This is the primary link of scenario simulation teaching. First, determine the topic. The topic is the soul, and we must concentrate on it. In this teaching activity, students are divided into four groups, and each group simulates general party membership meeting around one of the four themes of "developing party member", "serving the masses", "village-level environmental improvement" and "party member's public commitment".
Second, design the role. The most important thing in role design is to tailor students' ability, fully consider the actual work needs, and determine the role of students in combination with their work unit, nature, post and education, which not only conforms to their true identity, but also can exercise their ability in a targeted manner.
Finally, write the script. Select typical and representative cases as the main body of scenario simulation to enhance the freshness and interest of cases, and integrate the knowledge and theory to be taught into the script in combination with special topics.
Other links
Scenario preparation. The preparation of scenario simulation teaching includes material preparation and knowledge preparation. Material preparation is to create a certain scene. The classroom scene simulation teaching of this special course, General Party Branch Meeting, is carefully arranged in advance to meet the requirements of students' role-playing and achieve the purpose of convenient communication.
Knowledge preparation requires students to be familiar with the background materials, draw up a speech outline and make relevant preparations according to the theme of the party member Games and the role to be simulated.
Scenario simulation link. On the one hand, this kind of teaching activity gives full play to students' subjective initiative, on the other hand, it actively plays the guiding role of teachers. Organize students to discuss efficiently, communicate fully, cooperate tacitly and share their feelings. In student role-playing, teachers should inspire and guide students, ask students to think and discuss around specific situations, put forward countermeasures to problems, and share their feelings in the process of discussion and role-playing in time.
Live interactive session. After the simulation exercise, the teacher first asked the students to summarize themselves and analyze their feelings, feelings and sentiments in the simulation. Then the teacher commented. When commenting, we should adhere to the principle of giving priority to encouragement, and at the same time point out the problems existing in the simulation process realistically, so that students can gain a profound learning experience and improve the teaching effect.