First of all, I wish you all good health, smooth work and happiness in the new year! The short winter vacation passed quickly. During the holiday, I accepted a task arranged by Director Jin to do a small topic "How do teachers do lesson study". I know very well that among our colleagues, there are many expert senior teaching and research personnel. I am very scared to share this immature topic here today. So, if there is anything wrong, please give me your advice!
As a teaching researcher, our regular teaching and research activities are probably lectures, discussion classes and lectures. In teaching and research, we often lead teachers to review classroom phenomena, recall classroom links, and review students' learning situation, so as to put forward opinions and suggestions on this class with teachers. Think about it carefully, because our class hours are random, which comrade we listen to often has to obey the arrangement of the school. In this way, most of our teaching and research activities have become "lectures", and the topics discussed are often not clear enough.
Then, how to guide teachers to carry out school-based research with the help of lesson plans and double our work efficiency? I want to share three topics with you, namely:
"deja vu, Yan returns-approaching the lesson"
What you get from paper is superficial-how to study your lessons.
The shade does not reduce the road-how to write a good lesson.
First topic
"deja vu, Yan returns-approaching the lesson"
First, what is a lesson?
"Lesson example" is a practical teaching example, which is the representation and description of a teaching problem and teaching decision, that is, "telling the story behind teaching".
1. The difference between lesson plans and classroom records
The obvious difference between lesson plans and lesson plans is that lesson plans are pre-plans and "future tense" in English. The lesson has already happened, and it is a "past tense".
Classroom record is an objective and word-for-word written record of the actual classroom, and it is a real classroom reproduction. Lesson example is not only the final record of classroom teaching, but also the idea, idea, reason and understanding of teaching in this way, in which there must be research elements.
2. The difference between lessons and cases
Lesson example is just one kind of educational case. Lesson examples and educational cases have one thing in common-both have a "theme" of research. Lesson example is a teaching example with a certain research theme based on the subject teaching content, rather than a general educational problem. Among them, "theme" is the soul (research component) to be expressed in class, and "carrier" is the medium to express opinions and thoughts in class.
3. The difference between lesson plans and speculative or empirical papers
This situation is easy to identify. It should be noted that a class record clip accompanied by a critical article is not an example of a lesson. When commenting on different segments of the same category, we often evaluate each segment from different angles. If we look at it as a whole, we find that this kind of article analysis has a broader vision and different comments. Other articles have a big research angle, but each time they choose different classroom fragments to analyze from a smaller angle. As far as each segment is concerned, readers can't understand the overall teaching concept of the original class corresponding to this segment. There is also a teaching essay around one or several classes, not a lesson example. The authors of this kind of articles are mostly front-line teachers, who often reflect on a lesson after class or observe a lesson after class. This kind of teaching ramble is often vivid, emotional and attractive, but it lacks in-depth refinement and theoretical explanation around a theme. From this, we can further see the fundamental characteristics of the lesson example: taking the subject content of classroom teaching as the carrier, taking a small research problem as the theme, telling the story behind an actual classroom teaching example; Moreover, the overall thinking of teaching examples is relatively complete, and we can see the teaching process of one class or several classes or how to improve it. We can also see the reasons and reasons for this class or the promotion class, and of course there will be rational promotion and generalization.
4. The difference between lesson case and lesson case study
The former means that the final result is a "lesson", while the latter means that the process of forming this result is "lesson learning"; The former is a static result expression, while the latter is a dynamic research process.
If measured by the above standards, the articles I have read in my mind have passed one by one, which is really a complete lesson, and it is already very rare.
The second topic
One of "On Paper-How to Learn Cases"
-How to determine the research topic?
In lesson learning, we usually go through the cycle of asking questions, planning, acting, observing and reflecting.
First, study the characteristics of the theme
1. divorced from reality. The study of lesson cases is devoted to solving the practical problems encountered by teachers in classroom teaching with scientific research methods.
2. Start with reflection. Although teachers are in a realistic teaching situation, can they determine a feasible research topic? Are you good at capturing and refining real classroom teaching problems? It also depends on whether there is a profound ability to reflect. The problem of lesson study can be * * * or individual, but in any case, teachers find their own problems based on teaching reflection. Therefore, the theme of lesson study must arouse teachers' reflective spirit and problem consciousness.
3. Concrete and feasible. Just like writing a paper, we can make a mountain out of a molehill by choosing a research topic that closely combines with the actual classroom teaching, grasping the problem from a small point, a small point and a practical point, and choosing a topic with strong operability and research conditions for research.
