Model essay on micro-project research scheme 1
I. Research background
The study of stratified education has a long history. More than two thousand years ago, Confucianism? Because of their materials? , and then produced? Teaching students in accordance with their aptitude? The idea. For thousands of years, people have been exploring teaching methods to implement this idea, especially when adopting? Class teaching system? Later, it was solved? Teaching students in accordance with their aptitude? This problem has become more urgent. Grouping and individual teaching practices at home and abroad and layered teaching experiments have made valuable contributions to solving this problem.
Since July 1987, Li Shifa, a professor of educational psychology at Hubei University, has put forward asynchronous teaching method on the basis of developing asynchronous teaching theory.
Asynchronous teaching method holds that students learn wherever teachers talk in the past, which is very common under the class teaching system. Synchronous teaching? . According to the students' situation? Six-step learning method? Teacher basis? Five-step guidance? Asynchronous teaching method has changed the situation of synchronization between teaching and learning, enabling students to learn independently and teachers to teach scientifically, so it is quite scientific and has achieved good results.
Secondly, it is the hierarchical teaching that has made great achievements at home and abroad. The so-called hierarchical teaching focuses on the following points:
(1) Students' existing knowledge and ability level.
② Hierarchy.
(3) All students are given due attention and improved.
Hierarchical teaching means that teachers scientifically divide students into several groups with similar levels and treat them differently according to their existing knowledge, ability and potential, so that these groups can get the best development and improvement in teachers' appropriate stratification strategies and interactions.
Hierarchical teaching can be people-oriented, can make up for the natural defects of the class teaching system, and can teach students in accordance with their aptitude, so that each student has something to do, a goal to follow and the fruits of development to pick. Therefore, it has its positive significance.
Definition of the core concept of this topic
1. Asynchronous teaching.
Pay attention to the learning situation, change the traditional synchronous teaching method, advocate students' autonomous learning and teachers' scientific teaching.
2. Hierarchical teaching.
Stratification is multifaceted. Firstly, through self-evaluation and teacher's reference, students are dynamically divided into three layers: A, B and C. Through the stratification of lesson preparation, teaching, homework and assessment, students are encouraged to climb from the lower level to the higher level, and then dynamically stratified, so that students can gain visible success.
3. Asynchronous hierarchical teaching.
Mainly aimed at the disadvantages of synchronous teaching and class teaching system, in order to? Learning theory? Based on, people-oriented, to? Asynchronous hierarchical teaching? As the core content, it is a teaching method to promote students' autonomous learning through dynamic stratification, hierarchical teaching and asynchronous promotion.
Two. The purpose of the study
① To construct an asynchronous layered teaching mode of Chinese in middle schools, which not only conforms to students' cognitive laws, but also conforms to the learning reality of students at different levels, meets the requirements of quality education, embodies the Chinese teaching routine, embodies the teaching concept of people-oriented, classified guidance, individualized teaching and asynchronous promotion, and is easy to operate.
(2) Reform the tradition? One size fits all? 、? March in a hurry? The teaching mode has changed? Full house irrigation? 、? Cramming at the last minute? For what? Heuristic? 、? Seminar style? Change? Lecture hall? For what? School? Make sure every student is here? The nearest development zone? Get comprehensive and full development, so that all students can really do it? Study hard and make progress every day? .
(3) Proceed from the reality of students and textbooks, follow the principle of teaching hierarchy and taking care of students' differences, pay attention to guiding learning methods, and cultivate self-learning ability and good study habits.
④ Learn, research and adopt advanced teaching methods at home and abroad, transform the achievements of Chinese teaching reform, and promote the reform of Chinese teaching quality in senior high schools. Cultivate and train Chinese teachers through subject experiments and research to promote their professional development.
⑤ Give full play to each student's potential of learning Chinese, improve all students' Chinese knowledge level, Chinese ability and Chinese literacy, and improve teaching quality in a large area.
⑥ The fundamental goal of this experiment is to put people first, teach students in accordance with their aptitude, encourage students to study independently, and improve the quality of Chinese teaching in a large area. What is the most important form of this experiment? Group discussion? Emphasis is placed on cultivating students' cooperative spirit, so that students can realize personality complementarity and personality integration in the process of * * * common learning and * * * common improvement, aiming at developing students' healthy personality and sound personality; The most important content of this experiment is composition teaching, and its purpose is to make students work hard in both reading and writing, so that reading can promote writing and writing can drive reading; This experiment pays attention to both immediate and long-term goals, and is strongly advocated? Innovation is the soul? , not only for students, but also for teachers, especially for the cultivation of students' innovative ideas, laying a solid foundation for students' future development and providing quality assurance.
