yī , shénme shì xué 'àn
" xué 'àn ". shì zhǐ jiào shī yǐ jù xué shēng de rèn zhī shuǐ píng , zhī shí jīng yàn , wéi zhǐ dǎo xué shēng jìn xíng zhù dòng de zhī shí jiàn gòu 'ér biān zhì de xué xí fāng 'àn . xué 'àn shí zhì shàng shì jiào shī yòng yǐ bāng zhù xué shēng zhǎng wò jiào cái nèi róng , gōu tōng xué yǔ jiào de qiáo liáng , yě shì péi yǎng xué shēng zì zhù xué xí hé jiàn gòu zhī shí néng lì de yī zhǒng zhòng yào méi jiè , jù yòu " dǎo dú , dǎo tīng , dǎo sī , dǎo zuò " de zuò yòng .
xué 'àn de tè diǎn :
1, wèn tí tàn jiū shì xué 'àn de guān jiàn , tā néng qǐ dào " yǐ wèn tuò sī , yīn wèn zào shì " de gōng xiào , bìng néng bāng zhù xué shēng rú hé cóng lǐ lùn chǎn shù zhōng zhǎng wò wèn tí de guān jiàn .
2, zhī shí zhěng lǐ shì xué 'àn de zhòng diǎn , xué 'àn de chū bù mù biāo jiù shì ràng xué shēng xué huì dú lì dì jiāng kè běn shàng de zhī shí jìn xíng fēn xī zōng hé , zhěng lǐ guī nà , xíng chéng yī gè wán zhěng de kē xué tǐ xì .
3, yuè dú sī kǎo shì xué 'àn de tè sè , kě gēn jù kè wén nèi róng jìn xíng yuè dú sī kǎo , yě kě wéi kāi kuò xué shēng shì yě , jī fā xīng qù , shè jì yī xì liè kě dú xìng qiáng , yòu jiào yù yì yì de wén zhāng , bāo kuò yǔ suǒ jiào nèi róng mìqiè xiāng guān de fā zhǎn shǐ , zhù míng zhuān jiā de kē yán yè jì , xiàn dài kē xué de rè mén huà tí děng .
4, gǒng gù liàn xí shì xué 'àn de zhuólì diǎn , zài tàn suǒ zhěng lǐ de jī chǔ shàng , ràng xué shēng dú lì jìn xíng yī xiē zhēn duì xìng qiáng de gǒng gù liàn xí , duì tàn suǒ xìng de tí mù jìn xíng fēn xī jiě pōu , tǎo lùn tàn suǒ , bù jǐn néng tōng guò jiě tí gǒng gù zhī shí , zhǎng wò fāng fǎ hé péi yǎng jì néng , ér qiě néng yōu huà xué shēng de rèn zhī jié gòu , péi yǎng chuàng xīn néng lì .
èr , wèishénme yào jìn xíng xué 'àn jiào xué
( yī ) wèn tí de tí chū
1, xué shēng xué xí de xū yào
2, jiào xué gǎi gé de xū yào
jiào 'àn yǔ xué 'àn de qū bié :
mùdì : jiào 'àn héng héng wéi jiào shī shàng hǎo kè zuò zhǔn bèi
xué 'àn héng héng wéi xué shēng zì xué tí gōng zhǐ dǎo
xìng zhì : jiào 'àn héng héng jiào shī zhōng xīn , dān xiàng xìng , fēng bì xìng
xué 'àn héng héng xué shēng zhōng xīn , hù dòng xìng , kāi fàng xìng
juésè : jiào 'àn héng héng jiào shī zì dǎo zì yǎn , xué shēng shì tīng zhòng
xué 'àn héng héng jiào shī zǔ zhì tiáojié , xué shēng shì zhùjué
biǎo dá : jiào 'àn héng héng jiè miàn guī zhěng , biǎo shù yán zhěng zhōu mì , duō yòng shū miàn yǔ
xué 'àn héng héng jiè miàn qīnqiè , biǎo shù shēng dòng huó pō , duō yòng kǒu yǔ
shàng kè shè jì hǎo jiào 'àn shì shàng hǎo yī táng kè de zhòng yào qián tí . chuán tǒng de jiào 'àn jiào xué pǔ biàn cún zài liǎng zhǒng qīng xiàng : yī shì jiào xué de dān xiàng xìng , yǐ " jiào shī wéi běn ", jí yǐ lǎo shī hé kè běn wéi zhōng xīn , gèng duō shì kǎo lǜ jiào shī rú hé bǎ kè běn zhī shí nèi róng jiǎng dé zhǔn què wú wù , jīng cǎi wán měi , bìng zhòng diǎn tū chū , nán diǎn dào wèi , ér hū shì liǎo xué shēng de xué xí qíng xù , xué xí de zhù dòng xìng hé zì zhù xìng ; èr shì jiào 'àn de fēng bì xìng , jí jiào 'àn shì lǎo shī zì bèi , zì yòng , shì zhuān wéi jiào shī de " jiào " ér shè jì . ér hū shì liǎo xué shēng rú hé " xué ", quē shǎo gōng kāi xìng hé tòu míng dù . zhè yàng xué shēng zài shàng kè qián duì lǎo shī de jiào xué yì tú wú cóng liǎo jiě , xué shēng shàng kè zhǐ néng shì yī zhǒng bèi dòng jiē shòu , zhè yàng de jiào xué yǔ fā huī xué shēng de zhù tǐ xìng , tí gāo xué shēng sù zhì de yào qiú shì hěn nán shì yìng de .
" xué 'àn " jiàn lì zài jiào 'àn jī chǔ shàng zhēn duì xué shēng xué xí 'ér kāi fā de yī zhǒng xué xí fāng 'àn . tā néng ràng xué shēng zhī dào lǎo shī de shòu kè mù biāo , yì tú , ràng xué shēng xué xí néng yòu bèi 'ér lái , gěi xué shēng yǐ zhī qíng quán , cānyù quán , zài jiào xué guò chéng zhōng , jiào shī bàn yǎn de bù jǐn shì zǔ zhì zhě , yǐn lǐng zhě de juésè , ér qiě shì zhěng tǐ huó dòng jìn chéng de tiáojié zhě hé jú bù zhàng 'ài de pái chú zhě juésè ." xué 'àn " de zuò yòng : tā kě yǐ zhǐ dǎo yù xí , yě kě yòng yú kè táng jiào xué , bìng qiě xì tǒng de xué 'àn hái shì yī fèn hěn hǎo de xué xí zī liào .
