Success stories 1:
First, the analysis of students' situation
Student name: Ma Mingming (male)
Subject: Primary School Composition
Grade: Grade Three
The student is not interested in Chinese, nor is he active in learning it.
Second, the preparation work before class
Communicate with parents before class to understand students' learning situation and personality characteristics, and grasp the needs of students and parents in time. After carefully analyzing the students' situation, explain it to parents carefully, and then start classes after parents approve it.
Third, teach the first lesson successfully.
In the teaching process, we should strengthen the interaction with students, actively guide students to follow the teacher's ideas, and truly realize the interaction between teachers and students, and combine teaching with practice. At the same time, in terms of professional knowledge, we should also conquer students. Let students truly feel that you have the ability to teach them well. The stronger the feeling, the better.
I first explained to him the important role of writing in the whole Chinese learning and its practical significance in life. Then take the simplest writing as an example to establish students' self-confidence.
Fourth, make a teaching plan and strictly implement it.
1. Classify and summarize the common composition questions of primary school students.
2. From shallow to deep, step by step.
Before each class, you should prepare carefully, such as some idioms, rhetoric and wonderful paragraphs that may be used in this writing. At the beginning of the class, let the students speak their own writing ideas first, and then give them perfect guidance on their writing ideas. After detailed guidance, students are given limited writing time to finish this writing within the specified time. Finally, teachers and students jointly revise and polish, which means that good articles are all revised.
After finding the shortcomings, revise them repeatedly until a successful article with beautiful language and artistic conception is presented. Then do the summary work and summarize the writing methods of this kind of composition.
The composition of the same subject should be written twice, and the second time is to apply the writing method of the last class to this writing.
Summary and analysis of verbs (abbreviation of verb)
Through the joint efforts of teachers and students, students have initially mastered the writing methods and structures of common composition questions in primary schools, and their interest in Chinese writing has also improved.
Through a period of one-on-one teaching, I think that in this process, we should not only teach them subject knowledge, but also deal with the relationship with students, so that we will often get twice the result with half the effort in the teaching process.
Success story 2:
First, the analysis of students' situation
Student name: Hao Xionghong (male)
Teacher's name: Chen Hongxia
Learning Manager: Chai Li.
Subject: Mathematics
Grade: Grade two.
This student usually gets about 70 points in the math exam, and his grades are in the lower middle class. He has no confidence and enthusiasm in learning mathematics, but he is curious about new knowledge.
Second, teaching strategies
Communicate with your heart and conquer students.
Before the formal class, our teacher and classmates talked for more than an hour and had a good time. He opened his heart to me, and then I was there? Inadvertently? Talk about his math study. I said to him:? In fact, learning mathematics knowledge is very simple. Most students are prone to make some small mistakes, lose points in calculation, can't remember the knowledge points clearly, and the proof questions are unclear and lack logic. These problems all exist. As long as you develop some good problem-solving habits and overcome one or two minor problems, you can get good grades? .
When I deliberately pointed out his math defects, he was surprised by my understanding of him, as if I knew his situation completely. In this way, my goal was achieved, and he accepted me, believing that I could provide him with good help and improve his math scores.
When a student believes that you can help him, he will take your words as an improvement in his grades? Imperial edict? And then what? A panacea? Yes
In class, we should start with the topics he is good at, discuss the solutions and strategies together, encourage praise when doing it right, cultivate students' interest in learning mathematics and increase their confidence in learning mathematics.
2. Analysis of students' test papers and students' study habits
After getting the students' test paper, we analyze the scores and losses in the test paper, and find out the knowledge loopholes of the students in mathematics. Such as: the calculation equation of real number and the application of inequality, as well as the proof of geometry and other small knowledge points. Therefore, teachers and students come to a consistent conclusion through discussion, that is, they should attend classes according to the progress of the school, but they should spend more time reviewing, explaining and contacting when encountering knowledge loopholes.
Students usually finish enough homework, but the quality is not enough. I didn't prepare the wrong math book at ordinary times, but I summarized and reviewed it.
Third, make a teaching plan and strictly implement it.
List the contents of student counseling and make a counseling plan.
After teaching the first three classes and mastering the students' situation, analyze the students' study habits, progress and initiative, and make a strict study plan.
Implementation of the plan
Preparation before each class is very important. Prepare lessons according to students' situation, find problems and classify them. Do it yourself before class and see if there are any wrong or strange questions.
First check whether the homework assigned in the last class is completed, check the quality of the completion, and comment on the students' mistakes and doubts.
Second, ask the students about the math difficulties they encountered in school this week and their learning progress. If you have any difficulties, please
Solve it right away.
Third, review the content of the last class and the general idea of solving problems, so as to review the old and learn the new.
Fourth, the new course content, implement the course content as planned, sort out the knowledge points, explain the basic problems, introduce and analyze the examples, and contact the typical examples.
Fifth, summarize the knowledge content and problem-solving methods in the classroom.
