品质和创新素质.
(3)参与化原则
在学案设计中应考虑让学生进行参与性学习.通过学案创造人人参与的机会,激励人人参与的热情,提高人人参与的能力,激励人人参与的意识,让学生在参与中学习.
(4)方法化原则
强化学法指导.通过学案教学变"授人以鱼"为"授人以渔",同时注意学法指导的基础性与发展性.
(5)层次化原则
在编写学案时应该将难易不一,杂乱无序的学习内容处理成有序的,阶梯性的,符合每阶层学生认知规律的学习方案,从而达到提高全体学生素质,全面提高课堂教学质量.
(二)学案编制的要求
从"教案"到"学案"的转变,必须把教师的教学目标转化为学生学习的目标,把学习目标设计成学习方案交给学生.根据学生现有知识,自学能力水平和教学要求,参照各方面信息,制定出一整套学生自学的"学案".其特点是:教学重心由老师如何"教"转变为学生如何"学",要具有预先性和指导性,
各科的学案设计和编写的一般要求:
(1)理清教与学之间的关系,努力给学生提供更多的自学,自问,自做,自练的方法和机会,使学生真正成为学习的主人,增强对学习的兴趣.
(2)引导学生独立思考,实现掌握知识(学会)与发展能力(会学)的统一,使学案成为学生掌握学科知识体系和学科学习方式的载体,教师教学的基本依据.
(3)实现个性发展与全面发展的统一.学案的编写应该充分考虑和适应不同层次学生的实际能力和知识水平,使学案具有较大的弹性和适应性.
大体上来说,学案的编制主要按课时进行,与教师上课基本同步,一个优秀的学案应该起到这些作用:(1)激起动机,激发想象;(2) 紧扣大纲,开阔眼界;(3)重视学法,培养能力;(4)面向全体, 层次多样;(5)结构合理,操作容易.
(三)学案编制的方法
在编制"学案"时,应依据学习的内容,目标和学习者的情况而变,没有千篇一律,固定不变的格式.但从"教为主导,学为主体,以学为本,因学论教"的原理出发,遵循循序渐进的原则,有步骤,分层次地从知识,能力到理论的运用逐步加深.不同层次的同学可根据不同层次目标要求进行自主学习.教学中的"学案"设计一般分为以下四个部分:
1,明确教学目标建立知识结构框架
学案中要体现出明确,具体的学习目标.即知识目标,能力目标,德育目标.
知识结构包括学科知识结构,单元或章的知识结构,课时知识结构.通过知识结构分析,建立知识结构框架,使学生对将要学习的知识有一个整体的宏观认识.
2,把握知识的重,难点找出最佳切入点
"学案"把重点,难点问题交给学生,给学生一定方法引导和思维启示,让学生自己动脑,分析解决问题,在探究中加深对知识的深化理解,培养学生的分析问题解决问题的能力和思维能力.
3,设计问题培养学生运用知识的能力
设计恰当的问题是引导学生探索求知的重要手段,是"学案"设计的关键所在.教师要依据学习目标,学习内容,依据学生的情况,精心设计问题.问题的设置要根据学生现有的知识水平和综合素质,有一定的科学性,启发性,趣味性和实用性.还要具有一定的层次.
4,通过练习及时自查和巩固学习效果
在"学案"的最后还要有一部分,对学生自学探索后的自查巩固.学生层次不同,理解问题和解决问题的能力有较大差异,自学过程中可能会出现许多各个层面的新问题,帮助学生及时从练习中发现这些问题并进行及时的正确的引导,对培养学生的主体意识和思维能力是至关重要的.
(四)学案编制的内容
学案的编制要以教案为依据,要体现出学生学习的心理特点,要根据不同的教学内容进行设计.它一般可以分为以下四个部分.其内涵包括"学习目标","学习重点","学习难点","问题思考","阅读教材","学案导学".
1,学习目标
2,知识构成
知识构成可以分成基本线索和基础知识两部分.线索是对一节课内容的高度概括,基础知识是学案的核心部分,主要包括知识结构框架,基本知识点,教师的点拨和设疑,印证的材料等.上述要素的编排要体现教师的授课意图.对于重点内容要设计思考题.
3,学习方法
学案中所介绍的学习方法主要是针对所学内容设计的.一般包括记忆方法,理解角度,理论运用等.
4,技能训练
技能训练是对一节课学习的检验,它有选择题,填空题,材料解析题和问答题等.训练题的设计,要体现出针对性,实用性和可操作性,既要有基础知识的检验,又要有基本技能的训练.提倡多种题型合理搭配,题目编排由易到难,控制习题数量,按容易题:中等题:高档题为7:2:1的比例来编写,为兼顾程度较高的学生,可适当编拟一些选做题,拓宽他们的知识视野,提高学习水平.