4. The answer is open. The study of lesson cases can improve teaching by reflecting on classroom phenomena and summing up teaching experience. Because practical problems are complicated and restricted by many factors, there are often no known, clear and unique answers to research problems, and there are probably many solutions, which can only be deduced by induction. For example, a math teacher tried to take "the elements of mathematics inquiry learning" as the theme of lesson study. However, the discussion on the elements or links of inquiry learning is well known, and how to organize it in practice should be the focus of research. After that, the teacher decided that the theme of the study was "Creation of Mathematics Inquiry Situation", and discussed the ways and methods to transform the subject content into inquiry situation. Because the inquiry situation is related to the specific subject content, its creation method must have the characteristics of diversification and openness, so it is worth exploring as the theme of lesson study.
Second, the types of research topics
1. Research topics related to the subject content.
A profound interpretation and flexible understanding of the subjects taught are the basic skills of teachers. Understanding and grasping the essence of the subject is one of the key points of lesson learning. Let me give you an example. Before the Spring Festival, there was a lesson "fishing" in the Chinese version of the primary school Chinese textbook we listened to together in Luoyang. Some teachers learn to imitate fishing with their students, and some teachers emphasize environmental protection from beginning to end. Turn Chinese class into moral class. Obviously, these teachers have not grasped the pulse of the subject of small languages. If the research class is allowed, we can study the class around the editor's intention and design of fishing, and re-determine "fishing enlightenment" as the focus of teaching objectives, thus highlighting the unified characteristics of instrumentality and humanity of Chinese subject.
2. Research topics related to learners and their characteristics.
The ultimate goal of teachers' teaching is to point to students' learning and development. Learning lesson plans should attach importance to learners' learning. Without understanding learners and their characteristics, there will be no good teaching. How do students learn, how do they understand and misunderstand a subject, how do students with different personalities or levels interact, and so on. , are topics that should be paid attention to in lesson learning. In addition, the specific performance of learners can sometimes be used as one of the basis for teachers to review the teaching effect.
3. Research topics related to curriculum knowledge.
Today, teachers are no longer simple executors of curriculum plans. As the main body of curriculum development, teachers need to undertake the important tasks of curriculum design and implementation in the teaching process.
In this regard, the case study conducted by the teaching and research group of a school is impressive. In order to reflect the national characteristics in mathematics teaching, the teaching and research group has developed mathematics in couplets, idioms, poems, jokes, novels and other topics, and according to the students' cognitive level and actual teaching effect, the contents involved in the above topics have been reasonably selected and carefully arranged, and finally a series of mathematics inquiry contents that can stimulate students' interest have been formed. In the process of curriculum reform, such a case study of curriculum knowledge must have great exploration space.
4. Research topics related to knowledge of teaching methods.
The theme of teaching method is an important content of lesson study. For example, the English teaching and research group of a school has always stressed the need to organize students to carry out cooperative learning in teaching, but it has found it a headache in practice. Some excellent students often master the right to speak, so that other members of the group can only passively accept it. So they conducted a lesson study with the theme of "dispersing the topic right and promoting equality within the group", and finally found an effective solution strategy.
Third, the process of determining the theme.
In fact, finding problems in teaching practice is only the first step to determine the theme of lesson study. At the beginning of discovering the problem, teachers' knowledge and understanding of the problem is still vague to a great extent, which needs to be further clarified. Therefore, from problem discovery to theme establishment is a process of continuous refinement.
1. Collect and analyze relevant literature.
In the study of lesson cases, teachers should consciously integrate theoretical study into the process of theme establishment. For example, high school teachers should carry out the study of "poetry appreciation mode". On the basis of consulting the materials such as Classification of Answer Patterns for Poetry Appreciation, this paper analyzes the difficulties in the application of this method in Chinese teaching, and then, on the basis of fully considering the feasibility, finds the key and difficult point to solve this problem-how to turn the related topics of textbooks into topics for students to learn, and then start teaching by collecting and sharing this information. It can be seen that the collection of literature helps us to sort out the existing research results, so as to clarify the connotation of core concepts, determine the key points and difficulties of research, and make full preparations for the follow-up research.
2. Define the core concept of the problem.
By defining the core concepts, lesson study roughly establishes the scope of research, which makes teachers have a clear research direction, easier to find the path to solve problems, and helps to implement the research and achieve results. Therefore, clarifying the core concepts can avoid attacking all sides and bluffing in the research.