Periodic inspection
In the study, timely detect the students' learning situation. After each comprehensive project, a phased test is completed in a limited time to improve the speed of students' problem solving and gradually standardize the writing of students' problem solving process.
Fourth, the counseling effect.
After more than a year of one-on-one personalized teaching work
And difficult theoretical attacks,
I have the following thoughts:
Treat every student with heart, and the shortcomings of students depend on the correct guidance and education of teachers.
Have a high sense of responsibility, take every class seriously and prepare lessons carefully.
Actively participate in teaching and research activities, brainstorm in teaching and research activities, learn from the experience and advantages of other teachers, and do a good job in teaching in combination with their own reality.
Success story 3:
Student name: Li Yan (female)
Subject: chemistry
Grade: Grade Three
The student's grades are below average in the class.
Through interviews and analysis, there are several reasons:
(A) students' subjective psychology:
1. Poor self-control, vague cognition and unclear goals;
2. Have developed bad behavior habits, lack of concentration in class, sloppy handwriting and scrawled handwriting.
(2) objective reasons:
Senior two taught chemistry last semester, but the teacher didn't teach the textbook according to the routine, which led to her not having much concept of chemistry. Chemistry is even more difficult for her, so that she lost confidence in chemistry and copied the answers without doing her homework:
2. Parents arranged their children's weekends and didn't communicate with them. Parents only pay attention to their grades and meet their material needs, while ignoring their education in the spiritual field.
Second, teaching strategies
1. Many one-on-one experiences tell me that in the teaching process, we should interact with students more, actively guide students to do what the teacher thinks, and guide students to analyze and establish chemical models step by step. Because she didn't have much interest in chemistry, I put chemical knowledge into my life and made him interested in chemistry.
2. Considering that her basic knowledge is too weak, the teaching content should be carried out as planned, combing the knowledge points, explaining the basic chemical problems and general problem-solving ideas, guiding the analysis and explanation of examples, and practicing the typical problems of the teaching content (try to let students write and speak, and then let the students speak after the explanation) to ensure the quality and efficiency of the course.
3. In learning, it is a very important process to detect students' learning situation in time, find the weak parts in time, explain them in a targeted way, improve students' problem-solving speed, and gradually standardize students' writing and written expression.
Third, the counseling effect.
After two months, due to the debt of basic knowledge, with the joint efforts of our teachers and classmates, she learned some learning methods and basic knowledge from us. The important thing is that she changed her view on chemistry, stopped giving up chemistry and established her confidence in learning. If her parents can cooperate with her teacher, I believe that in the next few months, her chemistry scores will be as she wishes.
Teaching case analysis report:
With the continuous improvement of education level, the requirements for teaching methods are getting higher and higher. How to adopt teaching methods that are more suitable for students' growth and development has also become one of the problems that educators pay close attention to. Therefore, the teachers of the School of Economics and Management of Heilongjiang University tried a new teaching method-case teaching. In order to further improve this method, the author conducted a questionnaire survey among 200 students in the college to find out and solve the problems.
This survey adopts the method of general survey, and the questionnaire is carefully set up to collect information from the classes that implement case teaching in our college. A total of 200 questionnaires were distributed in this survey, and 87 questionnaires/kloc-0 were collected. The questionnaires were valid, which guaranteed the authenticity and accuracy of the data. The problems and opinions collected in this paper are analyzed as follows:
First, the quality of current case teaching.
The key to the success of case teaching is the quality of cases in the process of case teaching. The purpose of case teaching is to really improve students' mastery of what they have learned and their ability to study, analyze and solve problems.
The survey results show that most students think that the teaching cases provided by teachers can meet the needs of students, 16% students think that the case quality of current case teaching is very good, 48.7% students think that the case quality of current case teaching is good, and 32. 1% students think that the case quality of current case teaching is average.
Second, the effect of case teaching.
The survey shows that more than 70% of students are satisfied with the teaching effect of the teaching cases provided by teachers at present, which shows that case teaching can meet the learning requirements of most students, and students say that they can adapt to this teaching method. Through case teaching, students often find the key to solving problems more easily when solving practical problems, and can accurately grasp the starting point of solving problems and solve problems smoothly. Moreover, students' expression and expressive ability have also been greatly improved. By comparing with the previous teaching methods, we can see that through the development of case teaching, the number of students participating in the discussion in the classroom has increased significantly compared with the previous ones, and students can propose solutions to problems from different angles and analyze problems from multiple angles and levels. In addition, students who actively participate in the discussion are constantly improving their ability to explain, which is not only concise but also very clear. Because of the interaction, the classroom teaching atmosphere is very active, but without losing order. Furthermore, the survey data show that most students say that case teaching is very helpful for memorizing and mastering theoretical knowledge, and they can use what they have learned very flexibly.
Third, the problems existing in current case teaching.
Although case teaching is helpful to students in the learning process and has achieved certain results, it is undeniable that all new things have imperfections and defects, and there are also some shortcomings in the case teaching process.
First of all, there are conflicts in the arrangement of case teaching.
