First, personalized teaching design is to meet the needs of teachers' creative work.
Teachers' classroom is an independent exercise process, so it is bound to be restricted by the following factors:
Teachers' personality temperament, teachers' thinking consciousness, teachers' practical experience, teachers' knowledge structure, ability level, emotional attitude and values, etc. These factors naturally appear and play a role in the teaching process of teachers. Over time, all the students in a class are infected by the teacher's personality characteristics. This phenomenon is obvious in the initial stage of basic education.
Therefore, we should advocate individuality in preparing lessons, which is a manifestation of respecting teachers and the educational process.
Second, personalized teaching design is the embodiment of the new curriculum teaching concept.
Next, I will talk about the personalization of classroom teaching design around a big idea and four small ideas.
A big idea is that all curriculum resources, such as teachers, students, experts and textbooks, are mutually adaptive.
These four small ideas are:
1, the diversity of classroom teaching design subjects;
2. The certainty and uncertainty in the teaching process are unified;
3. Design different classroom teaching for different learning;
4. Teaching design runs through the whole process of classroom teaching.
Personality of instructional design:
First of all, it refers to teachers' value choice and value presupposition, teaching style and so on.
The second refers to students' learning style, learning ability and personality characteristics.
The third refers to the relationship between teachers and students.
Personality is relatively average. Since teaching design is personalized, why not let teachers prepare lessons at will, but also have teaching materials, teachers' teaching books, curriculum standards, standards for checking teaching plans and unified teaching objectives and requirements? This is because teaching should follow a commonality at the same time. What is this common thing?
First of all, it should be a big idea that the new curriculum must follow: teachers, students, experts, textbooks and other curriculum resources should adapt to each other.
That is to say, in the process of teaching design, teachers must consider the teaching standards of the new curriculum, the purpose of arranging the experimental teaching materials of the new curriculum standards, so as to adapt to the new curriculum design experts and achieve the great cause of new curriculum reform with the same goal, and also consider the teaching concept and student view of the new curriculum to adapt to the students.
These are common sense that teachers must follow. Otherwise, it is aimless anarchy.
There are three metaphors about how to deal with the relationship between curriculum and teaching in the new curriculum, namely:
The relationship between design drawings and project implementation;
The relationship between game plan and game process;
The relationship between a piece of music and the playing process.
These three metaphors explain the connotation of the new curriculum teaching design, telling us that players play according to their own understanding of music scores, athletes play football according to their own judgment and grasp of the stadium dynamics, and construction workers match it reasonably according to the characteristics and quality of building materials.
After teachers enter the specific teaching design process, their educational ideas, value choices, value presuppositions, teachers' interests, needs, personality characteristics and teaching styles are all involved, which are substantially reflected in the whole teaching design process. In addition, students also began to participate in redesign in the implementation of instructional design, interacting directly with teachers and indirectly with experts and teaching materials. Show your study personality, study will and study hobby. These are the objective manifestations of personalized design.
Therefore, the teaching design of mutual adaptation orientation is based on the practical wisdom of teachers and students, and it is a dynamic design process generated by the interaction between teachers and students, experts and teaching materials. This process is absolutely personalized. However, individualization does not advocate individuality and despise experts, but treats teaching design with a dialectical materialist philosophy. Personality contains commonness, and commonness must be hidden and infiltrated in personality. Because generality is something with regularity, principle and purpose, and it is something that individuality must follow. Without the support of commonness, things with individuality will go to heresy, bias and even fallacy. This is the premise of our personalization.
Individuality and generality in instructional design are complementary and dialectical unity.
First, we should preach the individualization of design in the whole process before, during and after teaching.
(A) the design before personalization
Pre-design is the scheme design carried out by teachers before implementing teaching tasks for students. This design is a teacher's teaching idea based on educational resources, which is subjective. In this subjective schema, teachers' personal views on knowledge, values, education and students are active, and personalized things such as teachers' teaching style, interests, needs, emotions and attitudes are active. The principle of pedagogy tells us that education is a value orientation, which means that education is a guiding activity that projects and contains the subjective interests of educators; This subjective interest includes the value choice and value presupposition of educators-for example, what is noble? What is beauty? What is valuable? What is the right thing to do? Wait a minute. Value orientation embodies the will of society and the life pursuit and educational intention of educators. Only when the value guidance is based on a deep understanding of the development track of human history, insight into the development trend of human society, concern and encouragement for students' growth potential, and an inner world full of expectations for students, can the teacher's personality truly guide students to the realm of truth, goodness and beauty, and provide the cornerstone for the establishment of subjective personality.
Personalization in pre-design is based on teachers' profound understanding of the new curriculum, the awareness and integration of teaching objectives based on the three-dimensional integration of teachers' knowledge, ability and attitude, as well as teachers' cultural background, outlook on life and world view.
Therefore, if teachers want to realize the unity of individuality and generality in pre-class design and show the charm of individuality, they must have the cultivation of educational theory. We should have a broad mind to accept the new curriculum and a brand-new teaching concept that can be established from reason to emotion. In other words, you should have professionalism and cultural accumulation.
(2) Personalized design
Design refers to the improvisation strategy designed for classroom innovation and teaching generation by adjusting and changing the pre-designed scheme according to the needs of students, the needs of situations and the mutual adaptation of various factors of curriculum resources in the teaching process. Instructional design includes not only the individualized creation of teachers, but also the individualized creation of students.
Individualization in design. The interaction between teachers and students has produced one unexpected learning achievement after another, which truly embodies the creativity of the process and method in the three-dimensional target design of the new curriculum standard, and embodies the interactive lighting of teachers and students' wisdom and the collision and growth of life. This is a harmonious democracy based on the relationship between teachers and students, and a classroom accumulation based on teaching and learning; Based on the influence of teachers' innovative thinking on students' innovative thinking.