3. Put forward clear problem-based assumptions.
After the problem is clear, the teacher should also put forward the preliminary ideas to solve the problem through discussion. If there is no hypothetical lesson study, the goal is vague and the process is not followed, the research conclusion will be incomplete or unimportant. Therefore, it is an essential link to put forward clear problem-based assumptions in the establishment of the theme of lesson study.
Fourthly, the serialization of research topics.
As a micro-level teaching research method, lesson study solves a specific problem in teaching, but this does not mean that lesson study gives up the pursuit of theme serialization.
For example, in order to promote students' in-depth understanding of the teaching content of bilingual courses in a school, various teaching and research groups have carried out research around the teaching language of bilingual teachers and determined different lesson research topics; The information technology group is responsible for the research on the concept telling activities in bilingual classroom, the art group is responsible for the research on the proportion of English usage in bilingual classroom, the mathematics group is responsible for the research on the diversity of English classroom language in bilingual classroom, and the science group is responsible for the research on the accuracy of subject language in bilingual classroom. After a period of time, the school summarized and sorted out the results of each lesson study group, and summarized them into a big research theme: "Research on Bilingual Teaching Language to Promote Students' Understanding".
The second part is "How to conduct a case study".
Cooperative design of teaching plans
In the study of lesson plans, lesson plans have an extremely important position and function, and are the cornerstone of lesson plan research. It plans the blueprint of classroom activities, not only reminds observers of what to watch in class, but also is a place for observers to record and share their observations. Thirdly, it is a communication tool. The lesson plan conveys the designer's thinking, and can be compared with the classroom situation in after-class discussion to analyze the gap between presupposition and generation. Then, how can teachers design lesson plans to effectively implement lesson study?
First of all, understand the exact meaning of "cooperative design"
The design of lesson plans should also be the result of cooperation. Although we have a good tradition of collective lesson preparation, in practice, collective lesson preparation is often simplified as the process of "teachers reporting the design content" and "peers putting forward suggestions for revision", and its core elements are cooperation and mutual assistance, in-depth discussion and wisdom collision. Often ignored, leading to no substantive cooperation, just going through the motions. In the study of lesson plans, the cooperative design of lesson plans requires teachers to cooperate with each other and discuss the best teaching methods. To this end, the research group should exchange their views from several aspects: past teaching experience, especially the difficulties and fun of their first class, and how the students performed; The basic situation of the current class students; Available textbooks and other teaching materials.
The cooperative design of lesson plans is helpful for teachers to enrich their understanding of teaching and adjust their original concepts appropriately. It can be said that the cooperative design of teaching plans realizes the complementary advantages and resource sharing of teachers' group resources, and allows each participant to gain more ideas and methods. However, this does not mean that teachers in the classroom should accept the understanding of collective unity uncritically. Cooperative design cannot be at the expense of obliterating the uniqueness of teachers and students. Teachers and students in every classroom are concrete, and teachers in class should adhere to the concept of "harmony but difference". While absorbing the collective wisdom, we should fully consider our own teaching situation and the team's learning situation, modify the original teaching ideas according to the actual situation, and write our own teaching plans.
Second, make an empirical analysis of the academic situation.
Students' existing knowledge and experience and current development level are the starting point of teaching. In the traditional teaching plan design, teachers' analysis of students' learning situation is mostly too general, and sometimes the general characteristics of students' development are expressed in the whole period or class, or even summarized in a similar sentence, such as "based on students' interest needs" and "according to students' characteristics". This kind of analysis has almost no practical significance to classroom teaching, and it is almost a common problem of teachers in our city at present.
In the design stage of lesson plans, teachers can conduct empirical research through pre-test or interview to truly understand students' existing knowledge base, experience, interests, possible difficulties in learning new knowledge and ways suitable for students' learning. The deeper the teacher knows about the students he teaches, the more helpful it is to design targeted teaching plans.
Third, change the design focus of lesson plans.
Lesson research is devoted to understanding how students learn, and "enriching students' views" is the core pursuit of lesson research. The study of lesson plans focuses on students' learning, which requires that the design of lesson plans must break through the traditional situation of focusing only on how teachers teach. Under the influence of the curriculum reform of basic education, people have boldly innovated the traditional single-line teaching plan that only plans teachers' teaching behavior, dividing it into two columns: teachers' activities and students' activities, or adding "design intention" to the three columns. This kind of double-line teaching plan consciously increases the teacher's design of students' main activities, and lists the design intention next to it, which is helpful for teachers to reflect after class.