( èr )" xué 'àn jiào xué " de zuò yòng
1, wèile bāng zhù xué shēng zì xué
2, tí gāo xiàn dài huà jiào xué shuǐ píng
3, shǐ xué shēng xué huì xué xí , xué huì zuò rén
4, cù jìn jiào shī juésè de zhuǎn huàn
5, xué 'àn jiào xué néng péi yǎng xué shēng chuàng xīn jīng shén
6, shù lì xīn de jiào yù lǐ niàn -- yǐ xué shēng wéi běn , shī shēng píng děng
7, néng ràng xué shēng cháng shì chéng gōng kuài lè
8, shì shí shī sù zhì jiào yù de yòu xiào tú jìng
sān , rú hé biān zhì xué 'àn
( yī ) xué 'àn shè jì de yuán zé
xué 'àn shì jiào shī wéi zhǐ dǎo xué shēng biān xiě de jiǎng yì , bù shì jiào shī jiào 'àn de nóng suō , wéi dá dào zuì jiā de kè táng jiào xué xiào guǒ , qí biān xiě shí yìng zhù yì yǐ xià yuán zé :
(1) kè shí huà yuán zé
fēn kè shí chǔlǐ xué xí nèi róng , fáng zhǐ jǐ gè xiǎo zhuān tí de nèi róng zhǐ xiě chéng yī gè xué 'àn , yī bān yī gè xiǎo zhuān tí wéi 1-2 kè shí .
(2) wèn tí huà yuán zé
jiāng zhī shí diǎn zhuǎn biàn wéi tàn suǒ xìng de wèn tí diǎn , néng lì diǎn , tōng guò duì zhī shí diǎn de shè yí ( yǐ wèn tí xíng shì shè jì chéng tí zǔ ), zhì yí , shì yí , jī sī , péi yǎng xué shēng de néng lì pǐn zhì hé chuàng xīn sù zhì .
(3) cānyù huà yuán zé
zài xué 'àn shè jì zhōng yìng kǎo lǜ ràng xué shēng jìn xíng cānyù xìng xué xí . tōng guò xué 'àn chuàng zào rén rén cānyù de jī huì , jī lì rén rén cānyù de rè qíng , tí gāo rén rén cānyù de néng lì , jī lì rén rén cānyù de yì shí , ràng xué shēng zài cānyù zhōng xué xí .
(4) fāng fǎ huà yuán zé
qiáng huà xué fǎ zhǐ dǎo . tōng guò xué 'àn jiào xué biàn " shòu rén yǐ yú " wéi " shòu rén yǐ yú ", tóng shí zhù yì xué fǎ zhǐ dǎo de jī chǔ xìng yǔ fā zhǎn xìng .
(5) céng cì huà yuán zé
zài biān xiě xué 'àn shí yīnggāi jiāng nán yì bù yī , zá luàn wú xù de xué xí nèi róng chǔlǐ chéng yòu xù de , jiē tī xìng de , fú hé měi jiē céng xué shēng rèn zhī guī lǜ de xué xí fāng 'àn , cóng 'ér dá dào tí gāo quán tǐ xué shēng sù zhì , quán miàn tí gāo kè táng jiào xué zhì liàng .
( èr ) xué 'àn biān zhì de yào qiú
cóng " jiào 'àn " dào " xué 'àn " de zhuǎn biàn , bì xū bǎ jiào shī de jiào xué mù biāo zhuǎn huà wéi xué shēng xué xí de mù biāo , bǎ xué xí mù biāo shè jì chéng xué xí fāng 'àn jiāo gěi xué shēng . gēn jù xué shēng xiàn yòu zhī shí , zì xué néng lì shuǐ píng hé jiào xué yào qiú , cān zhào gè fāng miàn xìn xī , zhì dìng chū yī zhěng tào xué shēng zì xué de " xué 'àn ". qí tè diǎn shì : jiào xué zhòng xīn yóu lǎo shī rú hé " jiào " zhuǎn biàn wéi xué shēng rú hé " xué ", yào jù yòu yù xiān xìng hé zhǐ dǎo xìng ,
gè kē de xué 'àn shè jì hé biān xiě de yī bān yào qiú :
(1) lǐ qīng jiào yǔ xué zhī jiān de guān xì , nǔ lì gěi xué shēng tí gōng gèng duō de zì xué , zì wèn , zì zuò , zì liàn de fāng fǎ hé jī huì , shǐ xué shēng zhēn zhèng chéng wéi xué xí de zhù rén , zēng qiáng duì xué xí de xīng qù .
(2) yǐn dǎo xué shēng dú lì sī kǎo , shí xiàn zhǎng wò zhī shí ( xué huì ) yǔ fā zhǎn néng lì ( huì xué ) de tǒng yī , shǐ xué 'àn chéng wéi xué shēng zhǎng wò xué kē zhī shí tǐ xì hé xué kē xué xí fāng shì de zài tǐ , jiào shī jiào xué de jī běn yǐ jù .
(3) shí xiàn gè xìng fā zhǎn yǔ quán miàn fā zhǎn de tǒng yī . xué 'àn de biān xiě yīnggāi chōng fēn kǎo lǜ hé shì yìng bù tóng céng cì xué shēng de shí jì néng lì hé zhī shí shuǐ píng , shǐ xué 'àn jù yòu jiào dà de tánxìng hé shì yìng xìng .
dà tǐ shàng lái shuō , xué 'àn de biān zhì zhù yào 'àn kè shí jìn xíng , yǔ jiào shī shàng kè jī běn tóng bù , yī gè yōu xiù de xué 'àn yīnggāi qǐ dào zhè xiē zuò yòng :(1) jī qǐ dòng jī , jī fā xiǎng xiàng ;(2) jǐn kòu dà gāng , kāi kuò yǎn jiè ;(3) zhòng shì xué fǎ , péi yǎng néng lì ;(4) miàn xiàng quán tǐ , céng cì duō yàng ;(5) jié gòu hé lǐ , cāo zuò róng yì .
