First, the basic concepts.

"Apply what you have learned and cooperate with the same case" establishes the development concept of student-oriented, and makes it clear that students' effective learning depends on teachers' effective design. The design of "Tutoring Plan" pays attention to the whole process of students' learning, the effectiveness of students' learning, the pertinence of teachers' teaching and the interaction between teachers and students in the classroom. Its core is to design and organize classroom teaching according to the needs of students' effective learning and the characteristics of classroom teaching. The basic teaching strategy is "problem-oriented learning, process-oriented learning". In the process of operation, we emphasize "the focus of learning moves forward", "the focus of teaching moves forward" and "the focus of management moves forward". In teaching, "knowledge is problematic, ability is procedural, and emotional attitudes and values are potential", so as to implement the three-dimensional goal.

Second, the characteristics of the "tutorial system plan" design.

Create scenarios according to the learning objectives, guide students to read, study and explore independently, so that students can have a preliminary understanding of the teaching materials, find problems and complete the first study through self-study before class, and then discuss, communicate, explore and analyze problems in class to complete the second study. This design provides conditions and clear learning tasks for students' autonomous learning, cooperative learning and inquiry learning, ensures each student's learning time and strengthens the depth of thinking. It has the characteristics of clear goal, excellent method, simple operation, good effect and wide application.

Third, the overall requirements of the "tutorial system plan" design.

"Tutoring plan" is not a simple copy of the learning requirements and teaching materials stipulated in the curriculum standards, but a specific requirement for students to learn effectively. The general requirements of design are:

(1) Define the learning objectives.

② Help students to sort out the knowledge system.

(3) Provide appropriate learning methods and strategies.

(4) Provide appropriate materials to test the learning effect.

⑤ Pay attention to "teaching integration" and students' effective learning.

In order to meet the above conventional requirements, the design of "tutorial system plan" has to go through two hurdles. First, students' learning foundation, learning interest and learning ability are the starting points for teachers to design teaching. Understand students' learning intentions, observe students' learning emotions, diagnose students' learning obstacles, and thus determine effective and feasible teaching countermeasures. Second, the concept of teaching materials: deeply understand and tap the educational factors of teaching materials, and solve the problem of comprehensive education based on the all-round development of students; Understand the learning needs of students at different levels in the textbook, teach students in accordance with their aptitude, and solve the problem of "differential education"; Understand the context and layout of the whole process of knowledge generation, development and application, grasp the stopping point of knowledge, the growing point of ability and the stimulating point of thinking, and solve the problems of students' thinking, participation and inquiry.

Fourth, the basic links and design intent of the "tutorial plan".

"Tutorial system plan" focuses on designing the whole process of students' learning, which is reflected in paying attention to classroom learning, classroom learning of different disciplines and the internal and external relations of all learning processes. The instructional design of tutorial system is always designed around the natural laws of students' learning, which fully reflects the development and connection before, during and after class. Common links are: pre-school preparation-inquiry activities-learning experience-self-test-basic design content of application development.

The teaching design of pre-school preview is mainly intended to recall the knowledge related to this class before class, review the skills related to the new knowledge learned in this class, observe the life phenomenon closely related to the content of this class, solve the most basic knowledge of this class or this chapter of this unit, and find the problems in learning. Create a situation conducive to constructing the content of this lesson, paving the way for students to explore and learn new knowledge.

Operation suggestion: 1. Students should be clear about their learning objectives, key points and difficulties, preview the textbook with questions, read the text of the textbook carefully, think about key issues, and strive to complete the preparation before class and some inquiry activities. 2. Teachers should give appropriate guidance to guide students' learning methods. Tell the students what they can grasp by skimming the textbook, and pay attention to what the relationship between knowledge and context should be solved. 3. Teachers should let students record questions in the preview, so that students can be good at finding problems, asking questions and coming into the classroom with questions. Gradually cultivate students' autonomous learning ability, develop good preview habits and correct preview methods, and improve the effectiveness of students' autonomous learning. 4. Review the content of preview before class, and check the students' preview before class, with or without targeted treatment.

