Organizational planning: grade leader
Learning target: new teachers in the group (teaching experience 1-2 years)
Study topic: How to prepare lessons?
Learning background:
The arrangement of this study originated from the research and training content of the new teachers in the middle of this semester after consulting the relevant written materials of the teachers in the group. For this study, it should be organized immediately after the mid-term exam. In the previous collective lesson preparation time, the relevant training content arranged by the big teaching and research group was interspersed, which delayed the study of this part of the content. It should not be too late.
Preparing lessons is an essential basic skill for every teacher to teach, and it is the specific arrangement of each teaching activity, which presents the specific process of teaching activities. For new teachers, it is the premise of effectively ensuring the smooth implementation of teaching activities to dig deep into teaching materials, reasonably determine teaching objectives and reasonably preset activities before class. Judging from the present situation of new teachers' lesson preparation, we can find that their lesson preparation format is not standardized, the lesson preparation is not meticulous and the focus is not prominent. It is timely and meaningful to guide the content in this respect.
Learning objectives:
1, help every young teacher to enhance the awareness of preparing lessons, master the basic lesson preparation mode, learn to analyze teaching materials, learn to set reasonable goals and other skills.
2. Through learning, teachers' sense of purpose is enhanced, and they learn to preset the activity process scientifically and reasonably, thus improving their ability to implement effective teaching.
Research preparation:
Organizer: Write an event planning case; Have a deeper understanding of the current situation of teachers preparing lessons; Read relevant theoretical and practical articles about how to prepare lessons.
Learners: Find an excellent teaching activity design in the pre-school education magazine in advance and analyze it.
Compare the highlights of the lesson plan with your own lesson plan, and find the shortcomings.
Learning process:
1, introduced by the organizer:
Monitor: Preparing lessons is the most basic work that every teacher has to do every day. It is an important preparation for teachers to carry out educational activities. This is a labor that requires our brains and a lot of energy. It is a key factor in the quality of education and teaching. The main part of lesson preparation includes the analysis of teaching materials, the formulation of X objectives (determination of important and difficult points), the preparation of activities, the design of X links, and the final teaching reflection. I believe everyone is very familiar with these basic contents. But there are still some shortcomings in your existing lesson preparation, so this is also the basic motivation and purpose of organizing everyone to learn how to prepare lessons today. I hope everyone will study hard in the future and improve the quality of lesson preparation.
2. Share excellent lesson plans
Monitor: Learning other people's excellent materials is a way and content of our study, and we can get inspiration and reference from learning other people's excellent teaching plans. Now, please share your excellent lesson plans searched in advance, and talk about your gains after reading and analyzing.
3. The teacher speaks and talks about his own understanding.
4. Focus on explaining and discussing "How to determine the teaching objectives, how to design the links and how to reflect after class in teaching material analysis X".
First, how to carry out teaching material analysis:
Such as: small class comprehensive activities: "Banana Banana Change" teaching material analysis:
Fruit is a common thing in children's life. Rich in nutrition, close to children's life, can bring rich sensory journey to children. This activity is based on a kind of fruit-banana, so I chose it because it is a common fruit and children are familiar with it. As soon as the object is presented, it is easy to arouse children's interest in learning, integrate it into the game, and let the children experience it by themselves, so that they can show their unique appearance, unique eating method and unique taste by words and actions in the activities, which is very in line with their age characteristics and learning characteristics. As the "Outline" said: "It not only meets the actual needs of young children, but also benefits their long-term development; It is not only close to children's life, but also helps to expand children's experience and vision.
Analysis of children's present situation: small class children are young, with poor language expression and practical ability, and their thinking is still based on intuition and action. Children develop through the interaction with the environmental substance X. In order to make the activities interesting, comprehensive and practical, and integrate education into practical operations and games, I have made the following preparations: a number of bananas (more than the number of children); A square paper box and some wet towels; The children formed a semicircle.
Another example: the early reading of "whose idea is good" in teaching material analysis, a small class;
(1) Small-class children can't adjust the clarity and politeness of language at any time due to the lack of language experience in interpersonal communication, and their behavior consciousness is also regulated by language, so they only have a preliminary concept of all kinds of right and wrong behaviors. According to the age characteristics of this stage, I chose this topic with a good idea. The goal of this topic is suitable for the language development level of small class children and also conforms to the visual thinking mode.
