1. The intrinsic motivation of learning comes from the pleasure of acquiring knowledge and solving problems.

2. Curiosity: A proper "lead-in" is needed before the lecture to stimulate students' curiosity, instead of trying to pry students' brains open with questions.

3. Psychological research holds that learners can only make decisions about mental work or psychological input after knowing what difficulties they will encounter in their studies and what benefits they will get after studying.

People are willing to try something challenging, especially when it is highly related to their work.

5. Matters needing attention when developing challenging cases:

1) comes from practice and is the true embodiment of complex reality;

2) reflecting the uncertainty of management environment;

3) reflecting the times and complexity of the competitive environment;

4) It mainly serves to cultivate analytical ability and problem-solving ability;

5) selectivity of various schemes;

6) Leave a broad learning space for learners;

7) Avoid simple causality and linear thinking.

Chapter 1 Stimulating Learning Motivation

1, teachers should spend more energy to explore the intrinsic motivation of learners.

2. Based on learners' interests and internal needs.

Teachers can take many measures to link learning materials and activities with students' interests, such as:

1) makes the learning materials lively and interesting;

2) Linking learning content with learners' life;

3) Use games, riddles or other attractive methods.

3. Trust learners' ability and enhance their sense of control and efficacy.

4. Use the feedback principle and don't make excuses for failure.

Chapter II Connection of Old and New Knowledge

1. Four strategies to prove new knowledge: positive and negative examples, visualization, restoring scenarios and multi-angles.

The third chapter is agile development based on cognitive law.

1, less is more, short is more, and slow is more.

2. Less is more: If a teacher teaches learners too much knowledge at a time and has no time for learners to build meaning, it will be difficult for learners to really understand this knowledge. The average number of new projects that the brain can handle is about 7.2.

3. Shorter is more: learners pay attention to it for a short time, often only about 20 minutes. Every learning activity that needs to be concentrated in the classroom should be controlled within 20 minutes to ensure that learners really devote themselves to it.

4. Shorter is more: From the perspective of recency effect, who remembers the first cause, arranging more activities in a class actually creates more periods of the first cause and the proximate cause, which is also conducive to learners' memory and retention.

5. Slow is more: let learners constantly review what they have learned, practice and process what they have learned, and give new meaning to learning.

6. Review time should be arranged reasonably, and it should be carried out according to the forgetting law of learning. Balog put forward a 20-2-20 principle:

20 = reinterpret within 20 minutes;

2= two days to review the application;

20 = 20 days for reflection and more applications.

7. The seven steps of cognitive process: information input-attracting attention-short-term memory-processing coding-long-term memory-awakening extraction-practical application.

8. Using multiple intelligences in a variety of situations and using different media to stimulate a variety of emotional reactions will have better learning effects.

9. Learning time that is not learning: reflection time, waiting time and downtime.

10, the "downtime" of the brain is actually not a meaningless waste, but a necessary time to promote the transformation of long-term memory.

The fourth chapter focuses on this issue.

Bob Parker, a training master who has been engaged in training for more than 30 years, said: Training is the sixth solution. Let's rule out whether it is caused by business strategy, market changes, company policies, business processes and other reasons. Problems that are more suitable for training are:

1) Understanding problem: knowledge class

2) Could it be a problem: skill class?

3) The problem of doing well and doing badly: improving efficiency and performance.

The most difficult problems in training are unwilling and unwilling problems, such as willingness and attitude, which need to be analyzed in detail, and most of the reasons can not be solved by training.

Children who cry have milk to eat, and children who don't cry can only starve, so they should consciously seek more resources and support.

3, when you want to develop a course independently, you need to ask questions, logical dialog box:

Who: Who is the training target?

What: To solve what problem?

Why: Why should we solve this problem?

How: How to solve it?

Evaluation: How to verify that this problem has been solved?

4. A good course is not only a knowledge point, but also needs to understand the methods of solving problems in combination with practical work experience, and has a deep understanding and solid theoretical precipitation in this field. Without a lot of practical work experience, it is impossible to design a deep and quality course.

5. Without in-depth understanding and research in a certain field, the inspiration brought to students by copying books and materials is very limited, especially in this era of highly developed information, people do not lack channels to find relevant knowledge, models and ideas, and people need a deeper understanding and practical methods for something.

6. Choose a topic that you are not familiar with, and there are only two results. One is that the course is stillborn, and the other is that you are dead and exhausted.

7. The best way to develop a course is to go back to your job and extract valuable and inheritable good experiences and methods from your work.