(五)学案编制的一般栏目:
年级 学科 教材 课题 教师
学习要点(目标)
重,难点分析
学习思路
学法指导
同步练习
自我测评
小结
练习答案和提示
资源链接(课外拓展)
学生水平差异对教学影响之解决方法
方法一：学案导学法
什么是学案
学案就是教师根据学生的认知水平,知识经验,为指导学生进行主动的知识建构而编制的学习方案.
学案导学就是在教学中以学案为载体,以导学为方法,注重学法指导的一种教学策略体系.
学生水平的差异对教学的负面影响究竟是什么呢一,难以定位.即教师所采用的教学内容,方法难以兼顾不同层次的学生的需要,同时,学生在学习时也难以把握适合自己的学习方法与目标.二,难以合拍.教学应该是教师与学生的双向活动,可是学生操作与领悟上的巨大差距造成了他们活动的速度与学习成效上的差距,继而使"教"与"学"之间难以协调.三,效率低下.教师在教学过程中由于需要高低兼顾左右涉及,这样自然会造成目标分散,教学进度受到制约,总体效率不高.四,易失兴趣."吃不饱"与"吃不了"状况的长期存在势必会使学生产生兴趣危机.
在教学中运用学案导学法能够有效地减小学生水平的差异对教学所产生的负面影响.一般是我们把编写好的学案发给学生(也常常在教师机上进行文件共享),在教学过程中同步使用.由于学案中有明确的教学目标,学习主线,难点解释,问题探究,学法指导,思维拓展等内容,能有效地对不同层次的学生起到导学的功能,易让学生步步深入,各得其所.
方法之二:同班分层教学
所谓同班分层教学法,就是以班中相似知识结构,认知水平及兴趣爱好的同学为同一个层次,依据实际情况将整个班分为A,B,C三个层次,教师依据各层的特点来制定相应的教学目标,设置各种教学任务,使各个层的学生均得到发展的一种教学方法.分层教学主要通过四个方面来具体实施:
1 ,动态分层,明确目标.
把一个班的学生分成A,B,C三层,三层分别为基础层,提高层和发展层.一般是教师依据学生认知结构上的差异,认知能力上的差异及认知情感上的差异来确定他们属于哪一个层次,当然也要考虑学生的自我评价和意愿.这种分层有两方面的特点,就是隐性与动态.隐性就是指这种分层并不是教学整体单位上的分开,而是在统一教学的前提下对目标和任务的个别要求上的分层.动态指的是随着教学的推进,根据学生认知水平,结构和能力上的变化,可以随时进行层的调整.
虽然说层次本身是动态的,但一经确定了就基本稳定.教师必须让学生明白各层的学习目标和要求.我们对基础层的目标定为"打基础,树信心",提高层的目标是"促内化,立发展",发展层的目标是"抓创新,出成绩".
2,任务分层,按层达标.
把学生进行分层只是分层教学的一个前提.而分层教学法的核心部分是组织教学活动的分层,即确立分层目标,实施任务分层,组织分层指导,完成分层评价,关键是任务分层.所谓任务分层,是教师在具体组织教学活动时,对不同层次的学生按照其既定的目标来确定对应的任务.
这种任务的分层,能够适合各层学生的需求,让各层学生都能够尝到成功的快乐,从而调动全体同学的积极性,符合全体发展的教学原则.
3,分层探究,分层释疑.
探究是解决任务的方法.根据各层学生的不同特点,我们通常有三种探究方法供学生选择:
演示性探究 这是基础比较差的学生所采用的一种探究方法.学生通过模仿教师在课堂上的一些演示操作,达到"巩固基础,按部就班,模仿提高"的探究目的.
导向性探究 适合于有一定基础但进行自主性探究有一定难度的学生.学生根据教师已经预先设定的完成某一项任务的路径,通过教师制定的递推式图表的引导来完成对该任务的探究.探究目标是"串好主线,预设悬念,循步渐进".
自主性探究 适合于有基础,有自主探究能力和创新能力的学生.在这种探究活动中,教师只确定探究方向,并不锁定具体的任务,学生根据这一方向开展探究活动.目标是"自主学习,自我探究,形成风格".
当然,对各层学生在探究中出现的问题,教师要及时进行解惑释疑.释疑以个别释疑和集体释疑相结合.
4,分合有度,整体提升.
根据建构主义理论,合作学习是达到教学目标的一种重要学习方式.在实施分层教学时合作学习(教学)一般包括以下三个方面:
师生之间 包括集体回授,共同释疑,个案分析,总体评价.教师从传统意义的指导者变为学生学习的引导者,合作者,学生主动建构的帮助者,课堂情境的设计者.师生之间的合作互动,能够使学生探究目标更明确,信心更足,方法更合理,教学效果更好.
