Section 1 Background of Small Class Teaching
First, small-class education can provide first-class basic education for the society.
Second, small class teaching is the best form of class teaching system.
Thirdly, small class teaching is the innovation and development of class teaching.
Fourth, small class teaching is the need of classroom teaching reform.
The guiding ideology of small class teaching in the second quarter
First, student-oriented development
Second, the implementation of "personalized education"
Third, pursue a higher level of educational equity.
Fourth, pay attention to each student's life experience.
Fifth, pay attention to the cultivation of autonomous learning ability.
Section 3 Characteristics of Small Class Teaching
First, teachers and students are harmonious and enjoy learning.
Second, effective interaction and deep participation.
Third, respect differences and develop individuality.
Fourth, explore independently and stretch creativity.
Fifth, expand space and tap resources.
The second chapter is the design and implementation of small class teaching.
Section 1 Determination of Teaching Objectives in Small Classes
First, an overview of differentiated teaching objectives
Second, students' stratification is the first prerequisite for setting differentiated teaching objectives.
Third, the characteristics of differentiated teaching objectives
Fourthly, the determination of differentiated teaching objectives.
Problems needing attention in the determination and implementation of differentiated teaching objectives of verbs (abbreviation of verb)
Section 2 Organization of Small Class Teaching Activities
First, the organizational strategy of teaching activities
Second, matters needing attention in organizing small class teaching activities
Section III Formation of Small Class Teaching Scheme
First, carefully preset lesson plans.
Second, the combination of presupposition and generation
The third chapter is the guidance of small class teaching to students' learning.
Section 1 Autonomous Learning in Small Class Teaching
First, the characteristics of autonomous learning in small classes
Second, the advantages of autonomous learning in small classes
Thirdly, the strategy of autonomous learning in small classes.
Four, "autonomous learning" should pay attention to the problem
Section 2 Cooperative Learning in Small Class Teaching
First, the advantages of cooperative learning in small classes
Second, the small class cooperative learning group form
Third, small class cooperative learning.
Fourth, the problems that should be paid attention to in cooperative learning
Section 3 Research-based Learning in Small Class Teaching
First, the characteristics of small class inquiry learning
Second, the teaching process of small class inquiry learning
Third, the way of inquiry learning in small classes.
Fourthly, the role of teachers in small class inquiry learning.
The fourth chapter is the evaluation of students' learning in small class teaching.
The first part is the new concept of student learning evaluation in small class teaching.
First, the soul of evaluation-developing life
Second, the evaluation of the fundamental-student-oriented
Third, the realm of evaluation-wide-angle diversification.
Fourth, the rhyme of evaluation-artistic agility
Five, evaluation principle-science and humanities
Section 2 Formative Evaluation of Students' Learning in Small Class Teaching
First, the growth record evaluation
Second, behavior observation and evaluation
Third, the evaluation of comments
Fourth, reflective evaluation.
The third part summarizes the evaluation of students' learning in small class teaching.
First, the comprehensive evaluation of Chinese subject
Second, the comprehensive evaluation of mathematics discipline
Third, the summative evaluation of English subjects
Fourthly, the expanded evaluation of five kinds of intelligence: space, music, sports, interpersonal skills and insight.
Main references
postscript
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