This semester's work plan, daily work: theoretical research, teaching material guidance, learning courses, teaching materials, lectures according to guidance. (Research courses can participate in basic skills competitions)

Three activities (video lessons handed in by each young teacher, classroom teaching design, articles on organizing their own work in different disciplines, and their awards covering the chapters of the teaching and research examination center)

Classroom teaching design format

1。 Guiding ideology and theoretical basis. (Refer to the senior high school technology curriculum standard-general technology part; Integration theory; Outline of basic education curriculum reform)

2。 Teaching background (students analyze teaching content)

. Description of teaching methods and means.

4。 Technical preparation.

5。 Teaching objectives (knowledge and skills, process and method, emotional attitude and values).

6。 Teaching flow chart.

7。 Teaching process (words and tables are also acceptable)

8。 Teaching level evaluation design (evaluation content, main evaluation methods)

The Education Committee of the Third District organized the district to observe teachers' classroom teaching activities in June 5438+February, and the bases of six teaching and research centers (research learning, cooperative learning, information technology and teaching integration, experiential learning, teaching methods, teaching and subject moral education) showed two elective courses during the observation activities.

Basic Skills Competition for Integrating IT Teaching in District Councils and Educational Institutions. List of participating teachers from 1 1 month of each school.

2。 IT is suggested that school teachers answer questions (exam content, online education, teaching theory, IT knowledge, such as the new curriculum standard of "thematic learning in the new curriculum").

3。 The teacher's choice is given to the courseware.

65438+Courseware Exhibition held on February 4th.

Several kinds of learning are introduced.

, information technology integration and description

It is the principle and method of information science, the acquisition, transmission, processing and application of information technology. It covers microelectronics technology, computer technology, communication technology and sensor technology, and becomes a comprehensive technology and method. Multimedia computer technology and network technology based on modern information technology refer to the practice of educational activities in primary and secondary schools.

& gt2。 The main meaning of the integration of information technology and teaching

"Combination, integration, integration into an integration, and so on. The integration of information technology and subject teaching is a new type of teaching and learning. In the process of classroom teaching, information technology, information resources, information methods and human resources are closely linked with the course content, and in the process of completing the learning task.

3。 The form of "integration of information technology and teaching"

(1) information technology as a demonstration tool

This is the initial performance of IT teaching, and it is the most basic education and higher education level. about

Teachers can use ready-made, ready-made computer-aided teaching software or multimedia material library to choose a suitable one, or use PowerPoint or multimedia creation tools to write their own explanations with various teaching materials; Demonstration or multimedia courseware has clear instructions and clear explanation structure, some of which are difficult to understand, and can also display dynamic changes such as graphics and animation. A demonstration to help students understand what they have learned. about

Instructional design follows the following steps

(2) Use Word and PowerPoint courseware pages according to the content of the horizontal curriculum plan.

③ Make courseware and save it for later use.

Compared with the traditional method, this teaching method is significantly different. It is a tool for classroom teaching of information technology. Through reasonable design and selection, computers not only replace traditional media such as projectors, chalk and blackboards, but also have functions that they cannot achieve.

(2) Information technology resources

It provides resources to break through the limitations of knowledge, greatly enriches the knowledge of closed and isolated classroom teaching and expands the teaching volume, so that students can expand their thinking and see all kinds of thinking instead of just learning the contents of textbooks. Students or websites or the Internet collect materials on their own school intranet. It is also in the next class to collect all kinds of information about the learning tasks that may be assigned by the teacher and collect the learning needs of the whole class.

Instructional design is based on the following steps:

(1) be familiar with the contents of the textbook, and make clear the key points of the textbook and the difficulties in preparing lessons in the traditional way;

(2) determine the relevant information of instructional design requirements.

③ Search for relevant information (words, data, pictures, etc.). ) on the internet, as well as downloading, comparing and filtering the content, determine the need to add.

(4) Sort out the required resources and store them in a specific folder, or put them on an internal website, or look up information on the website, which will be recorded by the search engine for later use.