学生之间 层内相互合作,层外相互指导,协作互动,优势互补.通常的方法是:机房座位安排各层分插利于合作,任务分层而连贯便于合作,动态分层激励合作,分层达标使学生乐于合作.
学生与媒体之间 学生利用网络和计算机本身的优势,解决学习中碰到的难题,从而学会学习,学会探究.
方法之三:设置帮助共享
学生在学习与探究过程中会碰到若干问题,而这些问题又由于学生知识水平的差距有很大的不同.一般来说,问题可以分为两种类型:一类是属于较低级认知能力要求的,如识记,理解及简单的操作;另一类是属于高级认知能力要求的,如程序的设计与分析,归纳和应用.我们在教学活动中发现,学生大部分的问题是属于较低级认知能力要求的,特别是基础较差的同学,这种情况特别突出.诸如不会进行大小写切换,中西文切换,不会保存,Excel中的单元格属性操作错误,不会查找文件等.上课时教师如果忙于解释这些问题,势必会打乱整个教学秩序.
我们采用了比较简单也比较有效的方法——对这些问题设置"共享帮助".
具体方法:共享帮助设置主要是套用Windows中的帮助菜单的做法.在教师机上设立一个共享文件夹,里面放着一些与教学内容相关的知识点的解释以及基本操作方法介绍的文本,学生在操作中一旦遇到疑难问题,就可以共享教师机上的帮助文件,然后对照说明来解决问题.
如"资源管理器"内容,我们就设置如表3的帮助(部分)以备共享.
方法之四:个案分析
个案分析是教师在对教材内容深入研究的基础上,结合对学生学习情况的分析,总结出一些典型的知识技能标的物(个案),在课堂上通过演示,剖析及与学生共同参与研究来达到对这些标的物更深理解的方法.
个案分析的关键是教师如何能够合适地选择个案.个案一般是教学内容中具有拓展性的,学生心存疑虑难以探究的,学生有巨大兴趣的,学生易犯错误而本身又难以发现的操作过程与理论知识点.实践表明,学生通过个案分析,特别是通过与教师共同探究个案,能加深对某个知识点的理解,理清各理论体系之间的内在关系,拓展思维空间,提升学习兴趣.个案分析会使课堂教学充满活力,能够使基础好的学生产生感悟(触发问题),使一般学生产生领悟,使基础差的同学产生顿悟,从而达到共同提高的目的.
学案设计
"学案导学"在初中劳技课教学中的实践与思考
"学案导学"教学法是一种新型的教学模式,它旨在通过学生的自主学习,培养学生的自学能力,提高教学效益.
一,什么是学案导学.
所谓"学案导学"是指以学案为载体,以导学为方法,教师的指导为主导,学生的自主学习为主体, 师生共同合作完成教学任务的一种教学模式.这种教学模式一改过去老师单纯的讲,学生被动的听的"满堂灌"的教学模式,充分体现了教师的主导作用和学生的主体作用,使主导作用和主体作用和谐统一,发挥最大效益.在这种模式中,学生根据教师设计的学案,认真阅读教材,了解教材内容,然后,根据学案要求完成相关内容,学生可提出自己的观点或见解,师生共同研究学习.这种教学模式一方面满足了高中学生思维发展的需要,另一方面又能满足高中学生自我意识发展需要,对学生的自我发展和自我价值的体现有十分积极的作用.而教师则不仅仅是知识的传授者,更重要的任务是培养学生的自学能力,自学习惯,教会他们怎样学习,怎样思考,提高学生分析问题,解决问题的能力.
二,学案导学的一般过程
1,教师提出自学的要求教师对学案的设计,应从教材的编排原则和知识系统出发,对大纲,教材和教参资料以及自己所教学生的认知能力和认识水平等进行认真的分析研究,合理处理教材,尽量做到学案的设计重点突出,难点分散,达到启发和开拓学生思维,增强学生学习能力的目的.学案的设计应具备以下特点:①围绕教学目标,紧扣教材,从整体上体现教材的知识结构和知识间的内在联系,使知识能条理化,系统化和整体化,尽量一课时一个学案,以便控制学习总量,使学生明确目标,最大限度地提高课堂教学效益.②有启发性,对教材中学生难以理解的内容有的应作适当的提示,配以一定数量思考题,引导学生自主学习,在一个个问题的解决中培养学生的能力,激发学生的求知欲.③问题设计应有层次性,梯度性,应根据学生对问题的认识逐渐加深.做到循序渐进,使学生意识到,要解决教师设计的问题不看书不行,看书不看详细也不行,光看书不思考不行,思考不深不透也不行.这样学生就能真正从教师的设计的问题中找到解决问题的方法,学会看书,学会自学.④应满足不同层次学生的需求,要使优秀生从学案的设计中感到挑战,一般学生受到激励, 学习困难的学生也能尝到成功的喜悦,让每个学生都学有所得,最大限度地调动学生的学习积极性,提高学生学习的自信心.