( sān ) xué 'àn biān zhì de fāng fǎ
zài biān zhì " xué 'àn " shí , yìng yǐ jù xué xí de nèi róng , mù biāo hé xué xí zhě de qíng kuàng 'ér biàn , méi yòu qiān piān yī lǜ , gù dìng bù biàn de gé shì . dàn cóng " jiào wéi zhù dǎo , xué wéi zhù tǐ , yǐ xué wéi běn , yīn xué lùn jiào " de yuán lǐ chū fā , zūn xún xún xù jiàn jìn de yuán zé , yòu bù zhòu , fēn céng cì dì cóng zhī shí , néng lì dào lǐ lùn de yùn yòng zhú bù jiā shēn . bù tóng céng cì de tóng xué kě gēn jù bù tóng céng cì mù biāo yào qiú jìn xíng zì zhù xué xí . jiào xué zhōng de " xué 'àn " shè jì yī bān fēn wéi yǐ xià sì gè bù fēn :
1, míng què jiào xué mù biāo jiàn lì zhī shí jié gòu kuàng jià
xué 'àn zhōng yào tǐ xiàn chū míng què , jù tǐ de xué xí mù biāo . jí zhī shí mù biāo , néng lì mù biāo , dé yù mù biāo .
zhī shí jié gòu bāo kuò xué kē zhī shí jié gòu , dān yuán huò zhāng de zhī shí jié gòu , kè shí zhī shí jié gòu . tōng guò zhī shí jié gòu fēn xī , jiàn lì zhī shí jié gòu kuàng jià , shǐ xué shēng duì jiāng yào xué xí de zhī shí yòu yī gè zhěng tǐ de hóng guān rèn shí .
2, bǎ wò zhī shí de zhòng , nán diǎn zhǎo chū zuì jiā qiē rù diǎn
" xué 'àn " bǎ zhòng diǎn , nán diǎn wèn tí jiāo gěi xué shēng , gěi xué shēng yī dìng fāng fǎ yǐn dǎo hé sī wéi qǐ shì , ràng xué shēng zì jǐ dòng nǎo , fēn xī jiě jué wèn tí , zài tàn jiū zhōng jiā shēn duì zhī shí de shēn huà lǐ jiě , péi yǎng xué shēng de fēn xī wèn tí jiě jué wèn tí de néng lì hé sī wéi néng lì .
3, shè jì wèn tí péi yǎng xué shēng yùn yòng zhī shí de néng lì
shè jì qiàdàng de wèn tí shì yǐn dǎo xué shēng tàn suǒ qiú zhī de zhòng yào shǒu duàn , shì " xué 'àn " shè jì de guān jiàn suǒ zài . jiào shī yào yǐ jù xué xí mù biāo , xué xí nèi róng , yǐ jù xué shēng de qíng kuàng , jīng xīn shè jì wèn tí . wèn tí de shè zhì yào gēn jù xué shēng xiàn yòu de zhī shí shuǐ píng hé zōng hé sù zhì , yòu yī dìng de kē xué xìng , qǐ fā xìng , qù wèi xìng hé shí yòng xìng . hái yào jù yòu yī dìng de céng cì .
4, tōng guò liàn xí jí shí zì chá hé gǒng gù xué xí xiào guǒ
zài " xué 'àn " de zuì hòu hái yào yòu yī bù fēn , duì xué shēng zì xué tàn suǒ hòu de zì chá gǒng gù . xué shēng céng cì bù tóng , lǐ jiě wèn tí hé jiě jué wèn tí de néng lì yòu jiào dà chā yì , zì xué guò chéng zhōng kě néng huì chū xiàn xǔ duō gè gè céng miàn de xīn wèn tí , bāng zhù xué shēng jí shí cóng liàn xí zhōng fā xiàn zhè xiē wèn tí bìng jìn xíng jí shí de zhèng què de yǐn dǎo , duì péi yǎng xué shēng de zhù tǐ yì shí hé sī wéi néng lì shì zhì guān zhòng yào de .
( sì ) xué 'àn biān zhì de nèi róng
xué 'àn de biān zhì yào yǐ jiào 'àn wéi yǐ jù , yào tǐ xiàn chū xué shēng xué xí de xīn lǐ tè diǎn , yào gēn jù bù tóng de jiào xué nèi róng jìn xíng shè jì . tā yī bān kě yǐ fēn wéi yǐ xià sì gè bù fēn . qí nèi hán bāo kuò " xué xí mù biāo "," xué xí zhòng diǎn "," xué xí nán diǎn "," wèn tí sī kǎo "," yuè dú jiào cái "," xué 'àn dǎo xué ".
1, xué xí mù biāo
2, zhī shí gòu chéng
zhī shí gòu chéng kě yǐ fēn chéng jī běn xiàn suǒ hé jī chǔ zhī shí liǎng bù fēn . xiàn suǒ shì duì yī jié kè nèi róng de gāo dù gài kuò , jī chǔ zhī shí shì xué 'àn de hé xīn bù fēn , zhù yào bāo kuò zhī shí jié gòu kuàng jià , jī běn zhī shí diǎn , jiào shī de diǎn bō hé shè yí , yìn zhèng de cái liào děng . shàng shù yào sù de biān pái yào tǐ xiàn jiào shī de shòu kè yì tú . duì yú zhòng diǎn nèi róng yào shè jì sī kǎo tí .
3, xué xí fāng fǎ
xué 'àn zhōng suǒ jiè shào de xué xí fāng fǎ zhù yào shì zhēn duì suǒ xué nèi róng shè jì de . yī bān bāo kuò jì yì fāng fǎ , lǐ jiě jiǎo dù , lǐ lùn yùn yòng děng .
4, jì néng xùn liàn
jì néng xùn liàn shì duì yī jié kè xué xí de jiǎn yàn , tā yòu xuǎn zé tí , tián kōng tí , cái liào jiě xī tí hé wèn dá tí děng . xùn liàn tí de shè jì , yào tǐ xiàn chū zhēn duì xìng , shí yòng xìng hé kě cāo zuò xìng , jì yào yòu jī chǔ zhī shí de jiǎn yàn , yòu yào yòu jī běn jì néng de xùn liàn . tí chàng duō zhǒng tí xíng hé lǐ dā pèi , tí mù biān pái yóu yì dào nán , kòng zhì xí tí shù liàng , àn róng yì tí : zhōng děng tí : gāo dàng tí wéi 7:2:1 de bǐ lì lái biān xiě , wéi jiān gù chéng dù jiào gāo de xué shēng , kě shìdàng biān nǐ yī xiē xuǎn zuò tí , tuò kuān tā men de zhī shí shì yě , tí gāo xué xí shuǐ píng .