The obvious advantage of this stage is that students have mastered a lot of information in the process of screening and have a multi-dimensional understanding of things. Students can gain more knowledge in effective time. /& gt； (3) LAN teaching

Under the network environment, the course content page forms a nonlinear and network-like distributed course learning resource according to the requirements of course objectives, in which the course resources include multimedia information such as words, graphics, images, animations, sounds, videos, and different learning characteristics (such as textbooks, exercises, reference materials, demonstration experiments, etc. ) integrated into a complete teaching system.

In the classroom, students can decide their own learning order and learning time. Teachers and students can communicate in various ways, and learn online through BBS, e-mail, chat rooms, etc., which embodies the network environment to realize online teaching, teaching information, interaction and real-time and non-real-time integration. (e.g. the following instructional design)

Chapter: Installing Indoor Lighting Circuit 4 Fuse Installation

Textbook analysis

The teaching content of this section includes four parts: 1, the fusion of types and roles; 2. Specification and selection of fuses; 3, ordinary fuse installation; 4. Replace the fuse and preventive measures. The arrangement chain of teaching content accords with students' cognitive law and the development law of things. exist

Simple calculation is needed in the selection of teaching content fuse, and less attention is paid to teaching in the calculation of physical approaching power; The "pin hole" and "screw press fit" of the fuse terminal meet the specific wiring requirements. Some people say that the connection in the first section is not too small to explain.

Through the above analysis, you can be sure that the focus of this teaching content should be integrated in the installation process.

Second, the guiding ideology and theoretical basis

The purpose of classroom teaching is to embody the Outline of National Curriculum Reform, to change the state of rote learning and mechanical training, and to change the spirit of over-emphasizing the acceptance of teaching, students' active participation, willingness to explore, diligence in hands-on, training ability, collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. ""target.

Teaching form:

The organization form of class teaching, the form of cooperative learning group (4 to 6 people form a research group). Based on the heterogeneity of ability, team members composed of teachers decide on a voluntary basis.

Learning in the form of curriculum is a combination of online inquiry learning and experimental experiential learning.

Teaching AIDS:

Computers (with good network connection): 8 teachers' computers and 8 students' computers. 8 screwdriver, wire stripper 8; Eight piece pliers.

Ceramic plug fuse box 8 8 8-knife switch wires (copper wire strands); Fuses of different specifications; Experimental circuit board

Five teaching objectives:

Knowledge and skills:

1。 Know the fuse of the circuit at home.

2。 Understand the common fuse types in life.

3。 Understand the specifications of a fuse with the same * * *.

4。 Install the fuse correctly.

5。 Will be the right choice and replace the fuse.

Process and method:

1。 Through network investigation, we can know different types of fuses and fuse specifications.

2。 Through practical operation, the installation method and related skills of fuse are preliminarily mastered.

Emotions and attitudes:

1。 Through the role of fuse circuit teaching in China, students' awareness of safe use of electricity is cultivated.

2。 Cultivate students' rigorous and pragmatic attitude by installing fuses.

Six teaching emphases and difficulties:

Teaching points in this section: install fuses, which are optional.

Teaching difficulties in this section: correctly select the fuse to be installed.

Seven teaching processes:

Design and description of teaching web pages

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4。 question

(1) Pay attention to the integration of subject teaching, prevent formalism and adhere to principles (slide of syllabus, one subject and one question; The effect of inputting the textbook content into the computer makes students lie on the internet to study. There is no ready-made teaching mode, but scanning it into the computer for students to observe is formalism.

(2) Prevent technology from being three-dimensional and trending, and adhere to the principle of moderation (teachers and computers are connected to a large screen, which forms a field effect in classroom teaching, and the teaching effect is good. It does not need a person or a machine. )

(3) Advocating the creative diversity of teaching and learning (students enter search engines in groups in the classroom to find information, make slides, and then show them in the classroom. This method also has its usability, but it is often done. The main reason for doing this is that it will have some problems, time, equipment and so on. )

, inquiry learning

1。 Exploration: Check carefully and learn something.

