This morning, Professor Wei introduced the slice teaching diagnosis. Question: Are the instructional design activities regular? Is the class based on experience or rules?

A. Slice teaching diagnosis

? First implant a concept: slicing, just like a big pumpkin, you can't eat it all at once, you can only cut one slice at a time, then cut another slice, and then cut another slice until you finish eating. Slice teaching diagnosis is to slice the teaching process one by one, such as: lead-in slice diagnosis, blackboard slice diagnosis, problem slice diagnosis, detection link slice diagnosis, class evaluation slice diagnosis, group cooperation slice diagnosis and so on. Study only one fragment at a time, compare the typical lesson cases together, then find the problems, summarize the rules, and guide the teaching practice and class evaluation practice.

In fact, I don't know what slice teaching diagnosis is. Wei Jiaoyu said that his book has not been published yet, and I can only describe it with mathematical analogy and fuzzy definition.

1. Import slice diagnosis

The second understanding case:

Scene 1: Students, a great event happened in 2008. The Olympic Games is held in Beijing, and the countdown to the video broadcast of the Olympic Games is ten seconds. Ten, nine ... one; Think about it, students. In addition to the opening ceremony of the Olympic Games, there are other places where countdown will be used. Students will use countdown when answering the rocket launch, and then the teacher will play the scene of the rocket launch. Ten, nine, eight, ... one; These are all calculated in seconds. Students think again about where seconds are used to measure time. Students answer that in the sprint competition, play the video of Jamaican flying man Bolt 100 meter winning the championship, and then think about where seconds are used to time. Students also use seconds to answer the swimming competition, and then introduce a new lesson, which takes more than four minutes.

Scene 2:

Students, Beijing hosted the Olympic Games in 2008, which is something that every Chinese son and daughter is proud of. The most exciting thing is the opening ceremony of the Olympic Games. Let's watch the opening ceremony of the Olympic Games together. The teacher showed the countdown of the last 60 seconds of the opening ceremony. The teacher asked what the above 60 meant. Some students answered the 60-second countdown, and the teacher said to let the students count down with the video. 60, 50, 40, 30, 20, 10, then pause, tell the students that the countdown has just been ten seconds, and then continue to play 10, 9... 1, the countdown is over, fireworks are set off, and the audience is boiling. The teacher went on to say, classmates, the Olympic Games have started, and everyone of us is excited, but who is the hardest? (Athletes) Then should we give them applause? (Applause by all teachers and students) What unit did we use when we counted down just now? (Seconds) Today we are going to learn Seconds. (blackboard writing topic) It took more than five minutes to import.

Which of these two import methods do you prefer? Not much to say, just say it yourself on the picture above.

Principle of introducing mass: 1. You can use the imported materials to preliminarily reveal or achieve the purpose, so that the introduction appears heavy. 2. Reuse imported materials, give full play to the value of imported materials, and realize the quantification of imports. Teaching is all teaching design principles!

? 2. Slice diagnosis of blackboard writing

Because I was diagnosed by the teacher as: writing is like a beetle crawling on paper dipped in ink, and now: writing is like several beetles crawling on paper dipped in ink. So I have never been interested in blackboard writing design, and my blackboard writing has never been well designed. When talking about high-quality classes, the evaluation form of the teaching and research section said that I should write well and the blackboard design is reasonable. I just laughed it off. I won the first prize. Is blackboard writing still a big problem? When Mr. Wei put forward the diagnosis case of blackboard writing design slice again, my strings were connected at once, because I intended to enroll in a quality class this semester. Borrowing the mathematical application theory taught by Professor Shi Dongyang, this is Cauchy's law. Any point inside will appear outside, some of which determine the whole, details determine success or failure, and even the smallest details will affect the final result. Moreover, class registration is one of the evaluation indexes of high-quality courses.

Principles of writing on the blackboard: 1. Reasonable spatial layout planning. For example, couplet, the first couplet and the second couplet are generally the contents of emotion, attitude and values, the horizontal criticism is the topic, and the middle is the embodiment of the heavy and difficult teaching content. The words should be concise, the writing should be beautiful, the colors should be prominent, and I should be harmonious with the aesthetics. The second is from the artistic treatment of the theme. For example, the topic is cats, and the final blackboard design is to draw a picture of a cat with lines, which can not only reveal the theme, but also sort out the keywords that reflect the central content and visualize the image.

3. Slice diagnosis of detection link problems

The premise is to test the questions in the link, because students can't answer correctly, and some questions may be misunderstood by students, but they don't actually understand them. Questioning students should be targeted, comprehensive, based on evaluation and rational answer. Questions should be oriented to good and bad, reflecting basic and high-level questions, and exercises should be classified, one for each type and with different variants.

4. The part of teamwork is diagnosis.

Group cooperative slicing is the rule of diagnosis;

Necessity: you can't cooperate for the sake of cooperation, you can't engage in meaningless cooperation, and you can't cooperate several times in a class. As far as the content is concerned, what students already know need not be discussed, and it is clearly written in the book. What will be discussed is clear at a glance, unimportant and not difficult.

? Adequacy: cooperation should leave students an appropriate time, neither too short nor too long. Too short, insufficient discussion; Too long, wasting class hours and squeezing the time of other links.

Full participation: Group cooperation should take into account the full participation of all members in the group, and each member should have the opportunity to participate in cooperative learning, and the group should be appropriate. Group cooperation can't let individual excellent students show themselves.