( wǔ ) xué 'àn biān zhì de yī bān lán mù :
nián jí xué kē jiào cái kè tí jiào shī
xué xí yào diǎn ( mù biāo )
zhòng , nán diǎn fēn xī
xué xí sī lù
xué fǎ zhǐ dǎo
tóng bù liàn xí
zì wǒ cè píng
xiǎo jié
liàn xí dá 'àn hé tí shì
zī yuán liàn jiē ( kè wài tuò zhǎn )
xué shēng shuǐ píng chā yì duì jiào xué yǐng xiǎng zhī jiě jué fāng fǎ
fāng fǎ yī： xué 'àn dǎo xué fǎ
shénme shì xué 'àn
xué 'àn jiù shì jiào shī gēn jù xué shēng de rèn zhī shuǐ píng , zhī shí jīng yàn , wéi zhǐ dǎo xué shēng jìn xíng zhù dòng de zhī shí jiàn gòu 'ér biān zhì de xué xí fāng 'àn .
xué 'àn dǎo xué jiù shì zài jiào xué zhōng yǐ xué 'àn wéi zài tǐ , yǐ dǎo xué wéi fāng fǎ , zhù zhòng xué fǎ zhǐ dǎo de yī zhǒng jiào xué cè lüè tǐ xì .
xué shēng shuǐ píng de chā yì duì jiào xué de fù miàn yǐng xiǎng jiū jìng shì shénme ní yī , nán yǐ dìng wèi . jí jiào shī suǒ cǎi yòng de jiào xué nèi róng , fāng fǎ nán yǐ jiān gù bù tóng céng cì de xué shēng de xū yào , tóng shí , xué shēng zài xué xí shí yě nán yǐ bǎ wò shì hé zì jǐ de xué xí fāng fǎ yǔ mù biāo . èr , nán yǐ hé pāi . jiào xué yīnggāi shì jiào shī yǔ xué shēng de shuāng xiàng huó dòng , kě shì xué shēng cāo zuò yǔ lǐng wù shàng de jù dà chā jù zào chéng liǎo tā men huó dòng de sù dù yǔ xué xí chéng xiào shàng de chā jù , jì 'ér shǐ " jiào " yǔ " xué " zhī jiān nán yǐ xié diào . sān , xiàolǜ dī xià . jiào shī zài jiào xué guò chéng zhōng yóu yú xū yào gāo dī jiān gù zuǒ yòu shè jí , zhè yàng zì rán huì zào chéng mù biāo fēn sàn , jiào xué jìn dù shòu dào zhì yuē , zǒng tǐ xiàolǜ bù gāo . sì , yì shī xīng qù ." chī bù bǎo " yǔ " chī bù liǎo " zhuàng kuàng de cháng qī cún zài shì bì huì shǐ xué shēng chǎn shēng xīng qù wēi jī .
zài jiào xué zhōng yùn yòng xué 'àn dǎo xué fǎ néng gòu yòu xiào dì jiǎn xiǎo xué shēng shuǐ píng de chā yì duì jiào xué suǒ chǎn shēng de fù miàn yǐng xiǎng . yī bān shì wǒ men bǎ biān xiě hǎo de xué 'àn fā gěi xué shēng ( yě cháng cháng zài jiào shī jī shàng jìn xíng wén jiàn gòng xiǎng ), zài jiào xué guò chéng zhōng tóng bù shǐ yòng . yóu yú xué 'àn zhōng yòu míng què de jiào xué mù biāo , xué xí zhù xiàn , nán diǎn jiě shì , wèn tí tàn jiū , xué fǎ zhǐ dǎo , sī wéi tuò zhǎn děng nèi róng , néng yòu xiào dì duì bù tóng céng cì de xué shēng qǐ dào dǎo xué de gōng néng , yì ràng xué shēng bù bù shēn rù , gè dé qí suǒ .
fāng fǎ zhī 'èr : tóng bān fēn céng jiào xué
suǒ wèi tóng bān fēn céng jiào xué fǎ , jiù shì yǐ bān zhōng xiāng sì zhī shí jié gòu , rèn zhī shuǐ píng jí xīng qù 'àihào de tóng xué wéi tóng yī gè céng cì , yǐ jù shí jì qíng kuàng jiāng zhěng gè bān fēn wéi A,B,C sān gè céng cì , jiào shī yǐ jù gè céng de tè diǎn lái zhì dìng xiāng yìng de jiào xué mù biāo , shè zhì gè zhǒng jiào xué rèn wù , shǐ gè gè céng de xué shēng jūn dé dào fā zhǎn de yī zhǒng jiào xué fāng fǎ . fēn céng jiào xué zhù yào tōng guò sì gè fāng miàn lái jù tǐ shí shī :
1, dòng tài fēn céng , míng què mù biāo .
bǎ yī gè bān de xué shēng fēn chéng A,B,C sān céng , sān céng fēn bié wéi jī chǔ céng , tí gāo céng hé fā zhǎn céng . yī bān shì jiào shī yǐ jù xué shēng rèn zhī jié gòu shàng de chā yì , rèn zhī néng lì shàng de chā yì jí rèn zhī qíng gǎn shàng de chā yì lái què dìng tā men shǔ yú nǎ yī gè céng cì , dāng rán yě yào kǎo lǜ xué shēng de zì wǒ píng jià hé yì yuàn . zhè zhǒng fēn céng yòu liǎng fāng miàn de tè diǎn , jiù shì yǐn xìng yǔ dòng tài . yǐn xìng jiù shì zhǐ zhè zhǒng fēn céng bìng bù shì jiào xué zhěng tǐ dān wèi shàng de fēn kāi , ér shì zài tǒng yī jiào xué de qián tí xià duì mù biāo hé rèn wù de gè bié yào qiú shàng de fēn céng . dòng tài zhǐ de shì suí zhe jiào xué de tuī jìn , gēn jù xué shēng rèn zhī shuǐ píng , jié gòu hé néng lì shàng de biàn huà , kě yǐ suí shí jìn xíng céng de tiáozhěng .
suī rán shuō céng cì běn shēn shì dòng tài de , dàn yī jīng què dìng liǎo jiù jī běn wěn dìng . jiào shī bì xū ràng xué shēng míng bái gè céng de xué xí mù biāo hé yào qiú . wǒ men duì jī chǔ céng de mù biāo dìng wéi " dǎ jī chǔ , shù xìn xīn ", tí gāo céng de mù biāo shì " cù nèi huà , lì fā zhǎn ", fā zhǎn céng de mù biāo shì " zhuā chuàng xīn , chū chéng jì ".