2。 Inquiry learning: the knowledge and skills that students acquire from problems or tasks, aiming at developing their abilities and cultivating their emotional experience through various forms of exploration activities.

3。 learning process

(1) exploration of general query determination problem.

(2) Exploration (3) Explore, and record and sort out the obtained data in detail according to the procedures, experiments, investigations and interviews required by the exploration.

(4) Exploratory research will explore relevant evidence, collect information, discuss problems and draw conclusions through comprehensive research.

(5) Evaluating exchange students to verify and correct their own explanations or improve their work through expression and communication.

4。

(1) fully explore the experimental inquiry questions of the learning teaching mode-guessing hypotheses-designing experiments-testing-collecting evidence-explaining conclusions-AC evaluation.

(2) Investigation and discussion types-forming ideas-planning-consulting materials, collecting materials-analyzing and demonstrating-drawing conclusions.

5。 Inquiry teaching mode (teaching plan format) combines traditional teaching methods and improves teaching quality.

Basic links: teacher activities and student activities.

Creating perceptual learning in trigger situations.

Heuristic guidance on the hypothesis of target position analysis br/ > Explore the coach's rules to verify communication.

New knowledge, summary, evaluation and reflection

Develop new knowledge, demonstrate and guide application development.

6。 Problems needing attention in research-based learning

(1) Inquiry learning cannot be started directly, and then verified by experiments. Instead, let students participate in it and experience the process of acquiring knowledge through their own large-scale personal exploration activities.

(2) Exploring this problem cannot be unfathomable, but must be the scientific knowledge obtained by students who can solve the problem through observation and reliable channels. It is inappropriate to like to discuss how the global climate will change in the next century.

(3) When some students feel at a loss, autonomous inquiry learning will easily lead to ineffective learning and make teachers better guide them.

Experiential learning

1。 Experience: Young people's psychological activities are more emotional activities, and experience in practice is an emotional experience and feeling. Experience also refers to personal experience. From the formation process of personal experience, knowledge, experience and skills.

2。 Experiential learning means that people participate in practical activities, gain cognition, experience and opinions, and acquire new knowledge, skills and attitudes in the process of practice.

In the United States, when consumers enter the tropical rain forest coffee shop, they will first hear the hissing sound, then they will see the fog rising from the rocks, and they will feel the softness of the fog on their skin. At last, consumers can smell the cold and deep impression of the tropical breath and taste. The more successful examples of tropical rain forest restaurants are, the more sensory experiences they have for five consecutive sensory stimuli, the more likely they are to be successful and unforgettable. )

3。 Basic characteristics of experiential learning activities

(1): Based on experiential learning, students participate in practical activities and experience activities. Different activities and learning activities will bring different psychological experiences.

(2) Autonomy: Experience is always closely related to personal self-awareness, and experience is direct and self-centered. It is irreplaceable by others.

(3) Generating experience is the experience accumulated in the process of an experience. As a student, if you have no experience, your point of view is not profound, let alone internalized.

(4) Synthesis: It is not always an experience but an opposition to learning objectives, students' learning process, learning methods, learning results, learning in the humanistic environment, learning experience value, and even the emotional experience of social life.

4。 experience

The practicality and key technology design function of labor technology course are the characteristics of most classroom teaching and experiential learning. For example, in the process of planting and managing plants, we can experience the hardships and fun of labor. In the technical training center, you can experience the real feelings between the produced works. Su Puqing's new technology and new materials are intertwined to create beautiful hands and happy eyes, which are convenient to communicate and easy to use. Design works that can be realized by appreciating works. In the process of circuit design and installation, you can learn a sense of technical achievement.

Common learning

1。 Cooperative learning: Students in cooperative learning have a clear division of responsibilities in groups or teams and learn from each other in order to accomplish a common goal and task.

2。 The implementation process of cooperative learning

(1) Grouping: Generally, this group consists of 4-6 people. At present, most schools adopt heterogeneous grouping methods (team members' interests, learning different personalities and learning ability).

