First, the theoretical basis:
(A) Constructivism theory
Based on the target structure theory and development theory of partner cooperative learning, the teaching concept of "learning before teaching, teaching as a whole" is implemented, so that students' learning becomes a process of independent and cooperative construction with partner groups as units.
(B) the concept of humanism
(C) the new curriculum concept
The Outline of the National Medium-and Long-Term Education Reform and Development Plan clearly points out: "Innovate the talent training mode and innovative education and teaching methods. Pay attention to the combination of learning and thinking, advocate heuristic, inquiry, discussion and participatory teaching to help students learn to learn. "
Second, the model objectives:
Strive to achieve the school goal of "educating every student and creating the most suitable school for students' development" and the training goal of "sound personality charm, solid basic academic ability, deep development potential, good creativity and strong viability". Through the study and activities of partner groups, educate students to surpass and let them have team spirit.
Third, the model introduction:
(a), the basic model is:
Self-study: preview the teaching materials and be familiar with the study plan. The teacher will send the study plan to the students one day before class as a preview homework to cultivate students' self-study ability.
Biology is very interesting and has more connections with real life. Therefore, students should learn by themselves on the basis of interest. In the process of self-study, students are bound to have problems that cannot be solved. Starting the next day's biology class with problems, so that students can link self-study with later guidance, can effectively improve the utilization rate of biology class.
Learning guidance: exchange and display, cooperative inquiry, students understand the formation process of knowledge through independent inquiry, with emphasis on ability training.
Through the teacher's on-demand and proper explanation of some difficulties and key points in the classroom, combined with the exchange and cooperation between student groups, the knowledge is integrated by independent inquiry, which not only integrates the knowledge of guiding and self-learning, but also effectively cultivates students' various abilities.
Climbing: comprehensive integration and comprehensive promotion. It is an in-depth excavation and analysis of knowledge, focusing on the application of ability.
After the preparation of self-study and the guidance of study guidance, I believe that students will definitely improve their understanding and mastery of knowledge.
(2) Pattern features:
Five points: the question design is friendly and vivid, the teaching design is concise and generated, the homework is easy to learn and effective, the group exchanges and cooperation as a whole, and the classroom effect is improved.
Six learning: learn first, guide learning, learn from each other, enjoy learning, learn, and learn again.
Learn first (students prepare independently), guide learning (teachers guide learning plans), and learn from each other (teachers and students interact and explore).
Enjoy learning (stimulate interest in learning), learning (learn basic knowledge) and learning (form application ability)
Six manifestations: the naming of study groups embodies characteristics and wishes, class management embodies students' autonomy, departmental service embodies students' center, school culture embodies people-oriented core, teacher development embodies everything for students, and students' growth embodies lifelong ability improvement.
Third, the design guide case:
Tutoring plan is the general grasp of biology classroom teaching, which directly affects all aspects of biology teaching.
Requirements: the homework is easy to learn and effective, the teaching design is simple to generate, and the problem design is vivid and hierarchical. The counseling plan should be set according to the characteristics of the subject, the format must be unified, and it should be written according to the basic model. The difficulty level is 7: 2: 1.
Principle: (1) Teachers and students * * * use "three cases in one" to integrate teaching plans, learning plans and papers.
(2) It embodies subjectivity, guidance, generation, inquiry, hierarchy and innovation.
① Subjectivity (establishing that students are the main body of learning); (2) learning guidance (with the function of guiding students' learning); (3) Inquiry (try to design what students can learn in the research); ④ Hierarchy (taking care of different requirements of students at different levels); ⑤ Openness (a perfect "blank space" for teachers and students); ⑥ Innovation (conducive to cultivating students' innovative consciousness).
Content: learning objectives, key and difficult points, self-study, guidance, mutual learning, exhibition and evaluation, target detection, after-class reflection and group evaluation.
Students learn first: preview the teaching materials and be familiar with the study plan. The teacher will send the study plan to the students one day before class, as a preview homework, to cultivate students' autonomous learning ability. Preview method: preview should be comprehensive first, then focus. Solve the content of 7: 2: 1 in combination with textbooks to reduce the burden on students. 2. Try to solve the content of 1. If the problems can't be solved, take them to the study group and solve them with cooperative study time.
Fourth, in the classroom:
1. Self-study communication: students are given a certain period of time in a biological knowledge section in groups, and the group leader is responsible for organizing discussion and communication, helping students with learning difficulties and letting top students ask new questions. Let the students explore some representative, interesting and unclear questions. For example: Are spiders insects? How is myopia formed? Wait a minute.
The small blackboard is a place to communicate and find problems, and teaching is determined by learning. The big blackboard is a place to record the key points and laws after mutual learning guidance. This section is relatively simple and completely completed by students, paving the way for the smooth completion of the next section.
2. Instruct and learn from each other: communicate in groups at a slightly higher level, learn from each other by using the blackboard and physical projection display, learn from each other's strengths and show team spirit. All groups should compete with each other and encourage each other, so that teachers can be good directors. Each group chooses a "spokesperson". This "spokesperson" is usually a classmate with moderate ability, who can correct each other's mistakes and is conducive to the improvement of group interaction.
In this process, students are guided to understand the formation process of knowledge, form regular methods, and pay attention to ability training. Teachers should make appropriate comments and supplements, reflecting partnership and teacher-student interaction, that is, teacher-student interaction becomes guidance at different times, and teachers should reflect professional guidance.
3. Learn to learn: After students have learned the basic knowledge, they should integrate and improve in an all-round way to achieve success. This section shows, performs and competes in the form of groups as a whole, and summarizes this lesson. In this process, we should pay attention to evaluation. Each group leader gives extra points to the comments of other groups, and the teacher gives extra points to the groups.
In this link, teachers need to guide students to discover the laws of learning biological knowledge scientifically and accurately, and the key is the generation method and the application of students' ability.
4. Target detection: It usually takes about three minutes to test the learning effect around the learning target. Students in the group evaluate each other's achievements, and the teacher can compare the results of each group and give an evaluation.
(3) After class:
Teachers: Review classroom teaching, write after-class reflections, formulate hierarchical counseling strategies, revise counseling plans and exercise books AB, formulate exercise class strategies according to the situation, revise counseling plans again, urge students to collect and sort out counseling plans, and guide students to reflect and consolidate regularly.
Students: Finish homework, preview new lessons, sort out, summarize, accumulate, correct mistakes, reflect, consolidate tutorials and workbooks AB, and constantly improve.
The partnership classroom model of our school is based on the specific teaching and learning situation of our school in the curriculum reform, and there are still many imperfections. Theory and practice have not yet reached the stage of perfect and effective combination, which can be said to be in the stage of continuous exploration, in practical teaching.