Project teaching method includes: introducing scenes and defining tasks; Collect data and make plans; Independent cooperation, concrete implementation; Instruction and guidance, process inspection; Present the results, modify and improve; Evaluate and test, expand sublimation.
First, situational introduction, clear tasks For students, it is very important to stimulate students' learning motivation and hobbies and improve their learning optimism. This requires teachers to combine the nature and characteristics of the subject, implement intelligent guidance methods, and create learning scenes for students. There are many ways to introduce new lessons, such as sitcoms, cases, questions, stories and songs. Of course, you can also come straight to the point. A good class requires teachers to introduce students into a natural and peculiar learning environment with teaching art, and situational introduction can also be completed by students themselves under the guidance of teachers. This is a necessary preparation for a class and a prelude to an excellent class. After introducing a new class, we should establish the learning task of a class. The learning task is planned by three goals: cognition, strength and emotion. "Force-oriented" is the goal of highlighting strength and turning teaching activities into creative activities in which students participate optimistically. Professional skills course is to cultivate students' professional strength. Cultural basic courses and professional theory courses should decompose the learning content into specific problems or tasks, and improve students' comprehensive strength in the process of solving problems and completing tasks. While paying attention to students' learning tasks, teachers pay attention not only to the final result, but to the whole process of completing the project tasks, so that students' strength can be tempered and improved in this process. The center and direction of a lesson in learning tasks should be clear, with certain operability and detectability, which can be formulated by teachers or by both teachers and classmates. Teachers should show their learning tasks and make every sketch clear after appraisal.
Second, collect information and make plans.
At the end of the last class, the teacher assigned a preview task and asked the students to collect the necessary information related to the study and operation of this class. Let the students use the time before class to solve their study tasks independently, circle what they don't understand and record the existing problems. Through the test, students can be urged to preview and preview before class, laying a foundation for learning new knowledge and skills. The six-link teaching mode of "strength project" can accept the form of students organizing learning activities in groups. The composition of study groups should follow the principle of "heterogeneity within groups and homogeneity among groups", which is not only convenient for help within groups, but also suitable for competition among groups. Make a study plan around the study task. The study plan can be made jointly by teachers and students, or by groups under the guidance of teachers. In the plan, it is necessary to clarify the division of labor, collaborative learning content and operational tasks of team members.
Third, independent cooperation and concrete implementation.
This is the most important part of a class. We should implement the design scheme and complete the learning task. For cultural courses and professional theory courses, there are generally two steps: one is autonomous learning, and each student should independently complete the task of self-study. Teachers should make clear the contents, methods, time, questions to be answered, the test of self-study results and the tasks that students should complete independently to meet the test requirements. This step should avoid communication as much as possible, aiming at cultivating students' ability to learn independently and solve problems independently. Of course, when students have difficulties in self-study, they can seek care from teachers and classmates so that all students can complete the task of self-study. The second is collaborative inquiry. Students help solve individual problems in groups, communicate and interact with individual or comprehensive problems in groups, and complete tasks through cooperation.
Use the talents of the team to conquer the learning fortress collectively. Group communication makes students move from closed to open, and sparks of ideas collide in collaborative inquiry, which increases the vitality and activities of the classroom. In the course of professional skills, according to the learning plan (task book), the tasks that students can accomplish independently, which require independent completion and need cooperation, are implemented by team members in a division of labor and completed in cooperation. Four. Instruction guidance and process inspection In the process of "self-help collaboration and concrete implementation", "instruction guidance and process inspection" should be carried out. The teacher's role is to examine students' participation in autonomous collaboration, urge the group leader to organize and complete the group's autonomous collaborative learning task, and find out the insurmountable difficulties of students' cooperative exploration. When students feel that it is difficult to meet the operational norms, teachers should carry out the education of behavioral norms and guide and correct mistakes in time, so as to prevent students from falling behind and worrying about the completion of their learning tasks. After completing the task, students should carry out process inspection and supervision. Process inspection can be individual self-inspection, intra-group mutual inspection, inter-group mutual inspection, teacher inspection and other forms. Through the process inspection, we can find the problems existing in the implementation process of students and correct them on time to prevent irreparable mistakes from being eliminated when completing the task. In the process inspection, we should urge students to complete individual and group tasks, and pay attention to using group roles to increase students' awareness of self-monitoring and self-motivation, prevent students from falling behind, leave no blind spots and dead ends, and improve the rate of knowledge and skills.