Three. research contents
1. research hypothesis
In order to ensure the reliability and effectiveness of the experiment, irrelevant variables should be controlled to a minimum. The experimental class and the control class conducted gymnastics experiments under the same teaching conditions:
(1) Discuss with the students first? Asynchronous layered teaching method? Let students know this teaching method, like this teaching method, and let this teaching method be deeply rooted in the hearts of the people.
(2) For all students, make careful arrangements. Under the condition of fully understanding and mastering students, students can be dynamically stratified into three levels: A (low level) (medium level) and C (high level). You can also mobilize students to be stratified through self-evaluation. At the same time, students should be expected to reach a new level through asynchronous propulsion in unit time, and set the goal of asynchronous propulsion.
(3) Teachers' reasonable collocation of hierarchical learning constitutes an organic combination of all levels in the group to prepare for group discussion.
Four inches? Guide preview? The teacher tells the students how to preview and encourages them to fill in the blanks. Question card? . After fully referring to the questions of different students, that is, fully understanding half of the learning situation, combined with the weight and difficulty of the text, set? Asynchronous propulsion? Teaching objectives and contents, and strive to be targeted. In this kind of teaching, students at all levels have both realistic goals and long-term goals. The teacher divided the teaching tasks into students at all levels, and then asked them to report and communicate, resulting in a collision. You can even let the students in Group C play gentlemen.
2. Proposed innovation
① When studying independently, every student should fill out a question card. Sometimes students at other levels can answer this question.
② Stratified teaching and group teaching are organically combined, thus forming a development level in the group.
(3) Dynamic stratification, giving students the direction of efforts and clear goals, and creating the source of motivation.
④ Encourage teachers to pay attention to students and change the old teaching mode. Essentially? Four steps and six steps? Its variant is the efficient classroom teaching mode.
3. Core content
After careful investigation and repeated argumentation, our research group decided to take the following aspects as the main content and focus of asynchronous layered teaching:
① Stratify students scientifically and dynamically to promote communication and learning among students at all levels.
2 implementation? Four steps and six steps? New teaching mode, and open up all kinds of abnormal classrooms, collect all kinds of classroom cases, and carry out necessary research and reflection.
③ Explore the law of hierarchical teaching, and organically combine hierarchical teaching, individual counseling and overall learning. Serve for improving the teaching quality in a large area.
④ Explore the organic combination of layered teaching, group teaching and inquiry learning. The connection between asynchronous layered teaching and new curriculum. Better implement the new curriculum and promote students' autonomous learning.
Fourth, research methods.
1. Literature research method. Consult relevant materials, refer to or directly apply relevant achievements, conduct comprehensive analysis, and seek theoretical innovation of autonomous learning.
2. Investigation methods. Grasp the students' psychology and existing cognitive level through investigation, and dynamically stratify students. In the process of asynchronous stratification, the problems existing in the teaching process are often investigated and analyzed, and the organic methods are adjusted.
3. Case study method. This paper studies teachers' teaching behavior and students' autonomous learning behavior in the famous teacher class, and accumulates practical experience and related theoretical basis in a targeted manner.
4. Experience summary method. Teachers keep exploring, summarizing and refining in time? Does evaluation promote the development of autonomous learning habits of first-year students? Successful experience, such as refining and summarizing, has six concessions.
Verb (abbreviation for verb) researcher
The micro-course is called "Micro-Project", with Wang Kaidong as the team leader and Cheng Yuan and Yin Hui participating.
Sixth, the research object
There are ***2 15 students in Class (3) (4) (5) (2) of Grade Three in Zhangjiagang Foreign Language School.
Seven. Research steps
(1) preparation stage: July 2009? September 2009, early stage? Three meetings? On the basis of unified understanding, the project plan is made, the experimental level is selected, and the relevant rules and regulations and implementation rules of asynchronous layered teaching are standardized.
⑵ Experimental stage: June 2009 5438+ 10? In March of 20 1 1 year, we actively and steadily carried out asynchronous layered experiments, summed up successful experiences in time, solved problems in the experiments in time, and extracted asynchronous layered teaching mode with popularization value in practice, which greatly improved the teaching quality.
