After class, I reviewed the teaching design and teaching materials and recalled the students' classroom performance. I think this class still needs to be adjusted and improved.
1, the students said that I didn't learn the confusion I encountered in the process of making friends? Wait? In order to draw out what students want to say, so as to interrupt what students want to say, such a class gives people a very busy feeling.
2. In class, students' discussion is more intense and intense, and some students even put forward knowledge beyond the content of this class. In this respect, I failed to make full use of the materials produced in class. In order to complete the classroom teaching content, I didn't extend and expand this part of knowledge, skipped the topic of students and entered my next class, and didn't adjust the teaching plan according to the classroom reality.
Through the teaching of this course, I gained a lot. In the future teaching work, I will humbly ask more experienced old teachers for advice, constantly explore experience in practical work, constantly improve, find suitable teaching methods and means as soon as possible, and improve my personal quality and teaching level as soon as possible.
Reflection on how to write 1 in peer-to-peer teaching. The status of the unit.
1. Logical orientation of this unit in the course
(1) School interpersonal communication is an extension of this unit.
In the stage of compulsory education, the ideological and moral curriculum of grades 7-9 (junior high school) is designed around three relationships, namely, the growing me (relationship with myself), my relationship with others, my relationship with the collective, the country and the society. The theme of this book is communication? My relationship with others? . According to the law that students' life world grows and extends from family to school to society, the content of this unit is located in interpersonal communication at school, which is the predecessor of the first unit. Interpersonal communication in the family? , follow-up unit 3? Interpersonal communication under different cultural patterns? .
(2) Learning interpersonal communication is the connotation of this unit.
? Associating? This learning theme involves two different but interrelated aspects. One is about how to communicate and how to form communication ability, involving moral judgment, but not taking moral judgment as the theme; The second is about communication ethics. The course preparation of this unit is mainly considered from the first aspect. The basic goal of the course is to learn interpersonal communication and communication in school situations and strive to establish good interpersonal relationships, so it is different from Unit 4. Logically speaking, what are the morals and norms involved in this unit in classmates' communication and teacher-student communication? Material? But it was summarized and rose to the learning theme of Unit 4. Teachers must be aware of this in teaching, otherwise it will cause logical confusion.
2. The position of this unit in students' learning
Learning is students' leading activity, communication is important learning, and interpersonal communication in school is students' main communication field.
From primary school to junior high school, the interpersonal communication in the school has not changed in scope, that is, it is still the communication between teachers and students, but the content and way of communication have changed greatly. In the communication between teachers and students, in communication? Teacher-oriented? Greatly reduced, requiring the establishment of a new democratic and equal relationship between teachers and students; In terms of classmates' communication, equality and reciprocity have gradually become the dominant mode. In order to adapt to this change, this unit will set the learning theme as? Teachers and friends walk together? , to? Companion? The word "equality" highlights the equality model in communication and its interpersonal relationship. Take a walk together The significance of expressing school interpersonal communication lies in continuous growth.
The interpersonal communication mode of junior high school students is changing. Senior emotions such as equality, friendship and admiration are constantly emerging, adolescent atresia, withdrawal and improper communication are increasing, and the awareness of democracy and equality is constantly emerging. The study of this unit should contribute to students' psychological development, emotional development, moral development and the promotion of communication awareness and ability.
Second, the content structure of this unit
This unit is divided into two lessons: Lesson Three? Peer to peer cooperation? Lesson four? The teacher grew up with me? . The previous lesson talked about the relationship between students and classmates; The latter lesson is about teacher-student communication and teacher-student relationship. The goal of both courses is to emphasize that healthy interpersonal communication and good interpersonal relationship are helpful to students' growth.
The two topics in this unit talk about school interpersonal communication from the two dimensions of students and teacher-student communication, which belong to a parallel relationship. The third lesson contains two boxes:? Classmate? Friends? And then what? Boys? Girls? . From the scope, they belong to an inclusive relationship. Classmate communication includes communication between students of the opposite sex. The communication between students of the opposite sex is very different from that of ordinary students, and it is also the content that junior high school students need to learn, especially in peer communication. Lesson 4 also contains two boxes:? I know my teacher, and I love my teacher? And then what? Active communication and healthy growth? . The former problem solves the cognition of teachers' role, while the latter problem solves how to communicate effectively with teachers, which is the deepening of the former problem. Generally speaking, each box in this unit has a learning process from knowledge to action. What are the key points? Okay？ In fact, it is to highlight the proposition of the new curriculum standard? Inquiry learning? In the course concept, it highlights the moral education concept of paying attention to practice in moral learning.
Third, suggestions for inquiry activities
1. Design objective
What is the theme inquiry activity in this unit? A theater for communication, a stage for growth? . Here? Theater? 、? Stage? Make a pun. First of all, turn the classroom into a theater and a stage, and let the students perform a sketch about school communication in groups. Here, students are playwrights and actors. Secondly, daily communication itself is a theater, and life is a stage, in which people always play different roles and experience various conflicts, and communication is precisely the stage for students to grow up. Here, the student is the person in the play, not himself or herself. Therefore, the purpose of designing this activity is not to let students show their acting skills, but to let students experience the learning process, understand the current situation of interpersonal communication in schools, analyze the causes of interpersonal conflicts, explore ways to solve conflicts, and reflect on how to establish good interpersonal relationships. By doing so, on the one hand, it can provide students with experience materials for learning this unit, on the other hand, it can also enable students to actively acquire and test various interpersonal communication strategies and methods introduced in this unit, more vividly realize the preciousness of understanding and communication in interpersonal communication, and actively create a harmonious campus life atmosphere.