(2) Division of labor: Each team member should be given specific responsibilities. As a "host", the organization order in one sentence, the process and results of collective learning recorded by the recorder, the process of learning, collective learning and mastery of the members of the "inspector" inspector group, and the learning tasks completed by each member make the team members ... divide into various regular exchanges in order to cultivate students' ability.

(3) Make corresponding group cooperative learning goals. In the process of learning cooperation, team members should not only strive to achieve their personal goals, but also help their partners to achieve this goal, and jointly complete the learning tasks through mutual cooperation.

(4) Group cooperative learning: self-study, under the coordination of the "host", students take turns to express their opinions. If there is a debate, after everyone's opinions, there is still no unified recorder to record the report submitted by the classroom discussion group. Instructor: Teachers' research groups participate in students' learning activities, guide students' cooperative learning, always pay attention to monitoring the learning process and quality cooperation, and help students master the methods of mutual cooperation and communication.

(5) Incentive evaluation: the main index of team cooperation performance evaluation in group cooperative learning. It includes: members of different groups with reasonable division of labor, members of groups, members of cooperative groups, members of groups and collective learning in the form of collective research activities. Evaluation teachers should inspire students to confess their facts and make regular evaluations to guide students in cooperative learning groups. (For example: the following example)

A class of students made a survey, and the needs of our students to design and make desk lamps were discussed by the whole class, and each group decided to design and create learning desk lamps. The design requirements are appropriate in size, convenient to use, safe and reliable, good in stability and not too high in cost, and it is stipulated to be completed within two weeks.

The first group of students visited all kinds of finished table lamps displayed in the store, and looked at the picture scroll trend of table lamps in the library to learn about various materials that might be used to make table lamps. Then, they designed several schemes and compared them repeatedly, and finally chose a design of dimming lamp.

Group division of labor. Bao Xiaolong and topaz are in charge of the circuit. They draw the schematic diagram, lamp circuit components, lamp bracket, rheostat, wires, switches and so on, and test them. Although the intensity of light can be adjusted, with the passage of time, the rheostat will heat up and be easily disconnected. The teacher inspired them to learn the knowledge of SCR, and used SCR instead of rheostat, which achieved satisfactory results. Wang Fangfang made a lampshade and sketch according to the size of the wire frame, and then fixed it on the frame with plastic sheets to form a beautiful tone pattern. The rest of the students' task is to make lamp holders. The material they chose was wood. First, they draw a processing pattern, and use woodworking tools such as saws and drills to shape, polish, bond and paint. Parts, assembly and testing. The results show that, as usual, it meets the design requirements. For a more beautiful table lamp, some students will add some trinkets to the lamp holder.

The second team made fluorescent lamps and bamboo lamp holders. After running this test, it is found that long fluorescent tubes, bamboo lamps and table lamps are unstable. In order to solve this problem, they made the lamp holder of the balance desk lamp very heavy.

Two weeks later, the class held a summary meeting. Each team reports its own design summary report and shows the results. Each group has its own characteristics, some lamps can be remotely controlled, some lamps have various functions (such as a thermometer or a small watch), and some lamps are made of waste materials.

Everyone decided to make a light show for the school, not only to show their own works, but also to collect all kinds of information, photos, newspaper clippings, videos and so on about the development history of lighting and the display of table lamps. Publicity on safe use of electricity, saving electricity and protecting eyesight in lantern festival.

Lecture teaching method is a way for teachers to impart knowledge to students through oral language in teaching. From the teacher's point of view, "teaching" is the method of imparting knowledge; Students who learn from "point" is a recognized learning method.

1。 Necessity of teaching methods

"In classroom teaching, teaching rules can't be abolished." You can say that all other teaching methods, including the use of modern teaching methods and teachers' multimedia intervention, are inseparable from oral English. "

The limitation of self-study ability, students' original knowledge, when they know something, they have learned to rely on their own teachers, which rarely inspires them. If they discuss it alone in class, the effect will be greatly reduced. Moreover, the teacher's "speaking" is necessary to guide students' autonomous learning ability, and their knowledge and experience are still limited. Without the teacher's "talk" and some content, it is difficult for students to understand. Although it enlivens students' thoughts, it lacks breadth and knowledge. The content and form of "emphasizing", "what to say" and "how to say". In teaching, the students understand, the teacher stops talking, the students don't understand, and the teacher speaks thoroughly. Only by teaching key points to break through difficulties, clarifying doubts and showing related knowledge points can students internalize basic knowledge and seek new knowledge.

