"Learning plan" is a "learning plan" put forward relative to "teaching plan", which refers to the teaching plan learning materials carefully designed by teachers for students before class, during class and after class. "Teaching plan" plays the role of guiding "teaching", focusing on what the teacher says, how to say it and how to say it, and focusing on students' learning. "Learning plan" plays the role of guiding "learning", paying attention to what students learn, how to learn, how to learn, and how to learn. "Learning plan guidance" is to use learning plans to organize students to learn, complete teaching tasks and achieve teaching goals. It takes "learning plan" as the carrier, learning guidance as the way, students' autonomy, inquiry and cooperative learning as the main body, teachers' guidance or counseling as the leading factor, and teachers and students work together to achieve teaching objectives. This method changes the teaching process from "teaching" to "guiding" and from "asking me to learn" to "I want to learn", which is not only conducive to cultivating students' autonomous learning ability and habits, but also conducive to realizing students' self-development and self-value. It fully embodies the leading role of teachers and the main role of students, making the leading role and the main role harmonious and unified, thus realizing the high efficiency of teaching. The advantages of learning plan guidance-helping students master knowledge systematically and comprehensively, overcoming blindness and one-sidedness, reducing the difficulty of reading and homework, helping to understand accurately and improving learning efficiency. This is especially effective for learning new lessons. A study plan is like a half tutor, which can provide timely and critical guidance and humanized service. -Provide rich and concrete content materials for classroom teaching, lay a solid foundation for teacher-student interaction and enhance operability. Original ideas, viewpoints, explanations, solutions, designs, works and expressions from students have a predictable effect on improving the vividness of teaching. -Help students master the research-based learning methods, improve the level of research-based learning, and cultivate good study habits. Specific performance: 1. Make use of the study plan, and make clear the goal: 2. Directional self-study, trying to solve puzzles: (1) Students take the study plan as the basis, study objectives, study priorities and difficulties as the main direction, actively consult textbooks and reference books, do experiments, think and solve problems, acquire knowledge and develop their abilities in the attempt. (2) For the problems that students can't solve, teachers guide students in the "zone of proximal development", give full play to the leading role of outstanding students through peer discussion, group discussion, class dialectics and other forms of discussion, analyze from multiple angles and levels, inspire each other as much as possible, and digest individual doubts, so that teachers can quickly and accurately discover the common doubts and difficulties among students. 3. Strengthen guidance and summarize: (1) Teachers can deal with doubts and difficulties of universal significance to students in two ways. First, counseling, so that several group discussions with different doubts, teachers can participate in them, timely counseling; You can also take the way of "students teach students", so that students who solve problems in the group can be teachers, explain to the whole class, and the teachers can guide them in time. Second, teachers should grasp the crux of the problem, hit the nail on the head, and receive high efficiency in teaching and learning. (2) Teachers should guide students to sum up the relationship between old and new knowledge and build a knowledge network, so as to improve students' ability. 4. When the class reaches the standard, transfer training: (1) Standard exercises should be limited and completed independently. Teachers patrol, collect students' answer information, show answers, discuss in groups, and comment on teachers, focusing on the thinking process of solving problems; (2) In view of the problems existing in students' training, teachers should correct them in time, supplement compensation exercises and give students targeted training opportunities; (3) Arrange proper gradient operation. 5, rebate target, classroom summary: to do: key content, summary, combing into a line, deepen students' impression; Point out the weak points of knowledge points that are easily overlooked, and arouse students' enough attention; Evaluation: students' performance in class, misunderstandings (shortcomings) in the use of learning plan guidance: 1, problem solving of learning plan content: 2. Taking "teaching goal" as "learning goal" is the compass for students to master the knowledge of this lesson. It is best to list the key points of this lesson and the degree of mastery of each knowledge. 