The essence and classroom standard of precision teaching "precision teaching" is based on Skinner's behaviorism learning theory, which advocates that learning is the role of operating conditions, fluency is used as an indicator to measure students' learning development, and the development of information technology provides strong technical support for it. "Precision": Very accurate and precise. Accuracy of time perception and accuracy of spatial position. Reflected in classroom teaching, "accuracy" is a necessary condition for classroom existence. It is the essence and value, the symbol of efficiency, and the "harmony", "matching" and "counterpoint" between teaching and learning, knowledge and skills, thinking and habits, content and form, and goal and result. Inaccurate classroom teaching is not high-quality teaching and high-level teaching, and students' learning cannot have real gains, progress and added value. I. Essence and theoretical framework of precision teaching (I) The essence of precision teaching means that teachers should follow the discipline teaching rules, students' growth rules and cognitive rules, take the classroom teaching value as the core, accurately grasp the teaching objectives and teaching contents, build a scientific teaching structure, refine the teaching process, promote students' comprehensive, coordinated and sustainable progress and development in the "three-dimensional" goals, achieve the expected goals and improve the teaching effect. Specifically, through the analysis and research of various elements in the classroom, teachers make various elements of classroom teaching penetrate each other, support each other and integrate effectively, so as to realize the scientific and efficient modern teaching mode of teaching objectives. And through "the profound cultivation of professional quality, the thorough study of educational objects, and the fine operation of teaching management", educators can do ordinary teaching work well and turn excellent teaching work into a consistent and normal behavior. (2) Learning is an operational conditioned reflex. Learning is an operational conditioned reflex: if an operation is followed by a strong stimulus, its intensity (the probability of this reaction) will increase. Precision teaching emphasizes behavioral goals and timely feedback in the classroom, and advocates that teaching is to put forward the goals that students should achieve and control the learning process. Through training, feedback and corrective and remedial measures, the required behaviors can be realized and strengthened immediately, while those behaviors that deviate from the goal or fail to achieve the goal can be corrected without strengthening. (3) Measuring academic performance with fluency as an indicator. Accurate teaching measures students' academic performance with fluency, covering two indicators of "accuracy" and "speed", and analyzes students' behavior from five aspects: First, whether they can perform tasks as needed without extra practice; Second, whether it can continue to perform tasks for a long time when necessary; The third is whether you can continue to implement a skill when you encounter interference; Fourth, whether knowledge or skills can be easily applied to new situations; The fifth is whether there will be complex behavioral skills without obvious guidance. Precision teaching requires students to practice every day, measure academic performance and measure the frequency of learning behavior. Frequency is the number of times a student acts correctly or wrongly in a unit time. For example, in a class, if students do 65,438+00 algebra problems correctly and 5 algebra problems wrongly, and record them in a specific counting table, fluency "accuracy" and "speed" can be reflected at the same time. The frequency of learning performance changes with time, and the frequency data obtained through analysis can help teachers and students judge the effectiveness of teaching methods. Second, the requirements and problem analysis of precision teaching (I) The requirements of precision teaching should reflect five requirements in the regular classroom, achieve five optimizations, handle five relationships well, and pay attention to five "directions". Five requirements: 1, accurate target positioning in content; 2. In terms of time, opportunities are smart; 3. In terms of location, the structural arrangement is exquisite; 4. In terms of methods, the choice of means is particular; 5. Sensually, the cooperation is accurate. 5. Optimization: 1, optimizing the teaching environment; 2. Optimize the teaching content; 3. Optimize the teaching structure; 4. Optimization process and method; 5. Optimize exercises and homework. Five relationships: 1, the relationship between subject and domination; 2. The relationship between content and form; 3. The relationship between process and method; 4. The relationship between interaction and regulation; 5. The relationship between presupposition and generation. Five "orientations": 1, and the selected content provides students with learning orientation; 2. Seize the opportunity to make clear the learning direction for students; 3. Appropriate evaluation to form a learning orientation for students; 4. Clear the goal and point out the learning direction for students; 5, correct guidance, establish learning aspirations for students. (2) The teaching goal of imprecise analysis in current teaching activities: 1. Formal understanding of three-dimensional goals. The correct understanding should be. ① Three-dimensional goals are process goals, not class goals. ② Different courses have different three-dimensional goal tendencies; ③ Teachers' personality charm will have a profound and far-reaching impact on students, and teachers' attitude will affect students' attitude. Teachers' love for students allows students to understand and feel. 2. The teaching objectives are vague and inappropriate. Teachers must make it clear that the functions of teaching objectives are results, norms, encouragement and evaluation, and cultivate students' ability to analyze and solve problems through classroom teaching. 