1, project teaching method
First, the definition of project teaching method
The meaning of "project teaching method" in secondary vocational education is: secondary vocational education formulates and guides practical projects and plans, organizes students to independently design project implementation plans, and conducts independent learning, practice and operation, with the goal of cultivating learning ability, method ability, social ability and improving quality.
Second, the basic link of project teaching method
(A) analysis of teaching content, determine the project tasks.
1. The selected project should be closely related to the syllabus and teaching objectives.
2. The difficulty of the project should be appropriate.
3. This project should have certain practical value.
(B) Project teaching preparation period
1. teacher preparation: firstly, analyze and study the project tasks, consult a large number of materials, collect relevant knowledge and cases, and understand the relevant situation and background of the selected enterprises; Then make a good project work plan and project activity evaluation form and other guiding materials; Finally, students should be briefly mobilized to explain the significance and role of the project and stimulate their interest in completing the project.
2. Student preparation: Project teaching method is an open teaching method with students as the main body. Students must take it seriously, read relevant textbooks in advance, prepare some relevant knowledge, pay attention to preview relevant courses, obtain relevant enterprise information, and make preparations for entering the enterprise.
(III) Project implementation stage
The first step is to group the students in the class and establish a cooperative learning group, that is, a project development group. The second step is to finish the project as planned.
(4) Submission and evaluation of project results
The general evaluation should embody the principles of fairness, justice and openness, and teachers should adopt the methods of self-evaluation, mutual evaluation and general evaluation. Evaluation should also combine the characteristics of different projects, and organically combine project evaluation with students' personal evaluation from three aspects: "knowledge and skills", "process and method" and "emotional attitude and values".
First, the definition of behavior-oriented teaching method
Behavior orientation is a teaching method based on practical work, and it is an activity-oriented, people-oriented and vocational teaching method to improve students' comprehensive ability in an all-round way.
2. Behavior-oriented approach
Second, the use of behavior-oriented teaching requirements
(1) Choose different teaching methods according to major, curriculum and course type.
As a teaching idea, behavior orientation actually includes many specific teaching methods such as simulation teaching, case teaching, project teaching and role playing. Teachers should choose different teaching methods according to different majors, courses, class types and training objectives.
(B) correctly handle the relationship between teachers and students
In behavior-oriented teaching, students are the main body of learning, and teachers only play a leading or guiding role. Behavior-oriented teaching method in the distribution of teaching time, teachers' teaching time generally does not exceed 30%, and more than 70% of the time is to let students complete their learning tasks under the guidance of teachers.
(C) establish the teaching concept of "using teaching materials"
"Using textbooks" requires teachers to deal with existing textbooks. In addition to adding or deleting the contents of teaching materials in time according to the requirements of new knowledge, new technology and new technology, we should also deal with the contents of each module in the teaching design, take application as the goal, break the teaching material system according to the requirements of behavior-oriented teaching method, and redesign the teaching steps and methods according to the idea of "asking questions-solving problems-inductive analysis".
(D) Teachers should change their teaching style and become "presenters"
1. Working principles of being a good "host":
2. Cultivate students' ability to work independently;
3. Pay attention to the advantages of students and talk less about their shortcomings;
(5) Let students study in groups.
1. Teachers should organize and prepare groups for students and establish a student-centered teaching organization;
2. Let students learn to learn in the process of autonomous learning;
3. Constantly let students learn to use display technology to show their learning achievements;
(six) according to the requirements of professional activities to organize teaching content.
Combine knowledge and skills related to activities for students to learn; Teaching should make a good teaching plan according to the requirements of learning field; Clear teaching requirements and arrange teaching procedures; It is necessary to determine in advance which topics to use to achieve the teaching objectives.
3. Case teaching mode
First, the definition of case teaching method
The so-called case teaching is a teaching method that introduces real life into learning by using typical cases, "imitates professional situations in real life", creates "story descriptions" for detailed investigation, analysis and understanding, and helps learners think and act like practitioners.