2,学生自学教材完成学案中的有关问题是学案导学的核心部分.它要求教师将预先编写好的学案, 在课前发给学生,让学生明确学习目标,带着问题对课文进行预习.同时,教师在学生自学过程中应进行适当辅导,使学生较好地掌握教学内容,培养学生的自学能力.在学生自学过程中教师应做到以下几点:第一,要指导学生自学的方法.如告诉学生学案中哪些内容只要略读教材就能掌握,那些内容应注意知识前后联系才能解决等等.让学生逐步理解掌握教材.第二,教师应要求学生把预习中有疑问的问题作好记录,让学生带着问题走向课堂.这样做,一方面能逐步培养学生自主学习的能力.另一方面,又能使学生逐步养成良好的预习习惯和正确的自学方法,而良好的预习习惯和正确的自学方法一旦形成,往往能使学生受益终身.总之,课前学生的自主学习是"学案导学"教学模式的重要环节,其实施的好坏,直接关系到教学目标的能否实现.因此,教师必须高度重视.
3,讨论交流在学生自学的基础上,教师应组织学生讨论学案中的有关问题,对一些简单,易懂的内容教师只须一带而过,而教学中的重点,难点问题则应引导学生展开讨论交流,形成共识.而学生在讨论中不能解决或存在的共性问题,教师应及时汇总,以便在精讲释疑时帮助学生解决.值得注意的是,在学生讨论交流过程中,教师应积极引导学生紧扣教材,学案,针对学案中的问题展开讨论交流,避免草草了事或形式主义,最大限度地提高课堂教学效率.
4,精讲释疑精讲释疑就是在学生自学,讨论交流的基础上,教师根据教学重点,难点及学生在自学交流过程中遇到的问题,进行重点讲解.教师在精讲过程中,力争做到以下几点:首先,精讲的语言,内容要精.其次,精讲应具有针对性,切忌面面俱到,应根据学生自学,讨论交流过程中反馈的信息展开.再次,精讲应具有启发性.学生经过老师的适当点拨能解决的问题应尽量让学生自主解决,最大限度地发挥学生学习的积极性,培养学生的思维能力.另外,教师还应对学生讨论交流过程中提出的具有独创性的问题给予表扬,而比较幼稚的问题不应讥笑,挖苦,以保护学生参与课堂活动的积极性.
5,练习巩固
这是学案导学的最后一个环节.练习的设计应紧扣本节课的教学内容和能力培养目标及学生的认知水平进行.在练习问题设计时,应注意多设疑,在无疑——有疑——无疑的过程中,使学生由未知到有知,由浅入深,由表入里,由此入彼地掌握知识,增强学习能力.对高中不同年级的学生练习的测重点应有所不同.低年级的学生应侧重基础知识的掌握,而高年级学生应把测重点放在能力的培养上.练习题要求学生当堂完成,让学生通过练习既能消化,巩固知识,又能为教师提供直接的反馈,以便对练习中出现的问题应及时发现,给予指正,做出正确的评价.讲评时应把重点放在学生学习的难点上,根据练习情况及时调整教学目标,教学进度,教学方法,做到有的放矢.
三,几点思考
1,在学案导学的教学模式应充分体现教师的主导作用和学生的主体作用.教师主要做学生学习的组织者,支持者和评价者,引导学生积极思维,培养学生的创新思维和创新能力.
2,在教学过程中,教师应面向全体学生,对所有的学生应一视同仁,切忌讽刺,挖苦差生,为所有的学生创设一个表现自己才能的舞台,让每一个学生都能得到发展.
3,要做到教与学的和谐发展,把教师的导和学生的学贯穿于整个教学的始终,切忌顾此失彼,把整个课堂变成教师的一言堂.或教师放任自流变成"放羊式"的教学.
4,教师应采用多种教学方式和先进的教学手段.一方面,它能使学生所学的内容当堂巩固,最大限度提高课堂效率.另一方面又能激发学生学生的兴趣,提高教学的实效性.
First, what is case study
"Student." Refers to teachers based on student's cognitive level, knowledge and experience, to guide students to construct knowledge and the preparation of active learning program. Science is essentially the case of teachers to help students master the teaching materials, communication, learning and teaching The bridge is also autonomous learning and capacity building as an important medium of knowledge, a "Guidance, guided listening, guided thinking, do lead" role.