Case teaching can be said to be an auxiliary teaching method. Without theoretical knowledge, it can't exist independently, and of course it can't completely replace the teaching of theoretical knowledge. Then, there was a contradiction. What kind of time should be arranged for case teaching? Should theoretical knowledge and case teaching be carried out at the same time or in different time? In this regard, the vast majority of students believe that theoretical knowledge should be carried out at the same time as case teaching, so as to facilitate timely understanding of theoretical knowledge and make rigid theoretical knowledge vivid, easy to understand and easy to remember; But it will increase the difficulty for teachers to choose typical cases in the process of preparing lessons.
Secondly, the proportion of case teaching in teaching time is difficult to determine.
According to the survey data, 6 1% of the students think that the time occupied by case teaching is too short, which makes the depth of solving problems insufficient, and they can only analyze superficial problems and cannot analyze them thoroughly. In view of this, the students asked if they could inform the case in advance, so that they could have enough time to prepare after class, which would not only fully consider it, but also save class time. However, some students put forward different opinions: it is good to give cases in advance and give full consideration to time, but it is not conducive to students' ability to judge and solve problems in a short time. Some students think that teachers should be flexible according to the nature of cases. Cases that require students to have enough time to make correct judgments should be given in advance, otherwise they will not get effective exercise and lose the significance of case teaching. Cases that can be judged in a short time can be given at any time according to the classroom teaching time, so as to achieve the teaching purpose of exercising thinking.
Third, the form of case teaching is not easy to unify.
According to the statistical data of the questionnaire, it is not appropriate to use written answers in teaching, but to use live discussion or live simulation performance as far as possible, but the number of supporters in these two generally recognized forms is equal. Students believe that on-site discussion is beneficial to both the speaker and the listener, but it is easy to produce contradictions, it is difficult to unify opinions, and there will be situations in which the speaker sings a monologue. On-site simulation performance is easy to show the problems in detail and solve them in a unified way, but on-site simulation will require students to prepare in advance, otherwise the performance will not be in place and the content to be revealed in the case will not be fully demonstrated.
Fourthly, students' opinions on the improvement of case teaching.
It is far from enough to improve case teaching only by relying on the strength of teachers in teaching and research groups. It is also necessary to listen to students' suggestions on current teaching cases in the process of continuous teaching work to make this teaching method more effective. The following are students' opinions and suggestions on different questions in the questionnaire:
How to treat the form of case analysis in case teaching?
? Under the condition of full consideration, answering questions voluntarily, since it is a new teaching form, should mainly improve students' interest in learning, and should not be forced like theoretical class learning. ?
? Think positively and discuss collectively. ?
? Can the combination of compulsion and voluntariness make case teaching achieve the expected effect?
What other suggestions are there for case teaching?
? It needs in-depth practice, teachers need to collect enough information and students need to be fully prepared. Only when theory and practice are unified can it play its due role and achieve the expected effect of case teaching. ?
? Simulate the real scene to practice and guide students to do some actual investigations. ?
? At present, there is a lack of knowledge in this field. I hope the teacher will give more cases, and it is best to take the cases that happened around him as cases, so as to arouse the enthusiasm of students. ?
? The problems involved in case teaching should be more closely related to the real society, or they can be encountered in future work, so that we can increase some experience in dealing with and solving problems in future work. ?
? We can't copy cases rigidly and waste school hours, because theory is still very important, and it is best to combine the two more closely. In addition, it is best to analyze only a whole set of situations of an enterprise in one course and form a systematic theory and case analysis system. ?
? Cases should be more diverse and flexible, which can arouse students' enthusiasm for analyzing problems and better participate in case analysis activities. ?
? Give some typical cases in class, let students discuss collectively and express their views in the form of group discussion. ?
? Cases should be as common as possible in life. Don't limit the scope of the case to large companies and well-known enterprises, but focus on the problems encountered in practical work. ?
? Have a round table discussion, be equal, and don't let the teacher speak on the podium alone. ?
? Case teaching can refer to the examples of famous enterprises. After full consideration and discussion, students can give more successful solutions to enterprises, find out the gaps in comparison and improve their own quality. ?
? Cases should be combined with the development of today's society, with novel forms and unique answers. Students can be encouraged to speak on their own initiative through incentives to fully mobilize their enthusiasm. ?
? Before entering the case teaching completely, teachers should first conduct a guiding analysis of the case, combine theory with actual situation, and let students practice by asking questions or discussing in class with certain analytical ability. ?
The above are some representative suggestions made by the students surveyed on case teaching, which are of great value to us to improve and perfect case teaching. I believe that the students' suggestions can make the promotion of case teaching practice less detours.
Fifth, the improvement of case teaching.
Case teaching is the product of the innovation of modern teaching methods and an effective method to adapt to modern teaching. Although the current case teaching has shortcomings that need to be improved, we believe that with the continuous efforts of teachers and students, this teaching method will definitely help more students benefit and enjoy the help brought by this method.