Report on the implementation of the "Learning Case Study" Model in Chinese Language
Since the implementation of the "learning case guidance" classroom teaching mode, our school language teachers have carefully studied the theoretical materials related to the "learning case guidance" model, and observed the successful demonstration schools in the "learning case guidance" mode inside and outside the county. Learning has formed a consensus on this model in terms of thinking and understanding, and is now actively being implemented. We have both a bit of insight and a lot of confusion in our practice. We will now report on this situation:
I. The understanding of the teaching mode of "study case study" is based on the case study, taking the study as the method, taking the students' independent study as the main body, taking the teacher's guidance as the mainstay, and the teacher-student cooperation. A teaching model that combines students and students to complete the learning tasks is an effective teaching strategy to cultivate students' self-learning ability, pay attention to the guidance of learning methods, and improve the efficiency of classroom teaching. Thus, we have formed the following views:
1. As a carrier of teaching content, the case study is the basis and basis for teachers and students to discuss teaching materials. It is a program for students to learn independently, and it is also a program for teachers to lead students to explore texts. It has problematic knowledge, ability to process, and the cultivation of emotional attitudes and values. Among them, the problem is the core of the tutoring. If there is no problem, there is no learning. The tutoring is mainly reflected in the problem, the problem is introduced, and the problem is guided, which leads to deep-level problems. It is difficult to solve problems with problems, and it is easy to implement three-dimensional goals. Teaching form. From this point of view, a realistic, high-quality study is crucial.
2. Teachers cannot be satisfied with existing ready-made studies. Each class is different, the students have different knowledge structures, and the existence of individual differences is not suitable for “one size fits all”. The dogmatic use of the case study, use it without any thinking, and can not truly implement the "people-oriented" teaching philosophy. Teachers should flexibly choose according to the actual situation of the students in the class, add or delete on the basis of the original case, and optimize the design to conform to the situation on the ground.
3. The key to the implementation of the teaching method of "study case study" lies in the guidance of learning methods. The purpose is to let students learn to learn. Teachers should shift the focus of teaching from research teaching methods to research methods, and change teaching to guide students. Teachers We must truly understand the true meaning of "guidance", in-depth students, guide the study of law, and let students' learning activities run through the classroom. Don't comment on the class as an exercise, and simply make the case content a correct answer.
4. In the form of teaching, teachers enlighten and lead, teacher-student interaction, interaction between students and students, advocating multiple interpretation of texts, allowing students to have difficult questions, seeing each other, and cultivating students' innovative consciousness and divergent thinking ability, which requires higher requirements for teachers. It is. Whether a class is active and efficient, the key lies in the operation of the teacher's classroom, when to dial, and to what extent, this requires careful analysis before the teacher, the camera in time to deal with.
5. Under this model, the design ideas and contents of the case study are basically the ideas and contents of the teacher's teaching. The students have read the learning content in advance, which is changed from the passive acceptance learning originally taught to the case study. The active inquiry, that is, the "I want to learn" is often said to be "I want to learn." In the long run, students are changed from passive students to active learning, which optimizes the quality of students' students, develops self-conscious learning habits, improves the effectiveness of learning, and achieves the goal of reducing burdens and increasing efficiency, truly achieving "teaching is not to teach" the goal of.
Second, the confusion in the implementation process
1. How can the teaching plan and the school case be effectively combined, how can the teaching and learning paths be organically unified, and how can the contents of the school case be presented smoothly and naturally?
2, the teaching method of change, from teaching to guidance, how to guide, this requires a radical change in the concept of teachers, and this is the most difficult, the study of learning is a new topic.
Third, the next step
1. Carry out lectures and lectures, improve the coaching ability of each teacher in the grinding class, and deeply experience the advantages of the “study case guidance” mode, and gradually explore the appropriate course types for our school.
2. Strengthen the study of the study method and add the guidance of the university law so that students can have the law to follow and cultivate students' self-learning ability.
I. The understanding of the teaching mode of "study case study" is based on the case study, taking the study as the method, taking the students' independent study as the main body, taking the teacher's guidance as the mainstay, and the teacher-student cooperation. A teaching model that combines students and students to complete the learning tasks is an effective teaching strategy to cultivate students' self-learning ability, pay attention to the guidance of learning methods, and improve the efficiency of classroom teaching. Thus, we have formed the following views:
1. As a carrier of teaching content, the case study is the basis and basis for teachers and students to discuss teaching materials. It is a program for students to learn independently, and it is also a program for teachers to lead students to explore texts. It has problematic knowledge, ability to process, and the cultivation of emotional attitudes and values. Among them, the problem is the core of the tutoring. If there is no problem, there is no learning. The tutoring is mainly reflected in the problem, the problem is introduced, and the problem is guided, which leads to deep-level problems. It is difficult to solve problems with problems, and it is easy to implement three-dimensional goals. Teaching form. From this point of view, a realistic, high-quality study is crucial.
2. Teachers cannot be satisfied with existing ready-made studies. Each class is different, the students have different knowledge structures, and the existence of individual differences is not suitable for “one size fits all”. The dogmatic use of the case study, use it without any thinking, and can not truly implement the "people-oriented" teaching philosophy. Teachers should flexibly choose according to the actual situation of the students in the class, add or delete on the basis of the original case, and optimize the design to conform to the situation on the ground.
3. The key to the implementation of the teaching method of "study case study" lies in the guidance of learning methods. The purpose is to let students learn to learn. Teachers should shift the focus of teaching from research teaching methods to research methods, and change teaching to guide students. Teachers We must truly understand the true meaning of "guidance", in-depth students, guide the study of law, and let students' learning activities run through the classroom. Don't comment on the class as an exercise, and simply make the case content a correct answer.
4. In the form of teaching, teachers enlighten and lead, teacher-student interaction, interaction between students and students, advocating multiple interpretation of texts, allowing students to have difficult questions, seeing each other, and cultivating students' innovative consciousness and divergent thinking ability, which requires higher requirements for teachers. It is. Whether a class is active and efficient, the key lies in the operation of the teacher's classroom, when to dial, and to what extent, this requires careful analysis before the teacher, the camera in time to deal with.
5. Under this model, the design ideas and contents of the case study are basically the ideas and contents of the teacher's teaching. The students have read the learning content in advance, which is changed from the passive acceptance learning originally taught to the case study. The active inquiry, that is, the "I want to learn" is often said to be "I want to learn." In the long run, students are changed from passive students to active learning, which optimizes the quality of students' students, develops self-conscious learning habits, improves the effectiveness of learning, and achieves the goal of reducing burdens and increasing efficiency, truly achieving "teaching is not to teach" the goal of.
Second, the confusion in the implementation process
1. How can the teaching plan and the school case be effectively combined, how can the teaching and learning paths be organically unified, and how can the contents of the school case be presented smoothly and naturally?
2, the teaching method of change, from teaching to guidance, how to guide, this requires a radical change in the concept of teachers, and this is the most difficult, the study of learning is a new topic.
Third, the next step
1. Carry out lectures and lectures, improve the coaching ability of each teacher in the grinding class, and deeply experience the advantages of the “study case guidance” mode, and gradually explore the appropriate course types for our school.
2. Strengthen the study of the study method and add the guidance of the university law so that students can have the law to follow and cultivate students' self-learning ability.
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