Case study features:
1, issue exploration is the key to the case study, it can serve "to ask extension ideas, ask rally because" the effectiveness, and help students to master the theory expounded in the key.
2, the case study of knowledge consolidation is the focus of the case study preliminary goal is for students to learn independently, knowledge of the textbook analysis of comprehensive, summarizing, forming a complete scientific system.
3, read and consider is the characteristics of the case study can be read on the Text thought, but also to broaden their horizons, stimulate interest and design a series of readable, educational article, including closely related to the content being taught history, renowned experts, research results, and other hot topics of modern science.
4, the consolidation exercise is the focus of the case study, in order to explore the basis for students to independently practice the consolidation of a number of targeted, on the subject of exploration to analyze, discuss the exploration, not only to consolidate knowledge through problem solving, control methods and develop skills, but also to optimize student's cognitive structure, training innovation.
2, the reason for the case study teaching
(A) raise the question
1, the needs of students
2, teaching the need for reform
Lesson plans and learning the difference between the case:
Objective: lesson plans - lessons for teachers to prepare Shang Hao
Case study - to provide guidance for students learning
Nature: lesson plans - teacher centers, one-way, closed
Case Study - Student Center, interactive, open
Role: lesson plans - teachers, self-direction, students are the audience
Case study - teacher organizations regulation, students are lead
Express: lesson plans - interface structured, strict and careful formulation, multi-use written
Case Study - friendly interface, expressed lively, multi-purpose spoken language
"Study case" built on the basis of lesson plans developed for students to learn a learning program. It lets students know the teacher goals, intentions, so that students can come prepared to the students to know, participate, In the teaching process, teachers not only the organizers played lead role, but also the regulator of the overall activities of the process and local obstacles to the Paichu Zhejiao Se. "Learning plan" effects: it Keyizhidao preview can also be used Ketang teaching and learning system is a good case study materials.
(B) "Student teaching" role
1, in order to help students self-
2 and improve the level of modern teaching
3, students learn how to learn, learn to
4, to promote the role of teachers change
5, case teaching, the student learn the spirit of innovation
6, establish a new philosophy of education - student-centered, teacher-student equality
7, allows students to try to success and happiness
8, is an effective way of quality education
Third, learn how to prepare the case
(A) the principle of designing learning
Case study of teachers prepared handouts to guide students, not teachers lesson plans for enrichment, in order to achieve the best of classroom teaching, the preparation should pay attention to the following principles:
(1) class of principles
Sub-class treatment of learning content, to prevent the contents of only a few small feature written a case study, the general theme for 1-2 hours a little.
(2) issues of principle
Point to explore the knowledge issues into points, ability points, through the questions for knowledge points (in the form of questions designed problem sets), questioned the construction, stimulate thinking, to develop students ability to quality and creative quality.
(3) the principle of
In school design in the case consider the students involved in learning. Case by learn to create opportunities for everyone involved, encourage the enthusiasm of everyone involved to improve the capacity of all involved, encouraging everyone to participate in the awareness of students participating in the study .
(4) Method Principles
Strengthening Instruction for Learning. Through the case study teaching change "delegate to fish" as "giving the fishing", while paying attention to the direct of the basic and developmental.
(5) the principle of hierarchy
Case, in the preparation of learning difficulty should be different, disorderly learning content processing into orderly, step in nature, consistent with the law students to understand each class learning programs so as to improve the quality of all students to comprehensively improve classroom teaching quality.
(B) the preparation of the requirements of the case study
From the "missionary" to "case study" of the changes, we must target the teachers into student learning goals, learning objectives designed to study the program to the student. Based on students existing knowledge, learning ability level, and teaching requirements, refer to all aspects of information, to develop a set of self-learning "study the case." characterized by: the focus of teaching the teacher how to "teach" into how students "learn" and to have the pre-and guidance,
Subjects of the study design and preparation of the case of the general requirements:
(1) clarify the relationship between teaching and learning, and strive to provide students with more learning, ask yourself, self made, self-training methods and opportunities to students to truly become the masters of learning and enhance learning.
(2) to guide students to think independently to achieve mastery of knowledge (learning) and development capacity (will learn) the unity of the case of a student to learn to acquire subject knowledge and academic learning system, the carrier fundamental basis for teacher education.
(3) to achieve comprehensive development of personality development and unity. Learning Plan preparation should take full account of and adapt to different Cengcixuesheng the Shiji 能力 and knowledge, so that studying the case of Tan Xing have greater and adaptability.