It is necessary to combine pictures and understand the single page content of children's picture books through observation, so that children can transform internal speech into external speech and then into language expression ability, which is in line with the characteristics of small class children's visual and cognitive development.
(2) Small-class children like reading, but their awareness of reading rules is not strong. In order to correctly understand the contents of books, this textbook adopts multimedia teaching to cultivate children's good reading habits and awareness of caring for books. This teaching method can skillfully simplify the difficult reading goal in small class in education. Through this stage of learning, children's language and behavior have reached a certain level. It has also formed the highest development level of "two-way construction", because at the level of consciousness, the subject has a certain understanding of the causal relationship between his own behavior means and the object to realize this language ability.
B, how to determine the teaching objectives:
How to set goals? (Angle should be unified, X expression should be specific, X mode should be flexible, and X emphasizes innovation. ) goal: (emotion x cognition x skills, etc. ) from the child's point of view, x from the teacher's point of view, the two angles should be unified. )
The activity goal is the basis for us to design the activity content, choose the activity method, promote the activity process and evaluate the activity result. We should have a strong sense of purpose. Only in this way can all activities be closely linked to form a whole and ensure the effectiveness of the activities. Otherwise, teachers can't let children develop effectively. Of course, it is also necessary for teachers to flexibly make some adjustments in the activities according to the interests of children at that time.
Problems in current goal setting:
1, not specific enough
For example, a teacher expressed the goal of a language activity as "let children speak and dare to speak freely", which is very vague, and the specific criteria for saying "speak freely" under what conditions are not clearly stated. For another example, teachers often use language to describe children's internal psychological state to express activity goals, such as "developing children's imagination;" "Developing children's oral expression ability"; "deepen your understanding of xxx" and so on. But how does the teacher judge that the child has improved his ability or deepened his understanding? Obviously, such a goal is not specific enough, and it lacks maneuverability and guidance for the activity process. For example, the teaching goal of the language activity "home" in the middle class was originally defined as "developing children's oral expression ability", which can be described as "learning to use the phrase" xxxxxx is xxxxxx's home "to replace words and imitate poems."
2. Not comprehensive enough
The goal of teaching activities should cover three development goals: first, cognition; Second, emotional and social development; The third is the cultivation of skills and abilities. For example, in the scientific activity of "grain distribution" in the big class, these three goals are designed: 1x, and the size of the sieve hole in the grain distribution process is known.
Relationship with particle size. 2x Learn the methods of comparison and measurement. 3x homemade grain separator. Among them, 1 is the goal of cognition, and 2 and 3 belong to the goal of skill and ability training, without the goal of emotional and social development. Of course, as far as a specific activity is concerned, the objectives of the three aspects can be focused.
3. The actors are inconsistent.
In the same activity, some goals focus on teachers' behavior, while others focus on children's behavior. For example, the goal of the health education activity "Rooster Standing on One Leg" is: (1) learn to stand on different objects. (2)x develops children's endurance through interesting game activities. (3)x can actively and happily participate in game activities. Among them, (1) and (3) are from children's perspective, and (2) are from teachers' perspective. The actors are inconsistent, which leads to unclear goals and lack of pertinence in the evaluation of guiding activities. * * * Page 5, current page 2.
4, the difficulty is not appropriate
Some teachers often ignore the age of children and the characteristics of children's activities when making activity goals, and set the goals too high, which is difficult to achieve in one activity. Such as; The goal of the social education activity "Don't cry, Mother Earth" in the big class is: (1) Let the children find out the reason why Mother Earth cries according to their own experiences and by consulting materials. (2) Let the children talk about ways to make Mother Earth clean. (3) Encourage children to use waste materials to imagine and create, and spell out signs. (4) Cultivate children's awareness of environmental protection. In this activity. It may be very difficult for children in large classes to discover and understand the various reasons why Mother Earth cries. It is also difficult to tell all kinds of ways to make Mother Earth clean in one activity. It is better to modify the goal to "let children find out the reason why Mother Earth cries according to their own experiences and by consulting materials; Say the way to make Mother Earth clean.