Second, the basic link of case teaching method
(1) Preparation before class. Before class, teachers must be willing to work hard, make full and solid preparations before class, and flexibly use teaching skills to organize and guide case teaching.
(B) clear teaching objectives. The teaching goal can be decomposed, which should not only clearly solve the problems in the management field through cases, but also clearly reflect the students' ability level in solving problems; We should not only consider the changes of students' learning ability and attitude, but also consider the conditions and conditions of students.
(3) Choose good teaching cases. Case is one of the prerequisites for implementing case teaching. Therefore, on the basis of clear teaching objectives, we should choose appropriate and applicable teaching cases. The selected cases should meet the teaching objectives; It should also be a case that teachers can grasp and students can easily accept and agree with.
(four) to create a good learning environment and atmosphere. In the classroom strategy, we should adopt the way of letting learners enjoy the experience, create an atmosphere, let those who know tell those who don't know, let different experiences communicate, let students fully share all kinds of rich information through learning, respect and give play to their learning style, and let students truly feel that they are the main body of the classroom and the master of learning.
4. Task-driven teaching method
First, the definition of task-driven teaching method
Task-driven teaching method is a teaching method based on constructivist learning theory, which changes the traditional teaching concept of imparting knowledge into a multi-dimensional interactive teaching concept of solving problems and completing tasks. Turn reappearance teaching into inquiry learning, and let students be in a positive learning state. Every student can put forward plans and solve problems according to his own understanding of current problems, using his own knowledge and unique experience.
Second, the basic link of task-driven teaching method
(A) create a situation
It is necessary to create a realistic learning situation related to the current learning theme, and guide learners into the learning situation with real "tasks" to make learning more intuitive and vivid.
(2) Determine the problem (task)
In the created situation, choose real events or problems (tasks) closely related to the current learning theme as the central content of learning, and let students face a realistic problem that needs to be solved urgently.
(3) autonomous learning and cooperative learning
Teachers do not directly tell students how to solve the problems they face, but provide students with clues to solve problems, advocate discussions and exchanges between students, and supplement, modify and deepen each student's solutions to current problems through confrontation of different viewpoints.
(4) Effect evaluation
It mainly includes two parts. On the one hand, it is the evaluation of whether students have completed the current problem-solving process and results, that is, the evaluation of the meaning construction of what they have learned, on the other hand, it is the evaluation of students' autonomous learning and cooperative learning ability.
Third, the task-driven teaching requirements
(A comprehensive understanding of students.
(2) The task design has clear objectives and reasonable arrangements.
(3) The task should be realistic.
(d) Task design should be life-oriented.
(E) Task design should focus on cultivating students' innovative ability.
(6) The tasks should be hierarchical.
(7) Reasonable arrangement of class time.
5. Cooperative learning teaching method
First, the characteristics of cooperative learning teaching method
Cooperative learning is a form of teaching, which requires students to be divided into 2? A study group composed of six students enables students to engage in learning activities together in the study group and complete the learning tasks assigned by the teacher.
Second, the basic links of cooperative learning teaching method
(1) Assign tasks. Teachers guide the whole class and explain the teaching objectives and learning tasks.
(2) grouping. The number of groups and the number of people in each group are determined according to the content of the textbook and the complexity of the task. Usually, the number of people in each group is less than six, and the discussion effect is ideal.
(3) Group learning activities. In group learning, it includes assigning roles and learning discussions according to teaching objectives. Role assignment is mainly divided into two parts: auxiliary work role and study work role.
(4) Group report and discussion between teachers and students. The group must report the results of group activities to teachers and other groups, and can discuss the problems and experiences encountered in the process of group cooperation and how to improve and improve them according to the learning situation and the results of the activities.
(5) Praise the group's academic achievements. Praise for academic achievements can stimulate students' learning, and praise for group achievements can stimulate the sense of honor and accomplishment of group members.