3. The teaching objectives lack ways and methods. Teachers should know what processes and methods can be used to achieve their goals. 4. The teaching goal lacks hierarchy. Teaching content: 1, teaching content is separated from teaching objectives; 2. The teaching content is not demonstrative enough; 3. The teaching content does not pay enough attention to the uniqueness of students' development; 4. The organization of teaching content lacks the concept of big discipline; 5. The teaching content is inconsistent with the acceptability of students' learning. Problems in teaching activities and process: 1, the internal relationship between teaching activities and teaching objectives is not enough; 2. The matching between teaching methods and teaching contents is not enough; 3. The main position of students in teaching activities is not clear; 4. Students' cognitive paths are not rich in the teaching process; 5. Teachers lack teaching artistry in the teaching process. Improper handling of the relationship between preset and generation: 1, leaving no room for preset content and activities; 2. Students' reactions are ignored in the teaching process; 3. The generated content and activities exceed the preset goals. Third, the top-level design of the classroom standard of precision teaching (1) should be optimized and unique, based on the curriculum standard, pay attention to goal orientation, design the classroom and teaching according to the students' needs, and effectively solve the three major problems of "what to teach", "how to teach" and "how to optimize the teaching design and process". 1. Objectives (1) Based on the educational objectives (level I) and curriculum standards (level II), the school year (semester) objectives or unit (discipline) objectives or class hour objectives (level III) are formulated. (2) The main body of teaching objectives is students, so that students can participate in the formulation of teaching objectives. (3) Curriculum standards are only the bottom line, and students' actual situation, teaching materials and learning periods should be comprehensively considered. (4) imparting knowledge is the bottom line and educating people is the foundation. (5) Accurate, standardized and operable. (6) Concrete, measurable and hierarchical. (7) Described in the subject language. (8) Do what you can and put aside what you can't do. (9) Goals are generated dynamically, and presupposition is the basis of good generation. We should deal with the relationship between presupposition and generation. (10) ABCD method, one of the compilation methods of teaching objectives, contains four elements: teaching object (listening), behavior, conditions and standard (degree). The normative behavior goal must be concrete and obvious, and writing it completely includes four elements: who (that is, learners); What to do (that is, the required behavior); To what extent (that is, the required level of behavior, acceptable line standards); Under what conditions (that is, specific, restrictive, affecting acceptable behavior conditions). (1 1) The second method of compiling teaching objectives: the expression of combining inside and outside. When stating the learning (teaching) objectives, we should first use the terms describing the students' internal psychological process to express the learning objectives, so as to reflect the students' internal psychological changes such as understanding, application, analysis, appreciation and respect, and then list some behaviors that can show the above internal changes, so that the students' internal psychological changes can also be observed and measured. When enumerating the changes in behavior, they should adopt ABCD method, which is one of the writing methods. (12) The vague and internalized words such as "progress", "learning", "understanding", "mastery" and "application" should be turned into externally visible and observable processes, clearly describing the small steps from the current level of students to the teaching objectives, tapping students' real learning ability, and accurately defining students' learning objectives at the next level through various means. (13) Everything is based on the goal, everything is for the goal, and everything is for reaching the standard. 2. Content: Teaching content is the carrier to achieve teaching objectives. In order to stimulate students' interest in learning and change the phenomenon that the content of traditional courses is too flat, teachers should develop digital teaching materials according to the teaching materials and the actual situation of students, aiming at students' short-board knowledge or skills. The design of learning materials should be scientific and interesting, questions should be introduced, stories should be told layer by layer, and visualization should be realized with the help of mobile phones, cameras, video recorders or screen recording software. At present, the research and application of micro-video, micro-lesson, flip classroom, massive open online course and interactive digital teaching materials are all good attempts. 3. Form: In terms of teaching form, teachers can integrate precision teaching into existing teaching strategies according to their own preferences and habits, such as direct teaching, procedural teaching, flip classroom and extreme class education. When teaching is mainly to help students master the basic knowledge and core skills of the course, it is suitable to adopt class differentiation teaching; When it is necessary to cultivate students' comprehensive application ability, group cooperative research and creative learning are the best choices; Extensive generative learning for social networks is conducted in the form of group interactive generative learning. 