(3) Concluding stage: March, 20 1 1 year, to prepare for the acceptance of experimental research results of the project and promote the popularization of practical results. Duration 1 year and a half.
Eight. Expected result
1.20 10 In August, the paper on asynchronous hierarchical autonomous learning of Chinese in senior high school was published.
2.20 10 10, the report on the experimental subject of asynchronous hierarchical teaching of Chinese is completed.
3. About micro-topics? High school Chinese asynchronous hierarchical autonomous learning? The monograph was published.
Micro-project research plan model II
First, research ideas:
From where? Course materials? 、? Study time? 、? Study group? 、? Classroom conversation? 、? Sports training? And so on.
(1) excellent group course materials. Combine teaching materials, ask for information at will, and train the ability to control mathematical knowledge.
(2) the study time of the excellent group. Activate the classroom process, discuss from multiple angles, and obtain various possible results from different directions of thinking diffusion.
(3) Excellent class links. The classroom forms are diverse, the links are economical and effective, and the discussion is just right. Try to make students' thinking fluent, flexible and unique.
(4) Excellent group training exercises. Few but precise questions can really transfer knowledge and improve thinking ability.
Second, the research objectives:
(1) change teachers' teaching concepts, dilute the traditional role of classroom teaching, and change? Dominate? For what? Dominant? Give students the initiative in class. Give full play to the potential of the brain and improve thinking ability and creativity.
(2) Carry forward the spirit of innovative learning and develop students' divergent and creative thinking in inquiry; In a pleasant atmosphere, students are given emotional infiltration and character building. Make students develop good study habits of being diligent in thinking, good at exploring, brave in questioning and innovation.
Third, research methods:
(1) Analogy: Through analogy training, students sum up the problem-solving ideas, form a problem-solving model, and improve their pattern recognition ability by changing the plot of the topic frequently.
(2) induction: students should be good at summing up knowledge and laws, and teachers only play a strengthening role.
(3) Hypothetical method: The training of hypothetical thinking method begins with teachers making assumptions, allowing students to think and answer, and how to solve problems in various hypothetical situations, so that students can grasp the main points until students can solve problems independently.
(4) Music learning method: According to Bulgarian psychologist George? Music learning methods? Principles, make full use of various media, combined with various forms, to create a pleasant atmosphere, resulting in the effect of music learning.
Fourth, the research steps:
According to reality, I designed? Plan, act, test and reflect? The idea of four-step cycle is divided into four time periods to implement.
The first stage (1 month):
Mainly to establish the specific content of the study, carry out literature research and study, investigate the status quo, and draw up a research plan.
1. determine the content: cultivate divergent thinking through mathematics teaching; Using various training methods to improve students' divergent thinking ability.
2. Theoretical study: Theory is a guide to action. I visited the school library and looked up relevant literature. Learn the valuable experience of pioneers through the Internet. I watched divergent thinking training series, cognition of thinking influence, mind map (mind map series) [Tony? Bozan] and other books, studied the works and teaching methods of Wu Zhengxian and other experts on mathematics education in primary and secondary schools, and studied the Mathematics Curriculum Standards for Full-time Compulsory Education (Experimental Draft) issued by the Ministry of Education.
3. Investigation status: Through questionnaire survey and discussion, we can understand students' demand for mathematics teaching and master students' psychological dynamics in learning mathematics. Although I am somewhat disappointed with the results of the survey, it has strengthened my determination to conduct research.
4. Make a plan: With the support of school leaders and the help of experienced colleagues, I completed the research plan.
The second stage (5 months):
It is mainly to carry out experiments, observe and compare, improve teaching mode and reflect on the revised scheme.
1. Study classroom teaching methods, arrange time reasonably, train students' divergent thinking in classroom teaching, and pay attention to students' performance records in training, so as to modify training methods and programs.
2. Invite school teachers to participate in lectures and make suggestions, and discover their own shortcomings in teaching through teacher evaluation.
3. Strengthen the collection, arrangement, filing and management of research materials and analysis materials; 4. Communicate with students regularly to promote in-depth research.
5. Reflect on the problems in the research and revise the research plan.
The third stage (5 months):
Mainly to continue the experiment, observation, detection and comparison, in view of the shortcomings found in the second stage, further improve the teaching mode and training methods, and revise the research plan.
1, further exploration? Divergent? Materials, cultivate the enthusiasm of divergent thinking.