Generally speaking, the preparation of the case study carried out largely by class, the basic synchronization classes and teachers, a good case study should play these roles: (1) arouse motivation, stimulate imagination; (2) closely linked to the outline, broaden their horizons; (3) to study the law, capacity-building; (4) is for all the various levels; (5), reasonable structure, easy to use.
(C) the case study method of preparation
In the preparation of "study case" should be based on learning the content, objectives and circumstances of learners change, not stereotyped, fixed format. But "teaching-oriented school as the main body to science-based, because of school On Education, "In this review, follow the step by step with the principle of the steps, sub-Cengci 地 with knowledge and ability to apply theory in the steadily deepening. students at different levels according to different level objectives required to study independently. Teaching of" Student " design is generally divided into four parts:
1, clear teaching objectives established knowledge structure
Case study to demonstrate a clear and specific learning objectives. That knowledge goals, ability goals, moral goals.
Knowledge structure, including subject knowledge structure, unit or chapter of the knowledge structure, knowledge structure class. Through knowledge structure analysis, knowledge structure, students will learn the knowledge of a holistic understanding of the macro.
2, grasp the knowledge of the heavy and difficult to find the best starting point
"Study case" the key and difficult issues to students, to a certain way of thinking to guide and inspiration for students to own brains, analyze and solve problems, deepen their knowledge in exploring the deepening of understanding, to develop students ability analyze and solve problems and thinking.
3, design students apply knowledge
The problem is that design is appropriate to guide the students to explore an important means of knowledge, is the "study case" the key to the design. Teachers should based on learning objectives, learning content, based on the case of students, carefully designed questions. The problem set to be based on students existing level of knowledge and the overall quality of certain scientific, inspiring, interesting and practical. still have some level.
4, through self-examination practice and reinforce learning in a timely manner
In "Learning plan" Eventually, some of the self-examination after the self-learning Tansuo Gonggu. Students different levels, understanding and problem-solving ability Wenti have Jiaotaiciyi, Zixue process might occur Xuduogege levels of new problems to help students find good time to practice these problems and to correct and timely guidance in cultivating student's subjective consciousness and thinking is essential.
(D) the preparation of the contents of the case study
Bianzhi case study lesson plans should based on student learning should be embodied psychological characteristics, according to different teaching content Sheji. It generally can be divided into four parts. Qinei Han 包括 "learning goal", "learning Zhongdian" , "learning difficulties", "Reflections on", "read the textbook," "Guiding Students with Learning."
1, learning objectives
2, knowledge constitute
Constitute the basic thread of knowledge can be divided into two parts, and basic knowledge. Clue is the high content of a lesson summary, basic science knowledge is the core of the case, including knowledge structure, the basic knowledge, the teachers of the coaching and set up the suspect, confirmed of materials. The arrangement of elements to reflect on teaching intentions. For the key to design a question for the content.
3, learning
School case study method described in the main content is designed for the study. Generally include memory methods, understanding point of view, theories used.
4, skills training
Skills training is learning a lesson the test, which has multiple choice, fill in the blank, so his ERA and quiz questions. Training in issues of design, to reflect the specific, practical and feasible, we must have basic knowledge inspection, but also basic skills training. to promote a variety of Questions in a reasonable match, arranged from easy to difficult questions, control the number of exercises, by easy question: Medium Title: the ratio of 7:2:1 grade entitled to write, To take into account the higher degree students may choose to do the appropriate preparation of a number of issues, broaden their knowledge horizons and improve learning.
(E) case study prepared by the general section:
Year subject teachers teaching subjects
Learning points (target)
Heavy, Difficulties
Learning ideas
Learning Ways
Synchronous Exercises
Self-evaluation
Summary
Exercise answers and tips
Resource Links (extra-curricular development)
Differences in the level of impact on teaching students the solution of
Method 1: Guiding Students with Learning Method
What is a case study
Case study is the recognition level of the student teachers, knowledge and experience, to guide students to construct knowledge and the preparation of active learning program.
Guiding Students with Learning is the case in teaching to school for the carrier, Guidance for the method of teaching strategies focus on the direct of a system.
Used in the educational Guiding Students with Learning method can effectively reduce the differences between the standards of students of teaching arising from the negative effects. Generally is the case we develop good study to students (often the teacher machine for file sharing), in teaching synchronization process to use. As the case study have clear teaching objectives, learning the main line, and difficult to explain, explore the question, Learning, thinking, development, etc, can effectively serve students with different levels of functionality Guidance, easy to students step by step in-depth, get what they want.