The main purpose of inquiry activity teaching design is to analyze and solve the problems in learning. In class, teachers don't simply explain in the order of knowledge points, but under the guidance of teachers, according to the students' preparation before class, focus on solving the problems encountered in learning, and with the help of the changes and deepening of problems for students to further think, explore and communicate, guide students to find reasonable ways to solve problems, sum up learning experience, master basic knowledge and skills, and constantly cultivate students' inquiry ability and a good style of study of equal cooperation.

In the inquiry activities, students have made full preparations. Teachers should pay attention to students' learning differences, students' psychological feelings and possible problems in the learning process, carefully design classroom problems, integrate classroom teaching into the platform of students' autonomous learning and discussion and exchange, and ensure that classroom teaching time is really used for students' effective learning.

Operation suggestion: 1. In the process of inquiry activities, the key is to let students know the problems that need to be studied and solved, so that inquiry is directional and purposeful. 2. Let students know what it is and why on the basis of preview. 3. In the process of inquiry learning, students should be given enough time and space to think. Let them walk into learning activities with their original life background, activity experience and understanding. And through independent thinking, communication and reflection with others, we can establish our understanding of mathematics and obtain scientific methods to solve problems. 4. Guide students to focus on the questions raised in the group, give full play to the wisdom of each student in the group, face the whole group, and avoid forming a centralized pattern. Pay attention to practical results and avoid becoming a mere formality. 5. In the process of cooperative inquiry, teachers should be a participant, organizer and instructor, keep abreast of students' inquiry information, be aware of it, and prepare for the next exhibition and exchange. In the process of participation, give timely guidance to students who need help. 6. Teachers should pay attention to the methods and processes of cultivating students to solve problems. In the process of communication, when students encounter difficulties, teachers should become encouragers and enlighteners; When students make progress, teachers should fully affirm their achievements and establish their self-confidence in learning; When students get grades, teachers should encourage students to review and reflect. Teachers should properly guide, guide, guide and explain the problems that cannot be solved in classroom teaching. 7. Teachers should fully estimate the inquiry activities and results, carefully consider the possible situations and solutions of students as far as possible, and ensure the smooth development of exchange activities. 8. The process of communication is the process of interactive development between teachers, students and students. Teachers should participate in communication and actively "capture" students' real thinking situations so as to make appropriate adjustments to their teaching presuppositions. 9. Cultivate students' good listening habits, let students know that listening is a manifestation of respecting others, learn to think in listening, and learn to question in thinking. 10. Students should be encouraged to express different opinions and put forward different problem-solving strategies. Guide students to respect their individual differences in solving problems and create a good psychological safety environment for students to show and communicate. 1 1. We should guide all students to explore and communicate, mobilize their initiative and enthusiasm in learning, and stimulate their learning motivation. 12. In the process of communication, teachers should play a leading role, screen and encourage students' evaluation, pay attention to sorting out and improving students' communication results and give students clear answers.

The main intention of learning experience teaching design is to clarify new knowledge in the form of summary and induction. Design one or two targeted communication questions, (1) so that students can talk about their own gains. Mainly what new knowledge you have learned, including your experience in the learning process. Then raise your own doubts. In the interaction between teachers and students, teachers should understand the characteristics of students' thinking development, and more importantly, let students really enter the process of knowledge generation and deepen their understanding. (2) Let students test the learning effect by solving specific problems, sort out the knowledge system and internalize new knowledge.

Operation suggestion: 1. Guide students to comprehensively review, summarize, summarize, organize and reflect on what they have learned according to the contents and activities of classroom learning, so as to achieve the goal of systematizing knowledge. Combined with students' inquiry ability, we should review and summarize emotional attitudes and learning strategies while reviewing knowledge (Lvpu Primary and Secondary Education Network/thread-155226-1.html). 2. Emphasis should be placed on sorting out to help students sort out the knowledge system and form a knowledge network. 3. This link can also be moved backward according to the different teaching contents.