2, rèn wù fēn céng , àn céng dá biāo .
bǎ xué shēng jìn xíng fēn céng zhǐ shì fēn céng jiào xué de yī gè qián tí . ér fēn céng jiào xué fǎ de hé xīn bù fēn shì zǔ zhì jiào xué huó dòng de fēn céng , jí què lì fēn céng mù biāo , shí shī rèn wù fēn céng , zǔ zhì fēn céng zhǐ dǎo , wán chéng fēn céng píng jià , guān jiàn shì rèn wù fēn céng . suǒ wèi rèn wù fēn céng , shì jiào shī zài jù tǐ zǔ zhì jiào xué huó dòng shí , duì bù tóng céng cì de xué shēng 'àn zhào qí jì dìng de mù biāo lái què dìng duì yìng de rèn wù .
zhè zhǒng rèn wù de fēn céng , néng gòu shì hé gè céng xué shēng de xū qiú , ràng gè céng xué shēng dōunéng gòu cháng dào chéng gōng de kuài lè , cóng 'ér diào dòng quán tǐ tóng xué de jī jí xìng , fú hé quán tǐ fā zhǎn de jiào xué yuán zé .
3, fēn céng tàn jiū , fēn céng shì yí .
tàn jiū shì jiě jué rèn wù de fāng fǎ . gēn jù gè céng xué shēng de bù tóng tè diǎn , wǒ men tōng cháng yòu sān zhǒng tàn jiū fāng fǎ gōng xué shēng xuǎn zé :
yǎn shì xìng tàn jiū zhè shì jī chǔ bǐ jiào chā de xué shēng suǒ cǎi yòng de yī zhǒng tàn jiū fāng fǎ . xué shēng tōng guò mó fǎng jiào shī zài kè táng shàng de yī xiē yǎn shì cāo zuò , dá dào " gǒng gù jī chǔ , àn bù jiù bān , mó fǎng tí gāo " de tàn jiū mùdì .
dǎo xiàng xìng tàn jiū shì hé yú yòu yī dìng jī chǔ dàn jìn xíng zì zhù xìng tàn jiū yòu yī dìng nán dù de xué shēng . xué shēng gēn jù jiào shī yǐ jīng yù xiān shè dìng de wán chéng mǒu yī xiàng rèn wù de lù jìng , tōng guò jiào shī zhì dìng de dì tuī shì tú biǎo de yǐn dǎo lái wán chéng duì gāi rèn wù de tàn jiū . tàn jiū mù biāo shì " chuàn hǎo zhù xiàn , yù shè xuán niàn , xún bù jiàn jìn ".
zì zhù xìng tàn jiū shì hé yú yòu jī chǔ , yòu zì zhù tàn jiū néng lì hé chuàng xīn néng lì de xué shēng . zài zhè zhǒng tàn jiū huó dòng zhōng , jiào shī zhǐ què dìng tàn jiū fāng xiàng , bìng bù suǒ dìng jù tǐ de rèn wù , xué shēng gēn jù zhè yī fāng xiàng kāi zhǎn tàn jiū huó dòng . mù biāo shì " zì zhù xué xí , zì wǒ tàn jiū , xíng chéng fēng gé ".
dāng rán , duì gè céng xué shēng zài tàn jiū zhōng chū xiàn de wèn tí , jiào shī yào jí shí jìn xíng jiě huò shì yí . shì yí yǐ gè bié shì yí hé jí tǐ shì yí xiāng jié hé .
4, fēn hé yòu dù , zhěng tǐ tí shēng .
gēn jù jiàn gòu zhù yì lǐ lùn , hé zuò xué xí shì dá dào jiào xué mù biāo de yī zhǒng zhòng yào xué xí fāng shì . zài shí shī fēn céng jiào xué shí hé zuò xué xí ( jiào xué ) yī bān bāo kuò yǐ xià sān gè fāng miàn :
shī shēng zhī jiān bāo kuò jí tǐ huí shòu , gòng tóng shì yí , gè 'àn fēn xī , zǒng tǐ píng jià . jiào shī cóng chuán tǒng yì yì de zhǐ dǎo zhě biàn wéi xué shēng xué xí de yǐn dǎo zhě , hé zuò zhě , xué shēng zhù dòng jiàn gòu de bāng zhù zhě , kè táng qíng jìng de shè jì zhě . shī shēng zhī jiān de hé zuò hù dòng , néng gòu shǐ xué shēng tàn jiū mù biāo gèng míng què , xìn xīn gèng zú , fāng fǎ gèng hé lǐ , jiào xué xiào guǒ gèng hǎo .
xué shēng zhī jiān céng nèi xiāng hù hé zuò , céng wàixiàng hù zhǐ dǎo , xié zuò hù dòng , yōu shì hù bǔ . tōng cháng de fāng fǎ shì : jī fáng zuò wèi 'ān pái gè céng fēn chā lì yú hé zuò , rèn wù fēn céng 'ér lián guàn biàn yú hé zuò , dòng tài fēn céng jī lì hé zuò , fēn céng dá biāo shǐ xué shēng lè yú hé zuò .
xué shēng yǔ méi tǐ zhī jiān xué shēng lì yòng wǎng luò hé jì suàn jī běn shēn de yōu shì , jiě jué xué xí zhōng pèng dào de nán tí , cóng 'ér xué huì xué xí , xué huì tàn jiū .
fāng fǎ zhī sān : shè zhì bāng zhù gòng xiǎng
xué shēng zài xué xí yǔ tàn jiū guò chéng zhōng huì pèng dào ruò gān wèn tí , ér zhè xiē wèn tí yòu yóu yú xué shēng zhī shí shuǐ píng de chā jù yòu hěn dà de bù tóng . yī bān lái shuō , wèn tí kě yǐ fēn wéi liǎng zhǒng lèi xíng : yī lèi shì shǔ yú jiào dī jí rèn zhī néng lì yào qiú de , rú shí jì , lǐ jiě jí jiǎn dān de cāo zuò ; lìng yī lèi shì shǔ yú gāo jí rèn zhī néng lì yào qiú de , rú chéng xù de shè jì yǔ fēn xī , guī nà hèyìng yòng . wǒ men zài jiào xué huó dòng zhōng fā xiàn , xué shēng dà bù fēn de wèn tí shì shǔ yú jiào dī jí rèn zhī néng lì yào qiú de , tè bié shì jī chǔ jiào chā de tóng xué , zhè zhǒng qíng kuàng tè bié tū chū . zhū rú bù huì jìn xíng dà xiǎo xiě qiē huàn , zhōng xī wén qiē huàn , bù huì bǎo cún ,Excel zhōng de dān yuán gé shǔ xìng cāo zuò cuò wù , bù huì chá zhǎo wén jiàn děng . shàng kè shí jiào shī rú guǒ máng yú jiě shì zhè xiē wèn tí , shì bì huì dǎ luàn zhěng gè jiào xué zhì xù .