Comparison between the two goals of "I am playing hide-and-seek with the shadow";
The first teaching goal:
1. Let children know the general methods of comparing and measuring shadows through activities. 2x first learned to think and explore questions through observation and comparison, and tried to ask questions boldly. (The above goals lack unity in expression, and the goal positioning is relatively empty and not specific enough, which excessively highlights the cognitive goals. )
The second goal after adjustment:
1. Try to compare the length of shadow with the measurement method of the same material to solve the problems in the process of shadow comparison measurement.
2. Be interested in inquiry activities, and learn to ask questions in the activities of drawing shadows and comparing X measurement with shadows. (The adjusted goals are all expressed from the perspective of children, which is relatively unified).
The fundamental reason for these problems is the deviation of teachers' educational ideas. Some teachers set the activity goals too high or too low because they don't understand the children's experience and development level, and don't set the goals from the children's learning needs. The activity goal divorced from the actual situation of children is not operable and instructive. Therefore, when making activity goals, we must understand children's knowledge, experience and interests, and start teaching on this basis to sort out children's scattered experiences.
How to analyze the difficulty of heavy x?
Focus-the experience that children mainly expect to gain.
Difficulties-children have difficulties in learning and teachers have difficulties in teaching (physical x psychological x experience and other reasons-analyze the reasons and propose solutions)
Teachers should analyze the difficulties of activities according to children's development level, try to cut the difficulties into several pieces, and make small steps to make children learn happily and naturally. For example, in the teaching activity "Book", I choose the teaching content from the perspective of the shape x content x picture x page number of the book. Relatively speaking, page number involves the concept of number X sorting, which is a difficult point in the activity. In order to let children understand page numbers and their functions, we should first consciously understand children's relevant experience, divide the knowledge about page numbers into several pieces, such as what is a page number, what is the purpose of a page number, the position of a page number in a book and the arrangement of page numbers, and then put these contents in several teaching links, from easy to difficult, step by step to adapt to children's cognitive level.
C. how to set up a link?
Teachers should bear in mind that the setting of each teaching link should serve the teaching objectives, and the teaching center should always have goals.
D, how to reflect on teaching:
Teaching reflection is a research method by which teachers examine, analyze and adjust the action X decision made and the resulting results with the time process of others as the object of thinking. Teaching reflection is considered as the core element to promote teachers' professional development and self-growth.
However, there are also problems in the existing teacher reflection:
Question 1: There is no exact reflection point, and reflection is not deep enough.
For example, the teacher's reflection on "what can an umbrella do?" This activity combines the fields of language, science and society. In the process of helping small animals find their way, children will use "what can umbrellas do?" Created a children's song ***5 pages, currently page 3.
This kind of reflection is relatively empty, lacking in in-depth thinking on teaching phenomena and teaching essence, so it has little effect.
Question 2: There is no solid analysis and thinking on children in reflection.
Reflections on the teaching of marinated eggs-In the first part, I asked a question, "Do you know how to cook marinated eggs? The children can't answer my thoughts, so I have to talk about it later. It seems that the design of the problem will be more scrutinized in the future.
In the process of reflection, teachers are used to recording and analyzing their educational behavior from their own perspective, and pay little attention to children's problems and suggestions. Teachers pay attention to themselves, more from their own point of view.
Think about activities and reflect on the appropriateness of your own educational strategies and means.
Reflect on the teaching of Dashu's mother-today's activity was very successful. My teaching style is very kind and natural, and my body language is in place, which creates a harmonious learning atmosphere for children. Most importantly, I provided a rhythm chart for the children to help them solve the difficulties of this activity.
Question 3: Reflection presents "personal behavior" and lacks systematic communication and discussion.
Although we will exchange and discuss teaching activities after class, this is only a general procedure of teaching observation activities, and reflection is not systematically discussed as a form, so as to play its role.
How to reflect:
Method 1: find the right reflection point and reflect deeply.
Teaching reflection runs through the whole teaching process, not just after class. For example, you can reflect on the goal before the activity and make clear the directivity and operability of the goal; Reflected in the activity. It can standardize teaching behavior and improve teaching effect; Reflection after the activity can promote the theorization of teaching experience and the sustainable development of teachers, and it needs to be reflected everywhere at any time.