4. Structure: The teaching structure should be scientific and reasonable, and its design should be based on the principles of systematicness, development, subject characteristics and acceptability. It is manifested in three stages: first, learning objectives. Concretize content standards into learning objectives; The second is evaluation design. Homework (habit or performance task); The third is the design of learning and teaching activities. Lead in-let students know where to go; Process-collect students' process performance, and explain and popularize it; Evaluation-judging the implementation of objectives and guiding students to evaluate themselves; Reverse teaching structure design-to ensure learning value-added. 5. Homework: Homework Standard: What is a valuable and rigorous homework? What exercises, tasks or activities should students be able to complete? Its performance standard is: the quality of students' homework. Content standard: what students should know and do. Specifically, it comes down to three points: first, how can the evaluation in the classroom be effective? (questions, class assignments); The second is how to design effective homework. Third, how to design layered exercises according to students' different learning levels? (2) Students' learning should be autonomous and profound. Students' autonomous learning is an active and targeted learning. It is a process in which students, under the guidance of teachers, actively define their learning goals and tasks, choose their own learning methods, monitor their learning process and evaluate their learning effects. And it requires in-depth, contact and in-depth study, not general study. 1. Autonomous learning students' autonomous learning can be divided into four elements: "learning ability based on self-awareness development"; Want to learn based on students' intrinsic motivation; Learning ability is based on students mastering certain learning strategies and learning evaluation; Insist on learning based on students' wishes and efforts. From "wanting to learn" to "learning well", students need to have good learning skills and will quality. "Without good habits, it is impossible to have the motivation to learn, and the effect of learning can be imagined. In the case of emphasizing students' autonomous learning, good habits are an important factor, even a decisive factor, in achieving educational goals. Without good habits and the enthusiasm and initiative of students, autonomous learning cannot be implemented. Therefore, autonomous learning should focus on cultivating students' habit of careful preview; The habit of listening attentively; The habit of reviewing in time; The habit of finishing homework independently; The habit of reflection and practice; The habit of observing and thinking. Students' autonomous learning must have four elements: first, they must have clear learning tasks and specific requirements; Second, there must be enough time to ensure; Third, there must be inspection and guidance; Fourth, there must be inspection and evaluation. 2. Free study, good classroom teaching atmosphere and safe and free teacher-student relationship can stimulate students' interest in learning. Only with a strong interest in learning can students learn actively and spontaneously. How to create a safe and free learning environment? The first is to create a comfortable cultural atmosphere. In the humanized, student-oriented and humanized teaching environment, students and teachers are relaxed and their creativity will be stimulated; The second is to create an open teaching model. In an open learning environment, learners feel safe, can freely express their opinions and ask questions without any worries, truly open the floodgates of ideas, and actively realize the collision and integration of cognition or emotion; The third is to create a teacher-student relationship of mutual trust. Positive teacher-student relationship is the key to teacher-student cooperation and the basis of students' safe learning. If students believe that everything teachers do is for the common interests of teachers and students, then their performance in learning will be more positive and full of expectations. Undoubtedly, for a teacher, being good at creating a relaxed and happy learning environment for students is even more important than being knowledgeable. Appropriate communication between teachers and students, harmonious teacher-student relationship, students' psychological burden in class will be reduced, learning efficiency will naturally improve and learning quality will be better. The fourth is to advocate the life-life relationship of mutual respect. It helps to cultivate students' study habits of mutual assistance, cooperation and inquiry, and also helps to form a democratic, equal and harmonious classroom. Students gain a sense of security from their study partners in a respectful atmosphere, and get a sense of satisfaction of being retained and accepted. This not only improves students' own quality, but also reduces their psychological burden. Freedom of learning mainly means: (1) With the help of teachers, students have a voluntary, conscious and self-directed learning state or right; (2) Students have the freedom to think, understand and express independently, and are not subject to "indoctrination", "training" and "publicity"; (3) Students are not subject to any mental or physical punishment and unfair evaluation or treatment; (4) Students have the freedom to question the views of teachers or textbooks; (5) Students have the freedom to participate in lectures and study independently. 