wǒ men cǎi yòng liǎo bǐ jiào jiǎn dān yě bǐ jiào yòu xiào de fāng fǎ héng héng duì zhè xiē wèn tí shè zhì " gòng xiǎng bāng zhù ".
jù tǐ fāng fǎ : gòng xiǎng bāng zhù shè zhì zhù yào shì tào yòng Windows zhōng de bāng zhù cài dān de zuò fǎ . zài jiào shī jī shàng shè lì yī gè gòng xiǎng wén jiàn jiā , lǐ miàn fàng zhe yī xiē yǔ jiào xué nèi róng xiāng guān de zhī shí diǎn de jiě shì yǐ jí jī běn cāo zuò fāng fǎ jiè shào de wén běn , xué shēng zài cāo zuò zhōng yī dàn yù dào yí nán wèn tí , jiù kě yǐ gòng xiǎng jiào shī jī shàng de bāng zhù wén jiàn , rán hòu duì zhào shuō míng lái jiě jué wèn tí .
rú " zī yuán guǎn lǐ qì " nèi róng , wǒ men jiù shè zhì rú biǎo 3 de bāng zhù ( bù fēn ) yǐ bèi gòng xiǎng .
fāng fǎ zhī sì : gè 'àn fēn xī
gè 'àn fēn xī shì jiào shī zài duì jiào cái nèi róng shēn rù yán jiū de jī chǔ shàng , jié hé duì xué shēng xué xí qíng kuàng de fēn xī , zǒng jié chū yī xiē diǎn xíng de zhī shí jì néng biāo de wù ( gè 'àn ), zài kè táng shàng tōng guò yǎn shì , pōu xī jí yǔ xué shēng gòng tóng cānyù yán jiū lái dá dào duì zhè xiē biāo de wù gēngshēn lǐ jiě de fāng fǎ .
gè 'àn fēn xī de guān jiàn shì jiào shī rú hé néng gòu hé shì dì xuǎn zé gè 'àn . gè 'àn yī bān shì jiào xué nèi róng zhōng jù yòu tuò zhǎn xìng de , xué shēng xīn cún yí lǜ nán yǐ tàn jiū de , xué shēng yòu jù dà xīng qù de , xué shēng yì fàn cuò wù 'ér běn shēn yòu nán yǐ fā xiàn de cāo zuò guò chéng yǔ lǐ lùn zhī shí diǎn . shí jiàn biǎo míng , xué shēng tōng guò gè 'àn fēn xī , tè bié shì tōng guò yǔ jiào shī gòng tóng tàn jiū gè 'àn , néng jiā shēn duì mǒu gè zhī shí diǎn de lǐ jiě , lǐ qīng gè lǐ lùn tǐ xì zhī jiān de nèi zài guān xì , tuò zhǎn sī wéi kōng jiān , tí shēng xué xí xīng qù . gè 'àn fēn xī huì shǐ kè táng jiào xué chōng mǎn huó lì , néng gòu shǐ jī chǔ hǎo de xué shēng chǎn shēng gǎn wù ( chù fā wèn tí ), shǐ yī bān xué shēng chǎn shēng lǐng wù , shǐ jī chǔ chā de tóng xué chǎn shēng dùn wù , cóng 'ér dá dào gòng tóng tí gāo de mùdì .
xué 'àn shè jì
" xué 'àn dǎo xué " zài chū zhōng láo jì kè jiào xué zhōng de shí jiàn yǔ sī kǎo
" xué 'àn dǎo xué " jiào xué fǎ shì yī zhǒng xīn xíng de jiào xué mó shì , tā zhǐ zài tōng guò xué shēng de zì zhù xué xí , péi yǎng xué shēng de zì xué néng lì , tí gāo jiào xué xiào yì .
yī , shénme shì xué 'àn dǎo xué .
suǒ wèi " xué 'àn dǎo xué " shì zhǐ yǐ xué 'àn wéi zài tǐ , yǐ dǎo xué wéi fāng fǎ , jiào shī de zhǐ dǎo wéi zhù dǎo , xué shēng de zì zhù xué xí wéi zhù tǐ , shī shēng gòng tóng hé zuò wán chéng jiào xué rèn wù de yī zhǒng jiào xué mó shì . zhè zhǒng jiào xué mó shì yī gǎi guò qù lǎo shī dān chún de jiǎng , xué shēng bèi dòng de tīng de " mǎn táng guàn " de jiào xué mó shì , chōng fēn tǐ xiàn liǎo jiào shī de zhù dǎo zuò yòng hé xué shēng de zhù tǐ zuò yòng , shǐ zhù dǎo zuò yòng hé zhù tǐ zuò yòng hé xié tǒng yī , fā huī zuì dà xiào yì . zài zhè zhǒng mó shì zhōng , xué shēng gēn jù jiào shī shè jì de xué 'àn , rèn zhēn yuè dú jiào cái , liǎo jiě jiào cái nèi róng , rán hòu , gēn jù xué 'àn yào qiú wán chéng xiāng guān nèi róng , xué shēng kě tí chū zì jǐ de guān diǎn huò jiàn jiě , shī shēng gòng tóng yán jiū xué xí . zhè zhǒng jiào xué mó shì yī fāng miàn mǎn zú liǎo gāo zhōng xué shēng sī wéi fā zhǎn de xū yào , lìng yī fāng miàn yòu néng mǎn zú gāo zhōng xué shēng zì wǒ yì shí fā zhǎn xū yào , duì xué shēng de zì wǒ fā zhǎn hé zì wǒ jià zhí de tǐ xiàn yòu shí fēn jī jí de zuò yòng . ér jiào shī zé bù jǐn jǐn shì zhī shí de chuán shòu zhě , gèng zhòng yào de rèn wù shì péi yǎng xué shēng de zì xué néng lì , zì xué xí guàn , jiào huì tā men zěn yàng xué xí , zěn yàng sī kǎo , tí gāo xué shēng fēn xī wèn tí , jiě jué wèn tí de néng lì .