3. "Learning according to the plan" has become "wearing new shoes and taking the old road": paying more attention to teaching than learning, and paying more attention to arranging and forming habits, so when implementing "learning according to the plan", I am used to taking the old road. For example, for those contents that should be solved by students themselves, they still pay attention to depth, detail and thoroughness, and think that the arrangement of "learning plan" for students to explore, think independently, communicate with each other and ask questions is too time-consuming and the effect is always not as good as their own. In addition, the generation consciousness is relatively weak. Learning plan reduces teachers' "teaching", increases students' "learning" and highlights students' subjective consciousness, but a well-designed learning plan will affect the charm of "generation", which requires reserving space for "generation" while presupposing. The guidance of "learning plan" should be open to some extent, and students should be given appropriate time and space for autonomous learning. Otherwise, it will lead to the complete homogenization of students' pre-class learning, which is not conducive to the diversification of students' knowledge and experience background and students' classroom thinking, and the teacher's personality is also easy to weaken. Lack of standardization in teaching will lead to blindness and rigid implementation will become rigid. Collective lesson preparation and teachers' personality should be organically unified, and the text of the study plan should be suitable for classroom learning, which needs to deal with the relationship between "teaching standardization" and "classroom personalization". Learning plan is an auxiliary tool for teaching, another medium for students to learn, and not the dominant factor in classroom teaching. Those views and remarks that "students learn according to the learning plan and teachers teach according to the learning plan" are all misunderstandings about the "learning template" and are manifestations of ignoring the subjective status of students and teachers. If "learning plan" and "lecture notes" control the classroom, it is a dead end, and the life and wisdom of classroom teaching will be lost. First, carefully design the tutorial plan so that students can learn to teach themselves. Learning in middle school is mainly based on book knowledge, and it is a prerequisite for students to learn to teach themselves with the help of textbooks. Therefore, it is necessary to carefully design a study plan suitable for students, provide students with space for self-study, let them learn to think in reading, learn to operate in thinking, and express their self-study findings in language; Encourage them to use the key of self-study to open the door to scientific knowledge. In teaching, we can design learning plans in this way to cultivate students' self-study ability: First, "lead-in". Teachers should make students understand what to read and how to read textbooks; What to think, how to think; What to do and how to do it. Let students learn to read, master reading methods and certain ways of thinking, and gradually realize that "reading" is the first need to learn to learn, and it is an important aspect to improve their learning ability, so that students can initially develop reading habits. Ask the students to say what they get from reading the textbook. The second is "guidance". By setting simple questions about relevant knowledge. Let the students read and discuss with questions, and the teacher will give them appropriate guidance, so as to solve simple knowledge and lay the foundation for autonomous learning. The third is "release". Let students learn new knowledge and solve problems. Encourage students to ask difficult questions in learning in time, and teachers should give guidance from the direction and method of thinking, and guide everyone to discuss and study together and solve problems. Second, it causes thinking contradictions, so that students can learn to question. Learning activities are not only the process of acquiring knowledge and forming skills, but also the process of discovering new problems and triggering new thinking. Therefore, teachers should pay attention to design problems when designing learning plans, which will lead to conflicts in thinking, encourage students to question, and be good at being "whimsical" ... in order to ignite the sparks of students' thinking, provide incentives for students and arouse students' new discoveries. Third, provide students with practical opportunities for creative learning. Students learn best when they are interested in learning. Mr. Tao Xingzhi said: "Students who are interested are willing to do things with full spirit. Learning and happiness are inseparable. " The design of study plan should presuppose activities that can stimulate students' interest in learning according to their age characteristics, and provide students with opportunities to practice and let them learn creatively. Let students speak their new discoveries boldly and enlighten them in time, help them get rid of the shackles of old ideas, deepen and develop their knowledge, and cultivate their rigorous scientific attitude and lofty ideological realm of dedication to science. Fourth, help students form a personalized learning style. The most important purpose of teaching students to learn is to stimulate their learning needs, help them discover the personal significance of learning, and enable students to learn consciously and actively. In the process of teaching, students should be guided to sum up and maintain their existing learning experience, and construct independently in learning. They can pay attention to and selectively perceive external information according to the previous cognitive structure, actively construct the meaning of current things, and can move at any time. Reasonable and effective use of the study plan, so that students can learn first and teachers can guide them skillfully, gradually cultivate students' good study habits and the concept of lifelong learning, form students' personalized learning methods and styles, let students "learn to learn" and realize the ontological function of education.