3. Profound learning. The profound meaning is simple, straightforward, incisive and boring; Originality refers to having a unique vision and insight, being able to see novelty in the plain, seeing things that people have never seen before, being original and being a kind of creative thinking. The profundity of learning is mainly manifested in the profundity of thinking. The profundity of thinking embodies the breadth, depth, difficulty and rigor of thinking. Profound internal and external characteristics: (1) Good at understanding the subject, object and characteristics in essence through phenomena; (2) Being good at understanding subject and object with the viewpoint of unity of opposites and dialectical thinking; (3) Good at thinking, rigorous and serious, dare to question questions and dare to explore the truth; (4) Be good at thinking deeply about the problems in learning, persevere, make bold guesses, and dare to try creative learning. Pay attention to the profundity of thinking: (1) Finally, always ask why, and resolutely abandon rote learning. (2) Actively carry out problem research, often write small papers, and develop the habit of deep drilling and careful research. (3) Teachers should have teaching enthusiasm and wisdom. Teachers' enthusiasm and attitude towards teaching is the kindling to ignite teaching vitality, the powerful guarantee to implement accurate teaching and improve teaching efficiency, and the potential driving force for the continuation of teachers' teaching life. Teachers should have five great wisdom: first, teachers' personality wisdom; Second, teachers' curriculum wisdom; Thirdly, teachers' teaching wisdom; Fourth, the management wisdom of teachers; Fifth, the growth wisdom of teachers; 1. Being a teacher is heavy, which is a kind of accomplishment. Thick moral accumulation and thick knowledge absorption are the basic qualities of teachers to teach books well and teach books well. Teaching and educating people should take the lead. Avoid the phenomenon that once you get the title, you can do nothing and enjoy the success. I relaxed my study, made progress, and finally defeated myself. I don't want leaders and students to evaluate me. Teaching and educating people should be like the sea and focus on knowledge accumulation. We should learn from education and teaching practice. Teaching practice is the source of teachers' knowledge, and book knowledge is the summary of practical experience in the final analysis. Apply what you have learned. Thickness is a kind of strength. Full of confidence, full of confidence, moral cultivation, knowledge level, professional ability, sentiment charm and other confidence and self-confidence form a kind of non-power influence, which is a kind of teacher charm, but also a kind of appeal and attraction to students, as well as a sense of trust, identity, obedience and follow-up to students. 2. Teachers should have a positive and optimistic attitude. First of all, they should correctly understand the pressure, which will accompany you all your life. At the same time, pressure is also a double-edged sword, and appropriate pressure will also create good results. Therefore, in the face of pressure, we must be able to maintain a positive attitude and be able to afford and let go. In the face of pressure and optimism, we must first know ourselves and make ourselves a strong person who dares to face reality and meet challenges. Secondly, if you want to keep an optimistic attitude and face life positively, you must be a grateful person. Gratitude is a beautiful and sacred emotion. Gratitude can make people elegant and noble. Gratitude is a responsibility that benefits others and benefits themselves. Gratitude is a happy way of life. Gratitude is a kind of self-consciousness and dedication that asks for nothing in return. The same gratitude will make us calmly face the ups and downs of life. We should learn to be grateful and be a person who can repay the society. Third, in social work, we should be able to find our true psychological pursuit. When you decide on your final career, you should consider whether this is the job you really want. The highest level of work is that you will feel happy and meaningful if you are engaged in professional work. If you find that the education you are engaged in now can't bring you happiness, you might as well change careers as soon as possible to avoid making mistakes. When you choose a teacher as your lifelong career, you should be full of reverence for him, so that we can feel happy and happy in education and teaching, so that we can have a positive and optimistic attitude every day. Only those who have a healthy life can have a good body and a positive spirit. Only when we teachers are optimistic and happy can we pass on this love and responsibility to our students. 3. Teachers should have their own ideas, and teaching ideas are the core and brand of teachers' teaching. Lack of teaching ideas, or unclear and firm teaching ideas, can not be called a real teacher. Proposition is the key and proposition research is the core, whether it is the growth or cultivation of famous teachers. Teaching idea is the teaching idea and belief of famous teachers. Thought comes from thinking. Excellent teachers will consciously or unconsciously think about related issues in teaching practice, and on this basis, they will produce or form some viewpoints, ideas, thoughts and opinions about teaching, which we collectively call teaching thinking. These thoughts are valuable, but generally speaking, they are scattered and not systematic enough. Is relatively shallow, not deep enough; Not clear enough. Teaching thinking can only be promoted and developed into teaching thinking after rational processing and self-incubation. Teaching thoughts are teachers' systematic, profound and clear thinking and views on teaching problems, which are stable and dominant. Stability means that once an idea is formed, it is not easy to change; Dominance refers to the influence on teaching behavior, which comes from thought. Teaching proposition is the concretization, individualization and discipline of teaching thought, the refinement, generalization and promotion of teaching experience, and the "alloy" of theory and practice, cognition and emotion, knowledge and wisdom. Teaching proposition shows the depth of teachers' rational thinking and the height of teaching ideal pursuit as a whole. In a word, teaching proposition shows the degree of teachers' teaching consciousness, and it is also an important symbol of whether teaching is mature and high-quality, and it is also an