The main intention of self-test teaching design is to carry out targeted training according to students' problems and learning requirements. Self-test is not a simple problem, but targeted training according to the requirements of students' effective learning, so that students can test the learning effect in class and highlight the detection and feedback functions of "learning plan".

"Self-test" design mainly includes the following aspects:

(1) Practice basic knowledge, and pay attention to the knowledge points in this lesson.

② Variant training to form basic knowledge and skills.

(3) Connecting with real life, comprehensively solving problems and cultivating abilities.

Operation suggestion: 1. We should have a purpose to help students consolidate key points and break through difficulties. The topic should be designed around the learning content and pay attention to guiding ideas, which is conducive to the formation of methods and skills. 2. Seeking truth from facts, combining students' real life to solve the math problems around students, so that students can realize the value of mathematics while applying knowledge. 3. The forms should be diversified, and students' learning enthusiasm should be mobilized in novel and changeable forms, so that students can always maintain a good interest in learning, thus improving learning efficiency. 4. It is necessary to reflect the subjectivity of students' learning, give them time to complete independently, and let them experience mathematical thinking methods, form skills and develop thinking in the process of solving problems independently. 5. Evaluation should be developmental. Students' application ability and application effect should be diagnosed and evaluated in time, guided and corrected, so that students can develop and improve in evaluation. The test should be completed in class, fed back in class, corrected in class, and the "openness" of learning objectives should be adhered to, so as to improve the achievement of learning effect.

The main purpose of the application development teaching design is to combine in-class and out-of-class teaching, and to reflect the process of effective learning. In addition to paying attention to knowledge structure and learning methods, classroom learning should also be moderately extended to cultivate students' ability to apply what they have learned to solve life problems.

"Application development" generally includes the following contents:

① Provide students with some comprehensive and practical thinking questions, so as to expand their research after class and deepen their understanding of what they have learned.

(2) to guide students to record methods and rules in the blank space of the counseling plan.

(3) Write a postscript at the end of the study plan, briefly recording the little gains in the process of finding, exploring and solving problems.

Operation suggestion: 1. The content of application development should be open to a certain extent, so as to cultivate students' innovative thinking. 3. The content of application expansion should not be too much. Try to let students finish in class and avoid taking up students' rest time. 4. Expanding the application of content should not be too difficult, nor should it exceed the requirements of mathematics curriculum standards. Prevent students from losing their self-confidence in mathematics learning.

Five, the use of "tutorial system plan" should pay attention to the problem.

Requirements for students to use "learning plan":

(1) preview carefully according to the content of the tutorial before class. All students must solve the "pre-school preparation" part of the "study plan" by themselves and try "inquiry activities" initially. Students who have the spare capacity to study independently will conduct "self-test" and "application development", mark unfamiliar problems, communicate with students the next day or ask questions to teachers in class. Students are required to adhere to three principles when using the tutorial system plan: the principle of consciousness, the principle of initiative and the principle of independence.

Pay attention to learning methods and rules in class for future review. After learning a lesson, write a postscript in the blank after learning the scheme.

(3) Every once in a while, the "tutorial plan" will be collated and bound into a book.

Requirements for teachers to use "learning plans";

(1) The day before class, the "Tutoring Plan" for this class will be distributed, and students will be carefully guided to use the "Tutoring Plan". Be sure to approve some remedial plans before class (small classes should be approved in full), understand the learning situation, and prepare lessons again before class.

(2) When using the tutorial system in classroom teaching, we should strive to: let students explore new knowledge actively; Textbooks for students to read; Let the students discuss the key points and doubts; Ask questions for students to think and answer; Ask students to summarize conclusions or laws; Let students freely construct the knowledge structure system.

(3) The application of "tutorial plan" in classroom teaching to expand students' thinking mainly includes: first, guiding students to acquire knowledge by developing sufficient thinking, and showing the difficulties, obstacles, problems and mistakes in students' thinking process; Second, discover the bright spot of students' thinking and give encouragement and guidance in time; Third, in addition to fully mobilizing students' thinking in classroom teaching, teachers' own thinking should also be fully developed, activating students and improving themselves in the teaching process, so as to learn from each other's strengths.

