At present, there are many problems in the collective lesson preparation of discipline teaching and research groups in some primary schools: some of them belong to the shallow lesson preparation of "1+ 1 still equal to 1", which has little influence on the lower classes; Some preliminary preparations and joint preparations are not focused and repetitive. Some are textual research to find these familiar faces, all of which are "inbreeding", which is nothing new and makes teachers very tired; Some teachers with core and key experience are secretive because of excessive competition, and speak some common sense knowledge just to cope with wasting time; Some have become lazy to write lesson plans; Some teachers take turns to be the spokesmen of the main and auxiliary equipment, and some teachers have no preparation at all before preparation, so the main and auxiliary equipment is almost equal to the joint equipment; Some backbone teachers are not enthusiastic because of the lack of assessment on the contribution of collection and compilation. How to solve the thorny problem of inefficient collective lesson preparation and grade lesson preparation group? To this end, the author puts forward ten new forms of collection and preparation for the above-mentioned diseases, which may bring a new wind and alleviate and solve this problem.
[One of the innovative forms of preparing lessons]: Change the traditional path of collecting and preparing lessons.
* * * Method: Designate an active and standby person to prepare lessons-discuss collectively-form a * * * case-handle it individually.
Variant 1: Everyone prepares a collective communication-a "* * * case"-a personalized treatment of "* * * case".
Variant 2: everyone prepares for the first time, and draws lots on the spot to determine the main and standby, and so on.
Variant 3: The content of the collective discussion unit-division of labor to prepare lessons-collective improvement-forms a case.
Variant 4: Each teacher delves into the textbook independently. When young teachers make preliminary preparations at the meeting, they will encounter confused or thorny problems. Some backbone teachers mainly answer questions, that is, collectively answer questions.
Variant 5: First assign the teacher to take the original class, and other teachers will watch the class collectively, and then discuss and improve the design scheme for this class, that is, reverse the lesson preparation.
[Innovative lesson preparation form 2]: Two-stage spiral lesson preparation, focusing on initial lesson preparation and combined lesson preparation.
Preliminary preparation (preliminary case): highlight "five focuses": (1) focus on curriculum standards, deeply study teaching materials, and integrate curriculum resources (learning objectives, key points, difficulties and knowledge points); (2) Focusing on the implementation of the three-dimensional goal, carry out the breakthrough design of key and difficult points, the basic strategy design of teaching and learning, and the teaching situation design; (3) around the basic links of efficient classroom teaching, presuppose the main problems of students' autonomous learning, pair learning, group learning and standardized training, embody "knowledge problems, hierarchical problems, inquiry problems and situational problems", and prepare various presuppositions arising from problem expansion; (4) It is very important to prepare for the speech in view of the problems (puzzles and questions) in personal lesson preparation. 5] Around the class time, do a good job in the time preset of each link in the class.
Jibei (* * * case) pays special attention to "five aspects": 1) teaching material analysis and text mining from the perspective of "scholars", including knowledge points, key points, difficulties, knowledge links, curriculum resources development and personalized interpretation. 2) Explain the design intention of the teaching process, so that colleagues can understand why you want to design like this; 3) Analyze whether the teaching link design meets the overall requirements of efficient classroom teaching mode, focusing on the achievement of goals and the breakthrough design analysis of important and difficult points; 4) Explain the problem design and its intention, and prepare the scheme for effectively generating problems in the classroom; 5) Put forward the puzzles and problems when preparing lessons.
[Innovative lesson preparation form 3]: Invite experienced teachers to guide the unit to prepare lessons.
When preparing lessons in the unit, we should invite experienced teachers who taught this textbook last year to lead this year's subject teachers to design the unit textbook and homework. Because these teachers just taught last year, they are very familiar with the teaching materials, and they are well aware of the difficulties, confusions, mistakes and common test sites of this unit. At the same time, they can also learn from previous classmates' descriptions of the problems in this unit. In this way, the new teacher can stand on the shoulders of colleagues, prepare lessons better and not make repetitive mistakes.
[The fourth innovative lesson preparation form]: Take the examination (teaching, learning and practice) as the unit, and prepare lessons collectively with the title "First".