èr , xué 'àn dǎo xué de yī bān guò chéng
1, jiào shī tí chū zì xué de yào qiú jiào shī duì xué 'àn de shè jì , yìng cóng jiào cái de biān pái yuán zé hé zhī shí xì tǒng chū fā , duì dà gāng , jiào cái hé jiào cān zī liào yǐ jí zì jǐ suǒ jiào xué shēng de rèn zhī néng lì hé rèn shí shuǐ píng děng jìn xíng rèn zhēn de fēn xī yán jiū , hé lǐ chǔlǐ jiào cái , jìn liàng zuò dào xué 'àn de shè jì zhòng diǎn tū chū , nán diǎn fēn sàn , dá dào qǐ fā hé kāi tuò xué shēng sī wéi , zēng qiáng xué shēng xué xí néng lì de mùdì . xué 'àn de shè jì yìng jù bèi yǐ xià tè diǎn : ① wéi rào jiào xué mù biāo , jǐn kòu jiào cái , cóng zhěng tǐ shàng tǐ xiàn jiào cái de zhī shí jié gòu hé zhī shí jiān de nèi zài lián xì , shǐ zhī shí néng tiáo lǐ huà , xì tǒng huà hé zhěng tǐ huà , jìn liàng yī kè shí yī gè xué 'àn , yǐ biàn kòng zhì xué xí zǒng liàng , shǐ xué shēng míng què mù biāo , zuì dà xiàn duódì tí gāo kè táng jiào xué xiào yì . ② yòu qǐ fā xìng , duì jiào cái zhōng xué shēng nán yǐ lǐ jiě de nèi róng yòu de yìng zuò shìdàng de tí shì , pèi yǐ yī dìng shù liàng sī kǎo tí , yǐn dǎo xué shēng zì zhù xué xí , zài yī gè gè wèn tí de jiě jué zhōng péi yǎng xué shēng de néng lì , jī fā xué shēng de qiú zhī yù . ③ wèn tí shè jì yīngyǒu céng cì xìng , tī dù xìng , yìng gēn jù xué shēng duì wèn tí de rèn shí zhú jiàn jiā shēn . zuò dào xún xù jiàn jìn , shǐ xué shēng yì shí dào , yào jiě jué jiào shī shè jì de wèn tí bù kàn shū bù xíng , kàn shū bù kàn xiáng xì yě bù xíng , guāng kàn shū bù sī kǎo bù xíng , sī kǎo bù shēn bù tòu yě bù xíng . zhè yàng xué shēng jiù néng zhēn zhèng cóng jiào shī de shè jì de wèn tí zhōng zhǎo dào jiě jué wèn tí de fāng fǎ , xué huì kàn shū , xué huì zì xué . ④ yìng mǎn zú bù tóng céng cì xué shēng de xū qiú , yào shǐ yōu xiù shēng cóng xué 'àn de shè jì zhōng gǎn dào tiǎo zhàn , yī bān xué shēng shòu dào jī lì , xué xí kùn nán de xué shēng yě néng cháng dào chéng gōng de xǐ yuè , ràng měi gè xué shēng dū xué yòu suǒ dé , zuì dà xiàn duódì diào dòng xué shēng de xué xí jī jí xìng , tí gāo xué shēng xué xí de zì xìn xīn .
2, xué shēng zì xué jiào cái wán chéng xué 'àn zhōng de yòu guān wèn tí shì xué 'àn dǎo xué de hé xīn bù fēn . tā yào qiú jiào shī jiāng yù xiān biān xiě hǎo de xué 'àn , zài kè qián fā gěi xué shēng , ràng xué shēng míng què xué xí mù biāo , dài zhe wèn tí duì kè wén jìn xíng yù xí . tóng shí , jiào shī zài xué shēng zì xué guò chéng zhōng yìng jìn xíng shìdàng fǔ dǎo , shǐ xué shēng jiào hǎo dì zhǎng wò jiào xué nèi róng , péi yǎng xué shēng de zì xué néng lì . zài xué shēng zì xué guò chéng zhōng jiào shī yìng zuò dào yǐ xià jǐ diǎn : dì yī , yào zhǐ dǎo xué shēng zì xué de fāng fǎ . rú gào sù xué shēng xué 'àn zhōng nǎ xiē nèi róng zhǐ yào lüè dú jiào cái jiù néng zhǎng wò , nà xiē nèi róng yìng zhù yì zhī shí qián hòu lián xì cái néng jiě jué děng děng . ràng xué shēng zhú bù lǐ jiě zhǎng wò jiào cái . dì 'èr , jiào shī yìng yào qiú xué shēng bǎ yù xí zhōng yòu yí wèn de wèn tí zuò hǎo jì lù , ràng xué shēng dài zhe wèn tí zǒu xiàng kè táng . zhè yàng zuò , yī fāng miàn néng zhú bù péi yǎng xué shēng zì zhù xué xí de néng lì . lìng yī fāng miàn , yòu néng shǐ xué shēng zhú bù yǎng chéng liáng hǎo de yù xí xí guàn hé zhèng què de zì xué fāng fǎ , ér liáng hǎo de yù xí xí guàn hé zhèng què de zì xué fāng fǎ yī dàn xíng chéng , wǎng wǎng néng shǐ xué shēng shòu yì zhōng shēn . zǒng zhī , kè qián xué shēng de zì zhù xué xí shì " xué 'àn dǎo xué " jiào xué mó shì de zhòng yào huán jié , qí shí shī de hǎo huài , zhí jiē guān xì dào jiào xué mù biāo de néng fǒu shí xiàn . yīn cǐ , jiào shī bì xū gāo dù zhòng shì .