(4) Using the tutorial system to carry out classroom teaching should be "four refinements and four musts", that is, careful selection, intensive teaching and intensive evaluation, so that orders must be collected, those who receive them must be approved, those who have approved them must be evaluated, and those who have evaluated them must be supplemented. Teachers must carefully select materials, cognitive strategies and feedback information according to the teaching materials. Optimize the teaching plan, optimize the teaching methods, and work hard to grasp the "key points", highlight the "difficulties" and solve the "doubts". Teachers should inspire and awaken students' subjective consciousness, create a stage for students to perform and make the classroom full of charm.

⑤ Highlight a word "guide". Under the teaching mode of teaching with learning and cooperating with the same case, teachers should pay attention to stimulating interest, which is the internal motivation of students' learning. Students' interest in learning depends on cultivation and stimulation, interesting classroom instruction that can catch students' attention, and interesting and meaningful classroom activities around the teaching content are conducive to students turning "hard study" into "happy study"; It is necessary to guide regular learning, so that students can understand and master the learning methods and the best path in reading, listening, thinking, speaking, discussing and doing in class, and urge students not only to "learn" but also to "learn". Guide students' research learning activities, and improve students' knowledge application and knowledge innovation ability in the process of collecting and processing information; We should not only guide thinking, but also "learn from thinking". Teachers should be good at providing the lever of thinking, guiding the direction of thinking and cultivating the profoundness and broadness of students' thinking; We should encourage innovation, encourage students to dare to express their opinions, cultivate superior and original questioning quality, improve questioning ability, and thus exercise and develop students' thinking ability.

⑥ Strengthen the word "research". Teachers should strengthen the research on students and teaching materials under the cooperative teaching mode of learning in the same case. Strengthen collective lesson preparation, attach importance to classroom presupposition, at the same time pay full attention to classroom generation, handle the relationship between presupposition and generation, if you don't pay attention to presupposition, the classroom will be chaotic and disorderly, and if you don't pay attention to generation, the classroom will not be wonderful; Teachers should strengthen the research on other teaching methods. It is necessary to study how to integrate, graft and innovate different teaching methods, tap the great potential of "learning-case cooperation teaching" and build a classroom teaching model with the characteristics of mathematics discipline. Teachers should strengthen the study of classroom details. Problems in the implementation process should be summarized, reflected and discussed in time. For common problems, the teaching and research group should focus on tackling key problems through research, follow the lesson learning path of collective preparation before class, observation and diagnosis during class and reflection after class, and promote the continuous improvement of classroom teaching efficiency and the continuous improvement and development of the teaching mode of "learning and teaching together" in the process of solving problems.

"Learning-case cooperation teaching" is a new concept to practice effective teaching with practical actions. Through the use of tutorial system in teaching, students' autonomous learning of "self-study is not equal to teacher's teaching" has become an operable procedure. According to the design of "Tutoring Plan", students can induce, generalize, reason and discover the rules by themselves, thus improving their self-study ability. Students' learning under the guidance of tutoring plan is a kind of self-exploration and self-discovery learning. In this process, students will more or less go through the scientific understanding process of discovering problems, asking questions, making guesses, analyzing and exploring, and drawing conclusions, so that students can gradually improve their thinking level and research and exploration ability while acquiring knowledge, and at the same time, their learning process and methods are optimized. Under the guidance of "learning plan", students think, explore, train and test problems independently, and their thinking activities are continuous and profound. This kind of learning activity is conducive to forming "problem consciousness", developing the rigor and profundity of thinking, and enhancing their ability to deal with problems independently. Preview, self-study and self-test can't solve all problems, but students' independent inquiry has the function of prefabrication and preparation. Once the classroom discussion involves related issues, it can quickly arouse discussion and solve problems. If the teaching of "guided learning by learning plans" can reach this level, it is what we yearn for "effective learning" or even "efficient learning!

From the Green Garden Primary and Secondary Education Network