Before preparing lessons, we will analyze and retrieve the unit test papers in the last three years and the test papers at that time, and discuss the knowledge points involved, the degree of examination and how to present them in the unit of grade subject group, paying special attention to the * * * problems and typical problems encountered by the last students in the exam, as well as suggestions for current teachers' teaching. Imagine that this kind of problem should be prevented in advance, and at the same time, the teaching evaluation will match and the teaching effect will be greatly improved around what to say, learn and practice.
[Fifth innovative lesson preparation form]: Four interactive "learning" courses to improve professional quality and prepare lessons.
Lesson learning = writing+debate+washing+creation.
1) Write a lesson. Speaking lessons is an intuitive presentation of teachers' thinking growth after preparing lessons independently and focusing on teaching and research. The lecture is divided into two stages: pre-class lecture and post-class lecture. The pre-class lecture refers to the excellent teachers' writing down what they think and realize after reading the curriculum standards, teaching reference, teaching materials, test papers and teaching AIDS and designing a plan. It mainly includes the understanding of teaching materials, the analysis of learning situation, the position of knowledge in the unit, the requirements of curriculum standards and the second interpretation of curriculum standards, key and difficult points and cracking strategies, the basis and detection means to achieve the goal, the design of learning content according to the needs of achieving the goal, and the development of curriculum resources and effective scaffolding. Explain the theoretical basis of curriculum design framework. Writing a lesson after research refers to the second reflection on the content of writing a lesson before class after the main teaching and research of the main and standby teachers, especially the young teachers can also sort out the results of "classroom records and comments" At the same time, participating teachers can also use words to record their deepest feelings before and after class and the framework plan for creating classes.
2) Debate class. The partners put forward their own design schemes, and debated around the creation of situations, learning objectives, curriculum design, the basis for reaching the target, the design of main problems, and the strategies for solving important and difficult problems. After reaching a * * * understanding, integrate the excellent designs optimized by their respective modules into the first draft of this lesson. The debate is mainly about choosing the optimized design module and adding it.
3) wash classes. Because the first draft is a master, it is bound to be "fat and bloated", so subtraction should be done, and the preparation group adopts reverse thinking. What content is unnecessary and should be reluctantly given up? What content needs slimming? What needs to be integrated? What is washed away is the surface layer and program content, and what is deeply deposited is the essence and essence.
4) Create a class. According to the * * * case after class, design the class according to the class situation.
[The sixth innovative form of preparing lessons]: Focus on unit education in preparing lessons.
1) Clarify the relationship between unit goals and class goals; Pay attention to unit goals and make detailed decomposition, for example, unit language element training should be decomposed into class hours.
2) Interpretation of teaching materials: On the basis of studying the teaching materials, we should focus on sorting out three major relationships: the relationship between books and knowledge points, knowing what we have learned in the front, and this part serves the back, that is, making clear the knowledge, so as to connect the preceding with the following. The relationship between class hours and class hours, and make clear the writing style and design intention of the textbook. The relationship between knowledge points and knowledge points should draw a unit mind map and a two-way detailed goal of knowledge.
3) Analysis of learning situation: Questionnaires, interviews and other methods can be used to focus on students' knowledge, ability, experience, thinking and psychology, so as to make teaching based on learning.
4) Instructional design: This part is divided into three parts: First, the key points, difficulties, mistakes, confusions and common test sites of this unit textbook are sorted out in detail. The second is to achieve the goal design. Pay special attention to the collection and discussion of new problems. The third is to pay attention to the concept of this unit and the core literacy of the subject.
5) Teaching strategy: Give the suggestions of experienced teachers who taught this unit last year. From the analysis of last year's unit test paper and test paper, it is concluded that this year's teaching should prevent problems in advance and need to expand supplementary content. Digest and implement the relevant teaching strategies and suggestions of curriculum standards and teaching reference.
6) Class division: negotiate the number of new teaching, practice, review, test and maneuver classes in this unit.
7) Design and discussion of unit test paper: It is recommended not to use the public test paper in the market, and customize the personalized test paper by changing and creating questions.
[Seventh Innovative Lesson Preparation Form]: Thematic module discussion
From every discussion in the whole process, change the focus of a certain link, such as setting learning objectives, designing embedded evaluation tasks, reflecting the consistency of teaching evaluation, changing classroom summary into classroom layout, innovating cooperative learning forms, and designing homework. , and only choose one item at a time for special discussion. Of course, we can also discuss the compilation of test papers and the treatment of different versions of the same unit textbook.