important symbol to measure whether teaching style and teaching genre are formed. For famous teachers, putting forward teaching ideas is to set up a banner for themselves. Therefore, putting forward the teaching concept is not only the key to the personal growth of famous teachers, but also the core of cultivating famous teachers through the famous teacher project. We should be a thoughtful teacher. (4) Evaluation should be scientific, inspiring and educational. Evaluation requirements: first, to achieve consistency between evaluation and curriculum; Second, the purpose of evaluation is to test students' mastery of learning results; Thirdly, the content of evaluation comes from the course content; Fourthly, the evaluation plan should be implemented before the teaching plan; Fifth, curriculum evaluation is fundamentally to promote students' learning; Sixth, assessment should go hand in hand with the learning process. It is necessary to combine the function of encouraging and improving (promoting) evaluation with normal teaching behavior, participate in the process of students' growth to the maximum extent, realize teachers' self-professional growth, and promote the improvement of students' learning level and teachers' teaching quality. 1. Multi-evaluation Learning evaluation often adopts a diversified structure combining absolute evaluation criteria, relative evaluation criteria and personalized evaluation criteria. Absolute evaluation criteria based on rational experience can reflect the basic requirements of learners in multiple dimensions and levels, which is beneficial to all students and their all-round development. Proper use of evaluation criteria can create a competitive atmosphere to stimulate students' learning. In addition, in order to respect students' personality differences and embody the concept of people-oriented and multiple intelligences, the new learning evaluation also attaches importance to using personalized evaluation criteria to evaluate students. 2. Dynamic evaluation Modern learning evaluation theory holds that human learning and development is a dynamic process, and positive feedback in the process is more effective than result control, because the information obtained from the process is more comprehensive and more real. Through the evaluation of students' goals in the realization stage, students' development achievements can be affirmed in time, students' self-confidence can be enhanced and their interest in learning can be improved. Psychological research and educational practice show that students can get the information of learning process in time, and regulate their learning behavior accordingly, making learning a "self-correcting system". 3. Team evaluation The team evaluation system shifts the focus from the result to the process, and from the evaluation of the result to the evaluation of development. The ultimate goal of team evaluation is not to grade students, but to promote their development through evaluation. For students, even if the final result does not reach the preset goal, it does not mean that students will gain something from it without making efforts. Team evaluation is scientific and can reflect the cultivation of students' innovative ability. The scientific nature is embodied in the "three combinations", that is, the combination of quantitative evaluation and qualitative evaluation, the combination of process evaluation and summative evaluation, and the combination of absolute evaluation and relative evaluation. It can not only evaluate the team, but also evaluate the members, so it can help teachers choose excellent teams to participate in competitions or choose suitable members for reorganization, and it has strong practicability. Team evaluation advocates conscious coordination consciousness and role consciousness, and strives for the harmonious development of the team. Make coordination the instinct of every member, and cooperation the active demand of activities. Every member can help each other after exploring and accumulating experience and lessons in their work. Cultivate students' sense of collective cooperation, "consciously discuss and study collectively" and "everyone is involved and indispensable". After being tied, students with strong ability realize the importance of "coordination" and can no longer "envy others". Only by cultivating students' sense of competition can good competition achieve a win-win rational effect. Under the premise of meeting the requirements of curriculum standards, it is interesting to adopt appropriate competition methods and ask students to conduct "team competition" and "relay competition", which invisibly turns the pressure exerted by teachers into the motivation for students to be successful. This evaluation system advocates stimulating the vitality among teams through competitions, so that everyone's pursuit can be integrated into collective success. Team evaluation has to design students' self-evaluation links in the whole activity work, giving students some space for self-evaluation and communication with teachers. (5) Appropriate, effective and accurate information technology teaching is closely related to the development of information technology since its birth. Skinner's combination of program teaching method and information technology is a popular computer-aided teaching in recent years. Using the advantages of computer input, storage, memory and extraction, precision teaching has gained a lot of operational convenience, and relying on the powerful computing and statistical capabilities of computers, precision optimization can be easily carried out at all stages of existing teaching design. Some tools, such as software for specific knowledge or skills, advanced database technology, network and communication technology, also provide teachers with convenient and accurate analysis tools and personalized communication with students. With the support of information technology, it is possible to realize accurate and effective attention to every student.