Design in teaching tests teachers' personal experience and knowledge accumulation, and tests their innovative spirit and ability. Test whether the teacher's concept has changed and whether the teaching concept of the new course is firm in your consciousness. Have you really corrected your educational habits and changed your teaching behavior from thinking to action? It also tests students' knowledge accumulation, personal experience, interest in learning, personalized tendency and other internal factors necessary for learning. The most important thing is to test the teacher-student relationship. Because only a democratic and harmonious relationship between teachers and students can we build a flexible classroom and interact and innovate.
(C) Individualization of later design
Post-design refers to the degree of effectiveness, frustration, transformation and innovation of teachers' teaching plan after the teaching process is over. In short, it is to review and reflect on the degree of mutual adaptation of various factors in the teaching process. This review and reflection is for the next step of teaching how to follow this teaching and how to make the next class more successful than this one.
Personalization in the later design is reflected in the teachers' active reflection and redesign after each class and every teaching link, which has contributed to the development of teaching and made the whole teaching process climax again and again. This is based on teachers' understanding of students and their professional enthusiasm. At the same time, there is still a problem to be solved in the later design. Although it is not advocated in theory, it exists in practical teaching, that is, teachers redesign remedies for classroom mistakes. This is also the embodiment of teachers' personality. Because personalization is not an advantage, it always has its own weaknesses. When it is found in the process of communicating with peers after class, it is necessary to carry out post-design as soon as possible to remedy it. This is based on teachers' sense of responsibility and their desire for professional development.
There is also a very important task in the later design, which is to find problems and leave them for your own thinking and practice. When I was studying in the primary school attached to Fuzhou Normal University, the principal said, "I don't know what the new curriculum looks like, but I believe that every time we solve a problem, we will be one step closer to the new curriculum." It's a fact! In the new teacher training resource package, a new concept of teaching design is put forward, and it is advocated that teaching design should run through the teaching process. That is to say, we should pay attention to practice, find problems, study problems and solve problems in practice. Post-teaching design is a harbor for our teachers to calm down and reflect after running a teaching process. Find problems in this harbor, think about problems, face problems with a scientific attitude, brew into topics and conduct research. Gradually develop towards specialization.
(4) How to reflect?
1, reflect on your own ideas and behavior habits.
A basic idea of the new curriculum standard is to build an autonomous, open and energetic curriculum, which is a question that we should reflect on after each class. Is today's classroom autonomous, open and full of energy? In addition, we have to reflect on the specific teaching situation:
The well-designed curriculum plan has not been implemented. What's the problem?
Students can't answer the questions raised. What problem?
The students didn't do their homework well. What's the problem?
There is deviation between thinking and students. What's the problem?
This is a painful process. Sometimes, it is your own problem, so you have to turn it over, reflect backwards, and turn yourself upside down from behavior to consciousness. Sometimes it may not be your own problem, such as the problems left over from the history of this class, so think about how to improve it. It's about the exam. Give yourself an evaluation and make a long-term plan. In short, reflection should not only find out your own problems, but also find out objective problems, what to do and how to treat them. The real reflection is to let yourself calm down, be confident and calm after suffering.
In the face of the new curriculum reform, whether we are new teachers who have just started, or middle-aged and elderly teachers with certain experience, we should reflect on our past educational behavior and how much scientific content can stand in the teaching methods; Reflect on whether your painstaking preparation and behavior are conducive to the development of students; From the long-term interests, whether top-heaviness consumes valuable resources for students' sustainable development; Examining the educational environment and students' reality, whether it ignores particularity and goes against seeking truth from facts; In the final analysis, it is what is left after reflecting on traditional education; What can be inherited as classics and what needs to be reformed in the collision with modern students.
Only reflection can transcend the past, and only reflection can give us rational thinking, give us an atmospheric mind as a teacher, and calm ourselves.
2. Reflect on your own teaching experience.
Today's teaching is very successful, and the class is very comfortable and comfortable. This is a good experience. Did this experience make it happy for a while? How can I really accumulate in my teacher's life and become the wisdom of teaching? We also need to reflect on the scientific progress behind success and the value of this kind of teaching. Enlarge happiness, give yourself a sense of accomplishment, and promote the self-internalization of wisdom.
As a teacher, as long as we have experienced the classroom and the students, we are walking our own teacher's road by stepping on the experience. These experiences are others' and our own, but in the final analysis, they are our own, because even the experiences we learn from others must be internalized into our own personalized things through our own processing, so that we can effectively use them. And every time you use it, it condenses into a personal experience and stays in your teacher's life. Experience is not the same as experience. Experience is a psychological process in which the subject grasps and understands things from original intention to extended meaning. It transcends experience and is a high-level understanding of profound meaning, poetry and personality in experience. Very valuable. How can these valuable experiences be transformed into their own teaching wisdom? Just by reflection.
3, reflect on their degree of specialization:
There was an accident, a complication and an accident in today's class. How did I handle it? Is it just a matter of adaptability? What is the ideology that supports me to solve this problem? What are the factors that restrict my improvisation? What did I miss? What other factors have I not considered? What should I do if I encounter similar problems in the future?
As professional and technical personnel, teachers should have their irreplaceable professional status. For example, teachers can solve students' learning problems, psychological problems and many growth problems, which is irreplaceable by anyone. This is our professional position. Just like operating on a patient, only a doctor can do it, and no one else can. In the field of education, many parents are confused and helpless about their children's problems, and teachers can solve them, at least improve them, as long as they have certain professional qualities. It's called major. This professional level is improved through continuous practice and reflection.
To sum up, the new curriculum needs personalized teaching design, which can achieve teachers' elegance and personal value, and reflection can achieve teachers' thoughts and realm.