Method two: teaching the same class stratification
The so-called hierarchical teaching the same class is similar to classes in the knowledge structure, cognitive level and interests of students for the same level, based on the actual situation to the whole class is divided into A, B, C three levels of teachers based on the layers features to develop appropriate teaching objectives, set all kinds of teaching tasks, so that each layer of the students are to develop a teaching method. stratification teaching mainly implemented through four specific aspects:
1, dynamic layers, clear objectives.
To a class of students is divided into A, B, C three, respectively, based on three layers, layer and improve the development level. A general cognitive structure for teachers based on student differences, differences in cognitive ability and cognitive emotional differences to determine which level they belong to, of course, have to consider self-evaluation of students and wishes. This layer has two characteristics, that is hidden and dynamic. recessive means that stratification is not teaching a whole unit The separate, but unified under the premise of teaching objectives and tasks of the individual requirements of the stratification. dynamic means that with the advancement of education, according to cognitive level, structure and capacity changes, may at any time level adjustments.
Although the level itself is dynamic, but one of the basic stability is established. Teachers must make students understand all levels of learning objectives and requirements. We are on target substrate layer as "laying the foundation, public confidence" and raise the level of the target is "to promote internalization, stand development", development level goals are the "innovation, the results."
2, task stratified according to level compliance.
To teaching students stratified layer is a prerequisite. The teaching of the core layer is a hierarchical organization of teaching activities, namely the establishment of hierarchical goals, the implementation of the task layer, hierarchical organization guide, complete hierarchical evaluation The key is the task layer. the so-called hierarchical task is to organize the teaching of teachers in specific activities, students of different levels according to their established goals to determine the corresponding task.
This task layer, each layer to fit the needs of students so that students can feel the successful levels of happiness, and thus to mobilize the enthusiasm of all students, consistent with the principle of all development in teaching.
3, layered exploration, hierarchical clear up doubts.
Inquiry to solve the tasks. Under layers of different characteristics of students, we usually have three ways for students to explore the options:
This is the basis of inquiry demonstrate relatively poor students with an inquiry approach. Student teachers in the classroom by mimicking some of the demonstration operation, to "consolidate the foundation, step by step, copy improvement" objective inquiry.
Oriented basis of inquiry for a certain autonomy, but to explore a certain degree of difficulty students. Student teachers have been under a pre-set a task to complete the path, developed by teachers to guide recursive chart to complete the task the inquiry. inquiry goal is to "string a good thread, default suspense, follow Step by Step."
Autonomy are the basis for exploration, with independent research and innovative ability of students. In this inquiry activities, teachers will only determine the direction of inquiry, does not lock specific tasks, students explore the activities carried out under this direction. Goal is to " autonomous learning, self-exploration, the formation of style. "
Of course, students explore the layers of problems, teachers should promptly answer doubts and dispel doubts. Dispel doubts as to individual and collective dispel doubts and dispel doubts combination.
4, division and a degree, the overall upgrade.
According to constructivism, cooperative learning is to achieve an important goal of teaching learning. Stratification teaching in the implementation of cooperative learning (teaching) usually includes the following three aspects:
Feedback between teachers and students, including collective, common to the construction, case studies, the overall evaluation. Teachers, mentors from the traditional into the student learning guide, collaborator, students who take the initiative to help build, the designer of the classroom situation. Teacher cooperative interaction among students, enabling students to explore more targeted, more confidence, is more reasonable and better teaching.
Layer between the students cooperate with each other outside the guidance level, collaborative interaction and complementary advantages. The usual way is: insert points on each floor room seating arrangement conducive to cooperation, the task layer to facilitate cooperation and coherent, dynamic hierarchical encourage cooperation, hierarchical Standards so that students prepared to work together.
Students between the students and the media use of network and computer itself, to solve the problems encountered in learning to learn how to learn, learn to explore.
Method 3: Set to help share
We also used a relatively simple and effective method - to set these issues, "to share to help."
Specific methods: shared key is applied to help set up the Help menu in Windows, the practice. The teacher computer to establish a shared folder, and inside there are some content-related knowledge and teaching points, explanations, and basic operation method described in the text, students in the operation in the event of difficulties, teachers can share the machine with the help file, and then the control instructions to solve the problem.
Such as "Explorer", and we will help set the table 3 (in part) to prepare to share.
Method 4: Case Study
Case of a teacher in-depth study of the teaching materials based on the combined analysis of student learning, summarize some of the typical subject matter knowledge and skills (the case), in the classroom through presentations, analysis and participated in the study jointly with the students to achieve deeper understanding of the subject matter of these methods.