Of course, topic presentation and topic selection is also a practical topic preparation. Unit level, topic, topic: let the teacher write the test paper, force the teacher to read the teaching reference and say the course standard.
On the basis of reading the textbook, the teacher lists the requirements of the unit objectives, and then writes a unit test paper. Then, let the teacher talk about the structure, types and scores of the test paper, especially why these questions are chosen. What is the theoretical basis, that is, what are the overall and hierarchical requirements of the curriculum standards for the learning objectives of this knowledge point?
Class level: talk about the finale. Intention analysis: knowledge points, subject ability, subject thinking method, curriculum standards and requirements, and the relationship between known and unknown. Analysis of test questions: Comparative analysis of test questions' characteristics, test situations, test angles, test questions' requirements for students' ability and students' actual level (possible difficulties for students to understand test questions). Analysis of problem-solving ideas: according to the function of problem setting conditions or problem orientation and conclusion on the formation of problem-solving ideas, sort out problem-solving ideas, steps and how to break through key points and conclusions. Fault analysis: according to the learning situation, predict students' problems, analyze the causes of faults and how to help students solve problems.
Expand analysis: rationally adapt and supplement test questions, solve similar problems, or build a knowledge structure to form curriculum resources. What is the train of thought I teach? After research, the improvement of our teaching and research group, aiming at the new semester, how can we improve teaching.
Carry out topic-telling activities, integrate examination, learning, solution and teaching methods, and organically integrate four categories: proposition, learning, teaching and reflection. The process of topic presentation is the teacher's understanding of the whole process of test center, knowledge, students and teaching.
[The eighth form of innovative lesson preparation]: Contribution evaluation, wisdom lesson preparation.
Everyone in the subject group should bring their own. At the end of the joint preparation, if any link of the teacher's learning objectives, teaching curriculum design, main problem design, preset problem coping strategies, example design and homework design is absorbed into the collective record, the teacher's preliminary preparation is considered effective and extra points are given. If there is no choice, it will be considered invalid. At the same time, the teacher's contribution to preparing lessons together is assessed and rewarded regularly every month, and at the same time, the results of preparing lessons collectively are rewarded.
[Ninth innovative lesson preparation form]: Inter-school joint exchange between active and standby personnel.
In order to avoid the phenomenon of "more and more homogeneity and low level" brought by "inbreeding" and increase the freshness and attention of teachers in the group, cross-school "hybridization" can be adopted, and the main students can be exchanged. Because the main and standby students will definitely make special preparations to show their level when they speak in other schools. At the same time, because of the new faces, the teachers in this group will have new expectations, and the investment will naturally increase, and the effect will of course be good.
[Tenth innovative lesson preparation form]: Group learning, trying to figure out the teaching process of famous teachers, and improving the level of lesson preparation.
Double-cycle appreciation and reflection of classroom records. First of all, teachers carefully read the classroom records, and on the basis of overall observation and refinement of the records, restore the records to the teaching design, and further, restore the teaching design to the teaching concept, which is called cultivating themselves in classroom teaching-that is, learning concept; In addition, teachers need to be "down-to-earth"-that is, learn technology. That is, the teaching concept is reduced to teaching design, and the teaching design is reduced to classroom records.
Learn each teacher's classroom video in comparison. First, let the teacher think about how I would take this course without watching the video. Write your own detailed teaching design and theoretical basis. Secondly, watch the videos of famous teachers in class and try to figure out how each teacher designs this class. Third, think about the teaching ideas and educational ideas supported by the design of famous teachers. Finally, compare the similarities and differences between the two designs, learn from them and improve their own teaching design.
Classroom recording and classroom video microteaching.
With the help of the pause and restore functions in the play, this paper tries to experience and reflect on the scene introduction, problem design, classroom language, classroom evaluation, teaching tact and accident handling of famous teachers.
Adopt "What would I do? What do famous teachers do? Why did he do it? Is there a better way to "ask four questions"
We should also think deeply about how to write high-quality classroom records by comparing with videos.
In addition, it is also an innovative form to make use of the advantages of network resources to carry out collective online lesson preparation in different places with the same quality, different strengths or expert guidance.