8. Internal trainers should consider three questions when choosing a topic: 1) what they are familiar with; 2) business concerns; 3) widely promoted topics.

When our project is closely related to enterprise hotspots, chemical reactions will occur, which will attract more attention and play more roles.

9. Four criteria for selecting a topic: small (2-3 hours is the best choice), practical (seeking truth from facts), specialized (professional depth) and novel (novel).

10, proposed topic: fresh and interesting, vivid in image, strong in memory, reflecting the essence.

Chapter V Setting Goals

1. Set small and clear course objectives.

2. The problem space is the gap between the present situation and the training goal.

3. Make clear the four levels of students' learning tasks: understanding, familiarity, application and mastery.

4. Curriculum design can be written in three different forms: behavior goal, problem solving goal and expression goal.

5. Transform the problem space into phenotypic goals by ABCD method:

Chapter VI Building Structure

1. External channels and internal channels are dual channels to obtain richer and richer materials, which will make it easier to make pragmatic and profound courses.

2. An important role of enterprise development course is to preserve and inherit good experiences and methods in enterprises, so it is necessary to extract expert experience. We can take these valuable experiences as treasures and bury them in the cattle people in our enterprise, and the course developers need to be a "treasure digger" to dig out these treasures.

3. What is a treasure?

1) Good methods, good methods and good ideas for solving problems summarized in specific work practice;

2) Collect real cases and successful practices;

4. Where is the treasure?

1) He has outstanding work performance and is recognized as a business expert in the eyes of leaders or colleagues;

2) rigorous logical thinking, good at summing up their own experience;

3) Strong expressive ability.

5. How to dig it out? Behavior observation method and focus interview method

6. The opening part includes the following links:

1) Opening introduction: introducing the course;

2) Self-introduction: interesting introduction with personal characteristics;

3) Breaking the ice in groups: establishing a harmonious curriculum atmosphere;

4) Focus on the problem: find everyone's concerns and interests;

5) Training objectives: Set the same training objectives;

6) Training content: explain the training framework of the course.

7. Main part:

1) Activate old knowledge: contact past experience and introduce content;

2) Show new knowledge: introduce new ideas, new methods and new skills;

3) Applying new knowledge: applying new methods and skills.

8. Finally:

1) Summary and review: summarize all the contents of the overview;

2) Check and test: check everyone's mastery of knowledge points;

3) Action plan: Students make their own after-school action plan;

4) Sublimation of sensibility: enhance conception and end sensibility.

9. Structure of "Golden Pagoda Principle"

1) conclusion first? 2) echo up and down? 3) Clear classification 4) Arrangement logic

10, pee demonstration mode: point: viewpoint first, explanation: explanation and explanation of viewpoint, example: example demonstration.

1 1, course makers: content line, side hair line, time line, emotion line and tool line.

12, time details: 90-20-8 principle

90: the longest time of a class is no more than 90 minutes; ：

20: 20 minutes CPR: content explanation, student participation, content review;

8. The longest attention time is 8 minutes, and the teaching methods can be constantly changed, such as telling a story, asking a question and giving an example to attract students' attention.

13, the ideal situation is that students' emotions fluctuate with the content, sometimes excited, sometimes reflective, sometimes emotional, sometimes happy, so that everyone can always study in an exciting and pleasant atmosphere, which will be more efficient.

Chapter VII Detailed Design

1, teaching process innovation: attracting attention at the beginning-establishing contact-focusing on problems-activating old knowledge at the content-showing new knowledge-applying new knowledge-reviewing and summarizing at the end-calling for action-emotional sublimation.

2. Teachers should mobilize all resources to create a safe, positive, positive and happy atmosphere. No matter what courses, they will help you retain students. Through research, the higher the learning pleasure, the higher the learning efficiency.

3. Trainers should be good at creating a happy atmosphere: curiosity and competitiveness.

An important indicator of his satisfaction with a course is how much he participated in. The more he participates, the deeper his feelings and the higher his evaluation. At the beginning, we must create a fully inclusive and acceptable curriculum atmosphere.

5. Enterprise training pays more attention to timeliness. To solve problems in students' practical work, we should either provide methods or ideas to solve problems.

6. Methods of focusing on problems: question basket method, direct inquiry method and student star method.

7. It is necessary to establish a "training database" to sort out pictures, media, models, videos, stories, opinions, biographies of celebrities and other materials related to daily training so as to find them in time when necessary.

8. It is very important to arrange a trial lecture. Generally, after 3-5 trial lectures, the teacher can straighten out the content and organization of the course, thus ensuring the quality of the real class.

2019 July 17

Come on!