3, tǎo lùn jiāo liú zài xué shēng zì xué de jī chǔ shàng , jiào shī yìng zǔ zhì xué shēng tǎo lùn xué 'àn zhōng de yòu guān wèn tí , duì yī xiē jiǎn dān , yì dǒng de nèi róng jiào shī zhǐ xū yī dài 'ér guò , ér jiào xué zhōng de zhòng diǎn , nán diǎn wèn tí zé yìng yǐn dǎo xué shēng zhǎn kāi tǎo lùn jiāo liú , xíng chéng gòng shí . ér xué shēng zài tǎo lùn zhōng bù néng jiě jué huò cún zài de gòng xìng wèn tí , jiào shī yìng jí shí huì zǒng , yǐ biàn zài jīng jiǎng shì yí shí bāng zhù xué shēng jiě jué . zhí dé zhù yì de shì , zài xué shēng tǎo lùn jiāo liú guò chéng zhōng , jiào shī yìng jī jí yǐn dǎo xué shēng jǐn kòu jiào cái , xué 'àn , zhēn duì xué 'àn zhōng de wèn tí zhǎn kāi tǎo lùn jiāo liú , bì miǎn cǎo cǎo liǎo shì huò xíng shì zhù yì , zuì dà xiàn duódì tí gāo kè táng jiào xué xiàolǜ .
4, jīng jiǎng shì yí jīng jiǎng shì yí jiù shì zài xué shēng zì xué , tǎo lùn jiāo liú de jī chǔ shàng , jiào shī gēn jù jiào xué zhòng diǎn , nán diǎn jí xué shēng zài zì xué jiāo liú guò chéng zhōng yù dào de wèn tí , jìn xíng zhòng diǎn jiǎng jiě . jiào shī zài jīng jiǎng guò chéng zhōng , lì zhēng zuò dào yǐ xià jǐ diǎn : shǒu xiān , jīng jiǎng de yǔ yán , nèi róng yào jīng . qí cì , jīng jiǎng yìng jù yòu zhēn duì xìng , qièjì miàn miàn jù dào , yìng gēn jù xué shēng zì xué , tǎo lùn jiāo liú guò chéng zhōng fǎn kuì de xìn xī zhǎn kāi . zài cì , jīng jiǎng yìng jù yòu qǐ fā xìng . xué shēng jīng guò lǎo shī de shìdàng diǎn bō néng jiě jué de wèn tí yìng jìn liàng ràng xué shēng zì zhù jiě jué , zuì dà xiàn duódì fā huī xué shēng xué xí de jī jí xìng , péi yǎng xué shēng de sī wéi néng lì . lìng wài , jiào shī hái yìng duì xué shēng tǎo lùn jiāo liú guò chéng zhōng tí chū de jù yòu dú chuàng xìng de wèn tí jǐyǔ biǎo yáng , ér bǐ jiào yòu zhì de wèn tí bù yìng jī xiào , wā kǔ , yǐ bǎo hù xué shēng cānyù kè táng huó dòng de jī jí xìng .
5, liàn xí gǒng gù
zhè shì xué 'àn dǎo xué de zuì hòu yī gè huán jié . liàn xí de shè jì yìng jǐn kòu běn jié kè de jiào xué nèi róng hé néng lì péi yǎng mù biāo jí xué shēng de rèn zhī shuǐ píng jìn xíng . zài liàn xí wèn tí shè jì shí , yìng zhù yì duō shè yí , zài wú yí héng héng yòu yí héng héng wú yí de guò chéng zhōng , shǐ xué shēng yóu wèi zhī dào yòu zhī , yóu qiǎn rù shēn , yóu biǎo rù lǐ , yóu cǐ rù bǐ dì zhǎng wò zhī shí , zēng qiáng xué xí néng lì . duì gāo zhōng bù tóng nián jí de xué shēng liàn xí de cè zhòng diǎn yìng yòu suǒ bù tóng . dī nián jí de xué shēng yìng cè zhòng jī chǔ zhī shí de zhǎng wò , ér gāo nián jí xué shēng yìng bǎ cè zhòng diǎn fàng zài néng lì de péi yǎng shàng . liàn xí tí yào qiú xué shēng dāng táng wán chéng , ràng xué shēng tōng guò liàn xí jì néng xiāo huà , gǒng gù zhī shí , yòu néng wéi jiào shī tí gòngzhí jiē de fǎn kuì , yǐ biàn duì liàn xí zhōng chū xiàn de wèn tí yìng jí shí fā xiàn , jǐyǔ zhǐ zhèng , zuò chū zhèng què de píng jià . jiǎng píng shí yìng bǎ zhòng diǎn fàng zài xué shēng xué xí de nán diǎn shàng , gēn jù liàn xí qíng kuàng jí shí tiáozhěng jiào xué mù biāo , jiào xué jìn dù , jiào xué fāng fǎ , zuò dào yòudìfàngshǐ .
sān , jǐ diǎn sī kǎo
1, zài xué 'àn dǎo xué de jiào xué mó shì yìng chōng fēn tǐ xiàn jiào shī de zhù dǎo zuò yòng hé xué shēng de zhù tǐ zuò yòng . jiào shī zhù yào zuò xué shēng xué xí de zǔ zhì zhě , zhī chí zhě hé píng jià zhě , yǐn dǎo xué shēng jī jí sī wéi , péi yǎng xué shēng de chuàng xīn sī wéi hé chuàng xīn néng lì .
2, zài jiào xué guò chéng zhōng , jiào shī yìng miàn xiàng quán tǐ xué shēng , duì suǒ yòu de xué shēng yìng yī shì tóng rén , qièjì fěng cì , wā kǔ chàshēng , wéi suǒ yòu de xué shēng chuàng shè yī gè biǎo xiàn zì jǐ cái néng de wǔ tái , ràng měi yī gè xué shēng dōunéng dé dào fā zhǎn .
3, yào zuò dào jiào yǔ xué de hé xié fā zhǎn , bǎ jiào shī de dǎo hé xué shēng de xué guàn chuān yú zhěng gè jiào xué de shǐ zhōng , qièjì gù cǐ shī bǐ , bǎ zhěng gè kè táng biàn chéng jiào shī de yī yán táng . huò jiào shī fàng rèn zì liú biàn chéng " fàng yáng shì " de jiào xué .
4, jiào shī yìng cǎi yòng duō zhǒng jiào xué fāng shì hé xiān jìn de jiào xué shǒu duàn . yī fāng miàn , tā néng shǐ xué shēng suǒ xué de nèi róng dāng táng gǒng gù , zuì dà xiàn dù tí gāo kè táng xiàolǜ . lìng yī fāng miàn yòu néng jī fā xué shēng xué shēng de xīng qù , tí gāo jiào xué de shí xiào xìng .
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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