The following is a detailed description of the teaching implementation plan.

Motivation has a great influence on students' behavior and study. For example, Justin Brown's research found that motivation has a correlation of 0.35 with students' academic performance; Many researchers believe that internal motivation can promote students' learning more than external motivation, but excessive competition or long-term use of external rewards will gradually damage internal motivation. Therefore, how to reasonably adopt the incentive strategy is an urgent problem for teachers. Motivation-stimulating strategies refer to how teachers use various teaching methods reasonably in class to improve their learning interest and keep their attention (Zhang Dajun, 2003). This strategy is not only suitable for the beginning of classroom teaching, but also suitable for classroom teaching. The key is to aim at students' psychological needs.

1. Cultivate students' curiosity

In other words, to cultivate students' intrinsic learning motivation, the most important thing is that teaching activities must ensure students to understand knowledge and make learning activities meaningful and valuable to students. (1) Let students realize that the learning task itself is meaningful. (2) Assign students learning tasks with appropriate difficulty, so that students can learn driven by curiosity and have a sense of learning achievement. (3) Teachers can adopt teaching methods that enable students to process in different degrees, especially deep processing. (4) Improve students' learning enthusiasm. For teachers, the last three measures should be mainly considered, because the textbooks that students learn are meaningful in themselves. How to create conditions to encourage students to carry out effective deep processing (that is, to deeply understand and master knowledge) and to carry out effective learning and thinking is the key to stimulate learning motivation.

2. Grasp the teaching difficulties and "create" teachable moments.

Teaching time refers to the moment when students are willing to learn new knowledge. (1) Teaching new knowledge based on students. Teachers should teach new knowledge from students' personal experiences or experiences, which can not only make any subject more interesting, but also better grasp the teaching difficulties and seek students' recent development fields. (2) Promptly trigger appropriate conceptual conflict or sense of surprise, and trigger intrinsic motivation. The sense of surprise here refers to the sense of surprise caused by the inherent characteristics of teaching content. In the process of classroom teaching, teachers can put forward related concepts or use questions to lead to many different assumptions to inspire and guide students, and only leave reasonable explanations in the end.

3. Encourage students to "participate" in learning tasks.

"Involvement" refers to trying to get students to participate in learning tasks, so as to achieve the purpose of stimulating internal motivation. First of all, teachers should try to let students "participate" in the process of learning tasks, at least not threatened by failure, so that learning tasks can be completed more easily and learning can be promoted. Secondly, teachers should seize every opportunity to point out the social value of completing specific learning tasks to students. It should be noted that those practices that use vulgar things should be avoided as much as possible.

(2) Interest cultivation

The basic feature of modern teaching is to fully mobilize and cultivate students' initiative and enthusiasm in learning, and to maximize the initiative, comprehensive, coordinated and full development of students' various qualities. In teaching practice, it is found that students learn some courses well and some courses poorly. One of the reasons is interest in learning. Therefore, the cultivation of learning interest is a very important strategy that teachers need to master.

1. Play an ideal supporting role

Only by combining students' interests with their ideal goals can students' interest in learning develop from fun to interest, and such interest will have greater driving force. Therefore, in order to stimulate and cultivate students' interest, we should constantly educate their outlook on life, values and ideals in teaching, let them understand what is the use of learning for them, and let their interest be deeply rooted in the soil of need.

2. Flexible teaching methods.

The traditional classroom teaching habit is "the teacher speaks and the students listen;" The teacher writes and the students copy. This teaching method can only make students in a passive position and suppress their interest in learning. Therefore, teachers should adopt teaching methods that can make students happy without reducing learning efficiency. The learning atmosphere is warm, students learn actively and vividly, and it is easier to stimulate and cultivate their interest in learning.

3. Extensive participation in extracurricular scientific and technological activities.

In scientific and technological activities, students can expand their knowledge, accept new and different stimuli, and constantly meet and stimulate their learning needs and curiosity. Therefore, teachers should organize students to participate in various extracurricular activities, so that they can experience the practical significance of knowledge and learn to use their brains and hands, thus stimulating their thirst for knowledge, triggering new learning needs and cultivating a wide range of learning interests. Teaching content is all the information taught to students. The basic task of classroom teaching is to convey the teaching content to students, and deepen the teaching content, so that it can be integrated into students' cognitive structure and form students' own knowledge structure. So, how to realize the effective transmission of teaching content?

(A) the delivery strategy of teaching content

1. Teaching speech cycle

The circulation of teaching speech means that all components of teachers' teaching speech consciously form a series in teaching and circulate in turn to achieve good teaching results. This method is suitable for all teaching situations, especially teaching-centered classroom teaching situations.

First of all, distinguish between plot speech act and monologue speech act. Plot speech act is the speech communication between two or more speakers. If the teacher asks questions and the students answer them, it constitutes a plot. Monologue speech act refers to the act of standing in front of a group of people and the speaker speaking alone. Teachers who give directions or give orders are often monologues. Effective teaching should be planning speech acts. The real plot speech act is that several speakers answer a question or state the same event.