2. make full use of it? How to solve a problem? Training methods, cultivate different thinking.
3. Pay attention to variant extension and cultivate the exploratory nature of divergent thinking.
4. Pay attention to the development of creative potential and cultivate the creativity of divergent thinking.
5. Reflect on the problems existing in the research and further revise the research plan.
The fourth stage (1 month):
Mainly to verify research actions, summarize research results, write research reports and research work summaries, and meet the acceptance of conclusions.
1. Further study, explore, summarize and apply divergent thinking to cultivate teaching mode; Take a research class on campus to further gain opinions and suggestions from peers.
2. Test the training effect of students in various ways.
3. Collect the research data, summarize the research process and write the research report.
Micro-project research plan model 3
In order to do a good job in microteaching research, promote teachers' professional development and improve the level of education and scientific research in our school, we should strengthen the management of microteaching research in our school, standardize the research process and restrain the research behavior. Make the following provisions:
1、? Micro-projects? Teachers can declare themselves and undertake the research work of the subject independently, or they can form a research team freely to undertake the research work of the subject. No matter whether teachers undertake research alone or in groups, after the project is approved, they must make a feasible research plan or scheme, and submit the research plan (application form) and monthly micro-project research plan to the school within the specified time.
2. The members of the research group are generally no more than 2. The person in charge of the project is responsible for formulating the research plan of the research group and organizing members to implement the research work of the research group in stages as planned. The members of the research group must have a clear division of labor, be responsible for each other, cooperate around the goal, communicate with each other, promote each other, and accomplish the task together.
3. The project undertaker must organize and implement the research work as planned. At the end of the month, he should fill in the record of research activities, write a phased summary or reflection, and put it in the project portfolio. Usually, we should take the initiative to report the implementation of the research to the teaching department of the school, and invite the school leaders and teachers inside and outside the school to participate in various forms of staged achievements exchange and exhibition activities such as research classes, academic seminars and paper exchange meetings on this topic. When the project research time is over half, the interim summary of the project should be written in time.
4. After the project research is completed, it is necessary to systematically sort out and prepare all kinds of data, including the project research plan, process management data, conclusion report, and? Performance appraisal form? Materials, such as identification application.
5. The project undertaker should record the process of research activities in detail, and pay attention to the collection, sorting and archiving of various research data. Each project should establish a special portfolio, and all kinds of research materials should be handed over to the guidance office at the end of the project, which will be kept by the school as educational and scientific research files.
6. Establish a micro-project management team headed by the principal and attended by the vice-principal in charge of teaching, the director of the teaching department and other backbones, and be responsible for inspecting and urging the project undertakers and research groups of the school to carry out research activities as planned.
Team leader: Yang Guomin
Deputy team leaders: Lu, Shen, Cheng Qiong,
The school brings micro-project research into the scope of the school's semester and two-week work arrangement, provides various conveniences and financial support for micro-project research, and assists project undertakers and research groups to hold it? Micro-projects? Seminar, carry out? Micro-projects? Stage results exchange, research exhibition and other activities, do a good job in stage inspection. At the end of the semester, according to the Examination Form for Micro-research in Yuyuan Primary School (see attached table) formulated by the school, the research work of each undertaker and research group will be specially evaluated, and at the end of the project, the undertaker will be helped to identify the results and collect data.
7. The school will reward the project undertakers and research groups who have carried out activities normally as planned and achieved outstanding research results: those who have obtained the certificate of completion after examination and appraisal by the Municipal Bureau; For micro-projects that are completed on schedule and have achieved remarkable research results, the school will give certain rewards to the research group.
8. The school listed micro-project research as one of the main contents of the annual assessment of school teachers, promotion of professional titles and selection of academic leaders and key teachers.
Attachment: data collection and file management of micro-projects
(1) Micro-project data shall be uniformly made of A4 paper, and shall be put into the micro-project portfolio according to the project application form, monthly plan, monthly records, research reports, papers and process data, and the list shall be listed on the cover of the portfolio in the above order.
(2) Micro-project data are submitted by individuals, and the teaching department collects and files them in a unified way.
(3) The materials of micro-projects should be authentic and effective, and online downloading or plagiarism should be opposed.
There are three hopes: first, researchers of various topics should practice in learning, explore in practice and improve in exploration; Second, researchers of various topics should learn how to study and learn to learn in the process of research. Third, researchers of various topics should constantly find and solve problems in problems.
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