Enthusiasm: the enthusiasm that needs to be considered in group cooperation. Such as: students' enthusiasm for mutual discussion, mutual respect among students, teachers' participation in group discussion and positive evaluation, and reports and statements of group representatives.

? Case: cooperative learning case of junior middle school history group.

? In this lesson, the teacher asked the students to discuss it three times:

The content of the first discussion was: What conveniences have high-speed rail, bicycle enjoyment, Alipay and take-out brought to us now? Discuss for a minute. As a result, the students stopped in less than 30 seconds. The teacher said these contents were too simple, and we all knew there was no need to discuss them.

I don't remember the content of the second group discussion. I gave the students two minutes to discuss, but in less than 30 seconds, I stopped the students and said that these contents were all in the book, and I knew at a glance that there was no need to discuss them.

The third group is the focus and difficulty of the whole paper. The teacher gave the students five minutes to discuss, but the result was still less than one minute, so the students stopped the group discussion and then the whole class exchanged questions.

One-minute discussion, have you done it?

5. The link of classroom evaluation is diagnosis.

Critics should regard themselves as appreciators, learners and sculptors.

Empirical evaluation, also known as traditional evaluation, refers to the oral evaluation made by teachers according to their own impressions and lectures, combined with their own or others' teaching experience and evaluation common sense. The empirical evaluation focuses on the qualitative evaluation of teachers' teaching effect, affirming the advantages and pointing out the shortcomings.

One of the biggest shortcomings of empirical evaluation is that subjective experience is too heavy, there is no scientific evaluation standard, evaluation is entirely based on experience, and the evaluation results are unscientific and objective.

Disadvantages of traditional classroom evaluation: lack of inductive consciousness

1. Empirical classroom evaluation is from the beginning to the end of the class.

? Lesson examples; Introduction of the golden section: Teacher Zhang introduced new knowledge with the story of the golden section, which was concise, exciting and eye-catching, and introduced the new knowledge of elementary mathematics and the golden section.

2. Slice diagnosis 1 (from lesson example to the end of discipline teaching law) The typical segment belongs to the teaching design at the discipline level.

Introduction to Mathematics: Teacher Zhang takes the history of mathematical science as the introduction material to stimulate interest, attract attention and introduce new knowledge.

How to have inductive consciousness;

The practice of one class at a time is an evaluation of the class.

The consistent practice and experience of a class of activities.

2. Self-reflection in this class

1. Cultivate inductive consciousness

Professor Wei has set an example with actions for more than ten years and inspired me in the way of thinking. The emphasis of induction and deduction is different. Most people pay attention to the application of theoretical achievements, while those engaged in scientific research pay attention to finding problems from experience, summarizing laws, putting forward opinions, abstracting and conciseness, forming innovative achievements, and then guiding the application, thus becoming a family statement.

To be a research teacher, you should have a sense of induction.

2. Break things up and focus on small things

? Slicing is to break the whole into parts. Cut the whole complex teaching process into several teaching links, focus on small things, learn one link at a time, simplify complex tasks, and do well in each link, and the whole will be done well.

3. From practice to practice

The most grounded thing about slice diagnosis is that all research courses come from the front line. Choose bipolar comparative research, what can be learned from excellent courses and what can be avoided from poor courses. Find out the laws of this link through comparative research, sum up practice, and then use laws instead of experience to guide teaching. This kind of teaching and research can be carried out in peacetime, easy to imitate, easy to carry out, and the scope can be large or small.

Problem: It is very difficult to obtain slicing research resources, especially excellent resources. Although you can record your usual classes yourself, you can also find resources online. Experts say there will always be a way. However, there are too many resources at the same level in the region, which does not have the typical representativeness of superiority and inferiority. It is also quite difficult for famous teachers in a certain range to obtain their teaching resources. It is not difficult for an expert of Professor Wei's level to obtain good educational resources in the whole province. Even national famous teachers will take the initiative to give them lessons, and excellent resources are easy to obtain.

Of course, the acquisition of resources is one aspect. If our goal is not so ambitious, it is enough to apply the existing theories to the classroom and guide the teaching practice with the conventional theories. Of course, if we are scientific research teachers, we usually need to pay attention to collecting good educational resources. It doesn't matter if we are not satisfied. We will look for opportunities to find better educational resources and gradually expand to a larger scope. We are sure to gain something.

Didn't the professor spend more than ten years slicing?

4. Cultivate abstract consciousness

A highly concise rule and basic language expression are abstract. A certain abstraction can guide practice within a reasonable range, and a high abstraction can guide the whole teaching process of different disciplines, which is conducive to migration, from discipline to discipline, from school to life.

? Q: Although a high degree of abstraction is conducive to the transfer of theory and can guide practice in a wider scope, one of the disadvantages brought by a high degree of abstraction is that it is implemented in concrete practice, and some words are at a loss to express, such as the Book of Changes, Laozi and other classics. These classics have been universally recognized, but they cannot be popularized to the public and are limited by their understanding.

? Of course, you can start by improving your cognition and understanding, or you can ask relevant experts for training guidance, which will be relatively easy to understand. If it is the strength of one person, it is difficult to invite experts and famous teachers. If an area does not push, the teachers in that area may not even know their names.

Excitement can exist, but it needs to be calm and precipitated. Only after precipitation, reflection and processing can we leave a mark in our life and guide our practice from the aspects of thinking methods and consciousness.

After a few days, will everything be a cloud?