2. Teaching principles of teaching methods

(1) heuristic principle: teachers are good at asking such questions, eliminating doubts, stimulating students' desire for knowledge and mobilizing students' thinking activities. Students and teachers listen, think, write down and explain.

(2) Intuitive principle: Teachers use intuitive teaching AIDS, objects, pictures and other means to teach students perception and improve work efficiency, so as to achieve the principle that students understand concepts and master them.

(3) The purpose of infection: to touch students' real feelings while transmitting knowledge and cultural information.

Senior high school curriculum standards-general technology part

First of all, the basic idea? of course

(1) Pay attention to the development of all students and improve their skills. In the ordinary senior high schools, general education, the main theme of education, students who improve their technical literacy, compulsory courses for senior high school students, and general technical courses for all students, every student must expand their learning experience in technical education and provide opportunities and conditions. High school students with different interests, life experiences, regional characteristics and cultural backgrounds should be fully considered, and diversified and selective courses and teaching materials and the exercise of their right to education should be encouraged. Evaluation is to meet the different needs of different students and encourage their personality development.

In the course of general technology, we should avoid single mechanical skill training, focus on learning to form students' skills, grasp the viewpoint of unity and concentration between thinking and culture, expand students' technical ability and promote the development of students' * * communication ability.

(B) pay attention to the development of students' creative potential and strengthen students' practical ability.

High school students have reached a new level in the important stage of developing creativity, imagination, logical thinking and critical spirit. In learning activities, we should encourage students to imagine, doubt and criticize, create a democratic, positive and enterprising learning atmosphere, make full use of content, general technology courses and other carriers, cultivate students' interest in learning, stimulate students' creative desire, cultivate students' exploration and creative ability, innovative spirit and courage through technical design, technical test and other activities, so that students' creative potential can be well guided and effectively developed, and further develop their practical ability.

(C) based on science and technology and social vision, strengthen humanities education

Contemporary society, science and technology, and social relations are getting closer and closer. Through specific technical practice, the general technology course enables students to understand the connection and difference between science and technology, which plays an important role in the development of society. It has the same meaning in life, deepening students' understanding and cultivating students' horizons. At the same time, it should be pointed out that backward technology and rich cultural factors moisten students' hearts and naturally blend into the teaching of technical courses to improve students' cultural taste and humanistic quality.

General technology (4) is closely related to students' real life and strives to embody it.

Technology is a constantly developing advanced technology and culture with a distinct imprint. Courses should be closely related to the actual choice of students' life. Of course, we should pay attention to the basic and universal content of the course, and also pay attention to its advanced nature. Attention should be paid to extending modern technology and high technology from students' real life, so that students have the opportunity to understand the development achievements and future development direction of modern industrial and agricultural production and new technology in daily life; Students should master basic knowledge and skills, at the same time, get in touch with understandable information about the latest development and technology, so as to experience the internal motivation and cultural significance of technological development and enhance their understanding of contemporary art and its culture.

(E) enrich students' learning process and advocate

Students should actively construct knowledge and expand their abilities in the process of diversified learning methods, which is also a process full of vitality, curiosity and vividness. In this process, students are the main body of learning, and teachers guide learning activities to help more students become close friends. In the process of implementation, students should design and organize learning activities according to their own actual conditions, and guide students to adopt autonomous learning, cooperative learning, online learning and other learning methods according to the legal and technical learning characteristics of students' physical and mental development, so as to promote the formation of positive attitudes and values of students' ability exploration and the development of lifelong learning ability.

Based on the curriculum goal of nine-year compulsory education, the general technology curriculum in senior high school is closely related to the technical content of students' daily life, which further improves students' technical literacy and promotes their all-round and personalized development.

In this course, students will further broaden their horizons in technical learning and learning.