Case analysis, the key is how teachers can choose the right case. Cases are generally content with the development of teaching, students have misgivings difficult to explore, students have great interest in the students easy to make mistakes and is itself difficult to find the operation and theoretical knowledge points. Practice shows that, students through case studies, in particular through teachers to explore the cases, to deepen knowledge on a particular point of Li Jie, sort out the internal between the Liluntiji Guanxi, Tuozhansiwei Kong Jian, Xue Xi interest in enhancing . case of dynamic classroom teaching will be able to make well-based pupils perception (trigger the problem), so that the average pupils understanding, so that students with poor insight generated to achieve the common objective of improving.
Case study design
"Guiding Students with Learning" in the middle of labor and technology in the practice of teaching and thinking
"Guiding Students with Learning Method" is a new teaching model, which aims to student learning, students self-learning ability, improve teaching effectiveness.
First, what is case study Guidance.
Second, learn the general case, the process of Guidance
1, teachers made the request of teachers and school self-study case design, the layout should be teaching the principles and knowledge of the system starting on the outline, teaching materials and reference materials and teaching their students the knowledge level of cognitive ability and careful analysis and reasonable deal with the textbook, as far as possible the design of the case study focused, decentralized and difficult, to inspire and develop students thinking, the purpose of enhancing student learning. Learning plan should be designed to have the following characteristics: ① around the teaching objectives, materials closely, reflect materials from the whole knowledge structure and the internal relationship between knowledge, so that knowledge can be structured, systematic and total of as much as possible a class in a school case, in order to control the total learning so that students clearly aim to maximize classroom effectiveness of teaching. ② instructive for teaching students the content hard to understand some of the tips should be appropriate, together with the number of thought problems, and guide students to self-study, in a problem solution in students the ability to stimulate students thirst for knowledge. ③ question design should be hierarchical, gradient, students should gradually deepen awareness of the problem. to do step by step, so that students understand that to solve the design problem of teachers do not read no, do not read books also read more No, do not think No light reading, thinking is not deep and not through the line. so that students can really design problems from the teachers to find solutions to problems, learn to read, learn self-study. ④ should meet the needs of students of different levels , make the top students from the school are challenges in the design of the case, students are motivated students with learning difficulties can also taste the joy of success, so that every student learn and gain the maximum mobilization of the enthusiasm of students and improve learning self-confidence.
2, students complete their studies in which self-learning of the problem is to study the Hexinbufen An Guidance. It requires teachers to learn An Yuxianbianxie good, in Keqianfagei students, let them clear Xueximubiao, with the problem right text for rehearsal. At the same time, teachers in self-learning process should be appropriate guidance to students to better grasp the course content, to develop students self-learning ability. In the process of self-learning teachers should do the following: first, to guide students self-study method. If the case told the students to learn what materials can only skim hands before and after the knowledge that the content should be noted that contact can be resolved and so on. to enable students to gradually understand and grasp the material. Second, teachers should ask students to preview in the problem in question make records, so that students with problems to the classroom. This done, we can gradually develop students ability to learn independently. On the other hand, it also enabled the students to gradually develop good habits and the right of self-Preparation methods, and good rehearsal habits and self-study methodology, once the correct form, students can often benefit from life. In short, independent study before class, students are "Guiding Students with Learning," an important part of teaching and its implementation is good or bad, is directly related to teaching objectives can be achieved. Therefore, teachers must pay close attention.
3, to discuss the exchange Zaixue Sheng on self-De Ji Chu, teachers Ying Zuzhi case in which the students discuss the study Youguanwenti, right some of Jian Dan, to understand the content teachers need only Yi Dai Er Guo, and teaching in the key and difficult issues should guide the students discuss the exchange of consensus. The students in the discussion or resolve common problems, teachers should promptly collect in order to dispel doubts in the Jingjiang-time help students to solve. It is noteworthy that the students discuss and exchange process, the teacher should be actively guide students to materials closely, studying the case, the case for the school to discuss issues in the exchange, to avoid hastily or formalism, to maximize the efficiency of classroom teaching.
5, the consolidation exercise
III Thoughts
1, case study guide in the teaching mode should fully reflect the Leading Role of Teachers and the principal role of students. The main job of teachers to students of the organizers, supporters and evaluators, lead students to thinking, develop students creative thinking and innovation .
2, in the teaching process, teachers should be open to all students and all students should be treated equally and avoid irony, sarcasm poor students, for all students to express themselves to the creation of a stage, so that every student can be developed.
3, to achieve the harmonious development of teaching and learning, to guide teachers and students throughout the teaching of science is always, avoid a loss, the entire classroom into a teacher autocracy. Or teacher drift into a "shepherd style" teaching.
4, teachers should use a variety of teaching methods and advanced teaching methods. On the one hand, it enables students to consolidate learning content when the Church, to maximize the efficiency of the classroom. On the other hand students can stimulate the interest of students, improve teaching effectiveness.
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