2. Suggestions for operation
The theme inquiry activity is to let students learn by doing. Here? Do what? , including three links. First, investigate the current situation of interpersonal communication in school life, collect the events that reflect the problems, confusion and conflicts in interpersonal communication, and sort them out in this unit. It is best to ask students to form written investigation materials. The second is to write a short script reflecting campus communication and rehearse it in your spare time. This link should also be completed in the learning process of this unit. Students can refer to the methods introduced in the textbook to design conflict resolution scenarios. Thirdly, after the study of this unit, an activity class will be arranged for each group to perform their own sketches, and teachers and students will jointly evaluate various awards. Because there are many groups, the teacher should limit the performance time of each group. The principle is to let each group and each student have the opportunity to show their understanding of school interpersonal communication. In fact, this is also an aspect of evaluating students' learning achievements in this unit. In addition, the performance session can also be arranged after the corresponding learning content according to the theme (friends, boys and girls, teachers and students), which is more targeted.
3. Problems that should be paid attention to
This activity should embody three ideas of changing learning style. First of all, it embodies the concept of cooperative learning. Cooperation refers to cooperation within a group. Investigation, scriptwriting and performance require different abilities. Each group should have its own division of labor and give full play to the advantages of each student. It is necessary to avoid false cooperation phenomena such as one person being busy preparing and everyone being idle performing. At the same time, properly strengthening the competition among groups can improve the efficiency and quality of cooperative learning. Second, it embodies the concept of inquiry learning. Inquiry refers to the process of solving problems, so each group should collect materials that can reflect the real problems, puzzles and conflicts in campus interpersonal communication, and at the same time, the methods of solving problems should be feasible, so as to have inquiry thinking. It is necessary to avoid false inquiry phenomena such as false questions and high-profile rhetoric. Third, it embodies the concept of autonomous learning. Autonomy means that students' initiative can be brought into play during the whole activity. In this activity, teachers should pay special attention not to cram the solutions to problems that students come up with into textbooks, let alone replace students' thinking, and remember that the process is more important than the result. Finally, as a teacher, you can also participate in one of the activities, which not only shares the teaching process, but also appropriately reflects the theme of this unit.
How to write (1) the teaching objectives of this course?
1. Knowledge target
Know the popular and unpopular characteristics in interpersonal communication;
Understand the phenomenon of adolescent atresia and its harm; Be able to tell the basic principles of making friends;
Understand the main differences between men and women in psychological development.
2. Ability objectives
Draw your own interpersonal tree wheel diagram and analyze your interpersonal relationship ability;
Be able to summarize what friendship is in your own words and put forward appropriate solutions to the cases of making friends provided in the teaching materials;
Can use the principle of friendship to guide their communication with classmates, can properly solve their confusion and contradictions in making friends, and can make responsible choices;
Can distinguish the normal communication between boys and girls. Puppy love? , can use reason to adjust emotional problems in communication with students of the opposite sex, and can communicate with students of the opposite sex in a normal and measured way.
3. Emotion, attitude and values goals
Willing to associate with classmates, not close to yourself;
Accept the status quo of your interpersonal relationship, be willing to change yourself, take the initiative to accept others, and cultivate a cheerful and lively personality;
Willing to associate with and respect students of the opposite sex;
Correctly understand and accept the affection for the opposite sex that began in adolescence, and be willing to reflect and correctly grasp emotional problems;
Choose and initially form the correct values of friendship.
(two) the basis for the arrangement of this unit
1. Problems faced by students (see "Teaching Reference" on page P4849 for details)
2. Basis of curriculum standards
What is the corresponding part of the curriculum standard on which this lesson is based? My relationship with others? What? Communication and communication? . What are the objectives of this part of the course? Master basic communication etiquette and learn interpersonal communication; Be good at cooperating with others and strive to establish good interpersonal relationships? . What is the specific content standard? 1.2 understand the harm of adolescent atresia, actively communicate with classmates and friends, and develop a warm and cheerful personality? ; ? 1.3 correctly understand the feelings, communication and friendship between students of the opposite sex and learn to communicate with the opposite sex in an appropriate way? .
(3) Emphasis and difficulty in teaching.
1、? Walking with friends? Is the teaching focus of this class;
2、? Grasp youth and emotion? Is the difficulty of this class.
(4) Teaching arrangement
1. Course arrangement: This course is planned to be completed in four class hours, with two class hours for each box and one class hour for each project.
2. Preparation before class:
We can collect some typical cases of students' communication in advance, and have different views on friends, friendship and communication between boys and girls. In this way, teaching is more targeted and closer to students.
3. Teaching methods:
This lesson focuses on activity inquiry, guides students to experience and feel by themselves, and summarizes and refines the theme. Where should the teacher be? Doing middle school? Under the guidance of ideas, we design our own teaching methods and adopt teaching strategies such as activity teaching, situational teaching and case teaching, and the conclusions are generated by students themselves through understanding.
4. Social practice activities
Combined with the theme inquiry activities in this unit, organize students to investigate the communication status and confusion of classmates in school or class, such as what kind of classmates are popular, who is popular, and what are the reasons for his or her popularity. Conditional schools can design some questionnaires about the different understanding and attitudes of boys and girls in communication.