Verbs (short for verb) present results and modify and improve them.
Build a platform for students to show their achievements, show their thoughts and feelings, unique and selected document design, knowledge understanding, task achievements, oral expression, uniqueness and professionalism. This is the best part. The flash of students' minds goes out, the sparks of thoughts collide and exquisite works are presented. From time to time, noisy applause broke out, which aroused students' deep thinking and happiness, made students sit up and take notice, and made teachers' wonderful fragments emerge one after another, showing the vitality of the new classroom.
According to different situations, the presentation process can be led by everyone, or it can be completed by selecting group representatives. When the group representatives present the results in the group, the group members can supplement and improve them. Through group presentation, it can not only reflect the elegance and innovation of group design, but also fully reflect the students' autonomy and the shortcomings and problems in the writing process. After the group report, the teacher organized an open challenge among the groups to help each other find out the mistakes, evaluate and revise them. Evaluate the students' performance in groups, count the scores in stages, praise the advanced and spur the backward. The problems that students can solve are all solved by themselves, and the teacher will not make any judgment for the time being, so as not to affect and imprison students' thinking. After the students correct and improve, the teacher makes necessary comments.
To give some examples introduced by students, Zhang Mingli, Zhang Yingmin and other teachers' English classroom demonstration modes are: dividing tasks by groups, drawing lots for groups, assigning tasks by group leaders, and reading, translating, searching and explaining knowledge points at the same time. Teacher Li Wei's "Setting the Western Dining Table" was presented in a group, and the group exchanged and evaluated, found the problems and corrected the explanations. The group with good results will get points, the group with problems will not get points, and the group with problems and improvements will get points. Teacher Wang Junbao, the basic course of electrical engineering, won the first prize of 20 1 1 in the school teaching competition, and the results were presented in a colorful way. This is a demonstration fragment of a group of student representatives: "Let me introduce my group's circuit to the students. First of all, I choose beautiful circuits in the document group, no matter from top, bottom, left and right. The second advantage is its practicality. The wiring in our group is different from that in other groups. We accept a two-color line, which makes it easier to distinguish the main circuit from the help circuit, which makes the maintenance easier and improves the work efficiency. Looking at the connector, almost no metal wire is exposed, which can avoid unnecessary trouble caused by electric spark. The third advantage is that our wiring is particularly strong, and the students in our group are particularly diligent and rigorous. As long as you work hard, I believe everything is possible. Welcome to our group to participate, guide and learn. Finally, I ended my introduction with our group motto' We have been imitated and never surpassed', thank you! " . This humorous confession won unanimous praise from spacious judges and teachers.
Sixth, evaluation and testing, expanding sublimation.
At the end of a class, we should set up a test link to evaluate the effect. Students independently complete the teaching plan and task book, and teachers provide students with standard answers and grading standards, and accept the grading method of group communication to grade the exam. Teachers collect test scores, make statistical analysis, comprehensively summarize and evaluate the learning situation of this class, and arrange learning tasks according to specific conditions, especially for students who fail to meet the test standards, so that they can complete their learning tasks after class. Expansion and sublimation is the crowning touch of a class. Teachers should expand students' thinking, link the content of a class with the knowledge system of the subject, link the knowledge and skills they have learned with their careers, and link the study of a class with lifelong learning, so as to stimulate students' stronger desire to learn and encourage them to preview new learning tasks.