Method 2: Look at teaching from children's perspective.
In teachers' reflection, we can see that the focus of teachers' reflection is more on themselves and more from their own perspective, such as whether the set goals are appropriate? Whether the guiding strategy I use can stimulate children's interest in learning, etc. , is a problem that needs to be considered, but if we pay attention to children's learning behavior and learning methods, we can better help us adjust and improve teaching behavior and promote children's development. Pay attention to children in reflection, and their development level is different. Teachers should pay attention to prospective children, observe their situation in activities and adjust their teaching behavior according to their situation.
Method 3: Strengthen the pertinence and systematization of reflection, and closely combine it with kindergarten-based teaching and research.
Attachment: After-class Reflection: Integration Activities —— Gan Kun in the Mirror
"What role does the mirror play in your daily life? Do you know what other functions the mirror has? " At the beginning of the activity, use quick questions to stimulate children's thinking, and search all the experiences about mirrors in children's existing experiences. Children's experience with mirrors is that they can comb their hair and reflect their ordinary experiences. The child's consciousness also knows that when the mirror looks at himself, the person in the mirror is himself. So I think, in ordinary activities, "Please take out the mirror, look at yourself, and see what is the difference between what is in front of the mirror and what is in the mirror?" This kind of operation activity design is not enough trust in the ability of large class children to search related images in their minds. Of course, there is no motivation to promote children's thinking development.
"How can there be your own in the mirror?" Although everyone looks in the mirror every day, the children never think about it. People often don't know that science is everywhere in life. This question aroused the children's doubts and thoughts. "Because it is iron." I took a sticker at hand: "Can you take a picture of me?" The children laughed. "Because it is glass." The child talked about the glass, and I stood in front of it. Hey, there's me in the cup. "That with glass and mirrors will be more clear?
The child said it was a mirror, so I asked why. The children's answers were varied, and finally everyone agreed that something was painted on the back of the glass. I told the children that such knowledge was discovered in the natural activities of primary schools, and their eyes were immediately filled with yearning and expectation for primary schools. We continue to explore how to use a mirror to turn half a butterfly on the blackboard into a whole butterfly; How many people will appear when two mirrors are combined to take a photo of one person; What a wonderful phenomenon will appear when three mirrors are put together.
I always feel that the teaching of knowledge is not just about telling children this knowledge. Although many people know this truth, in the actual education process, from their own actual educational behavior, they can't do it. For example, when learning Pinyin, people know that the result of Pinyin is to help them know words. They further think that learning pinyin stresses stress and writes lightly, and further think that reading more and spelling more is enough. Pinyin is a new thing for children. Learning it is not only the result, but also the agility of observation, analysis, comparison and thinking. The process of learning it also needs to help children know how to learn it and understand its laws. Since you have chosen to know it, you should treat it as seriously and wisely as you know other things, instead of just reading and spelling more. Imagine that adults just read repeatedly in their own self-taught or correspondence exams, which is more effective than understanding and analysis?
We cannot deny that our way of thinking determines a person's way of doing things and determines a person's work efficiency. So no matter what we touch, what we need is not to know X mechanically, but to participate in brain thinking in various ways of thinking. Perhaps it doesn't matter what you finally learned, what matters is what kind of thinking mode you have in this process and what kind of learning mode you have mastered. Through this knowledge, you have the ability to know another kind of knowledge. Of course, we can have these abilities in this learning process, so the knowledge itself can certainly be mastered.
Curiosity, questioning, thinking, guessing all kinds of results, querying all kinds of results through all kinds of materials, daring to analyze their own results, and having the ability to learn independently from teachers are a series of learning qualities that a person tries to possess when learning a new thing. So I say that the process of learning anything new should also be flexible and wise. If the teaching methods are also unified, then the meaning of learning itself will be lost, and more beautiful things that people know, such as creating X personality style, will be lost. (Excerpted from Rilla)
5. Conclusion:
This study has made more detailed arrangements for everyone on how to prepare lessons. I hope everyone can gain something after studying, apply what they have learned and make their lesson preparation more effective (detailed, serious and reasonable).