Secondly, speech acts are serialized. Speech act can be divided into eight parts: definition, description, name, statement, report, substitution, evaluation and viewpoint. (Zhang Dajun: Strategies of Teaching and Learning, 8 1~82 pages, Beijing, People's Education Press, 2003. ) to form a series of them for circulation (as shown in figure 5- 1). In this way, the teacher's classroom teaching language is fixed, and the teacher's classroom teaching language should circulate in this circle, and try to proceed in an orderly manner along each stage, rather than just staying in one or several stages. This strategy helps teachers make the class lively, explain a problem thoroughly and make communication logical. Teachers should practice repeatedly and form habits. However, when implementing this strategy, teachers should also pay attention to: the speech should be clear and complete, and the expression should be appropriate; Improve the awareness of their own speech activities and sensitivity to students' reactions; Provide students with opportunities to understand the meaning of words as much as possible; Establish a cooperative, tacit and harmonious relationship between teachers and students.

Figure 5- 1 Schematic Diagram of Teaching Speech Cycle

2. Media teaching mosaic

Media-teaching mosaic is to unify audio-visual media and teaching content, coordinate audio-visual media and teaching methods, and adapt to students' cognitive structure, that is, integrate media-teaching. The specific operation steps are as follows: (1) Fill in the media-teaching mosaic application list (such as Table 5-1); (2) Summarize the methods of using the media by filling in the form, that is, asking questions, demonstrating, explaining, explaining, demonstrating, summarizing, demonstrating, practicing, summarizing, and playing while explaining. , so that teaching and media are completely embedded and complement each other; (3) Consider the optimal combination of various media and give full play to the systematic functions of teaching media.

Table 5- 1 Media Teaching Mosaic Application List

The subject or problem of study.

name

knowledge

main points

target

level

Proposed choice

medium

Within the media

capacity point

use

time

material

source

Media is teaching.

The role of

Media usage pattern

When applying this strategy, teachers should pay attention to creating as much information as possible, mobilize all kinds of senses to participate and complement each other, and give full play to the main advantages of the integration and interdependence of various teaching media with students' cognitive structure and teaching content.

3. The blackboard writing is structured.

The structure of blackboard writing is to make the logical structure of teaching content, the design procedure of classroom teaching and the cognitive structure of students achieve a high degree of artistic and scientific unity in blackboard writing. This strategy is suitable for classroom teaching with lectures as the main part.

When implementing this strategy, teachers should: (1) fully understand and process the teaching content; (2) Design original blackboard writing that is consistent with the teaching content, is beneficial to students' memory and thinking, such as contrast blackboard writing design, line blackboard writing design, plot blackboard writing design, flying geese blackboard writing design, etc. (3) Standardize the operation, the handwriting on the blackboard should be clear, the blackboard should be left and right blank, and the structure should be beautiful. Use colored chalk to divide the blackboard into several pieces. (4) Highlight inspiration.

In short, no matter what kind of blackboard writing, we should first consider whether it is helpful to the transmission of teaching content and whether it is suitable for students' cognitive structure after being structured, rather than the more structured the better.

(B) strategies to deal with teaching content

1. Peer teachers

Peer teacher refers to the method of arranging a student or a group of students to help a student or a group of students in different teaching situations (Zhang Dajun, 2003). There are three forms here: (1) In the same class, one student is the teacher of another student; (2) Senior students help junior students; (3) Two students help each other and are equal in learning activities. The first two forms are to assign one or two peer teachers to students who need help. In the third form, students are equal in learning activities, sometimes called cooperative learning, which is the most common strategy in primary and secondary schools in the same class.

When teachers implement this strategy, first of all, teachers should assess students' needs, such as special students need counseling in special courses, and create an expectation that everyone can learn from others; Secondly, teachers should provide a timetable and accurate teaching content direction for each peer teacher; Thirdly, peer teachers should be skilled in pairing, for example, pairing between good friends is unwise; Finally, parents should be made aware of the organization, purpose and procedures of the strategy.

In the process of implementing the peer teacher strategy, teachers should pay attention to: formal organization with program planning, focusing on basic skills and knowledge, focusing on explanation, taking 1 peer teacher and no more than 3 students as a group, preferably taking 1 peer teacher and 1 students as a group, which should not take too long, usually for 4-8 weeks.

Step 2 study together

Cooperative learning means that students study together in groups, and the teaching objectives are achieved through the establishment of cooperative learning groups, the completion of cooperative learning tasks and the evaluation and feedback of cooperative learning. In cooperative learning, students assign their own jobs and help each other. According to each person's efforts and the times of praise or criticism, the group behavior score is evaluated. Compared with traditional methods, cooperative learning can continuously improve students' academic performance and cultivate students' sense of competition and cooperation and collectivism.

The premise of implementing cooperative learning is to establish the concept of classroom teaching communication. First of all, we should not only pay attention to the communication between teachers and students; Pay more attention to the communication between students; Secondly, we should establish a harmonious relationship between teachers and students, fully trust each student and help them find their proper position in communication; Thirdly, teaching communication should be geared to all students, and direct communication between students should be realized as far as possible; Finally, teaching communication should serve the realization of certain teaching purposes. Teaching communication is not an end in itself. We should create various and accurate forms of teaching communication according to different teaching purposes.

In the process of implementing cooperative learning, teachers should do the following. (1) Change the arrangement of seats and group them correctly to provide students with enough space and study scope. For example, every five people form a group, and based on the principle of homogeneity between groups and heterogeneity within groups, make a group profile table for each group, rank students, determine the number of groups, and group students. (2) Cultivate a sense of cooperation and handle the relationship between cooperation and competition. Design some activities that can only be completed by cooperation, so that students can experience a sense of cooperation and success in such activities. (3) Put forward the goal of group cooperation and divide the work according to the students' ability. (4) Provide various materials and adopt various forms of cooperative learning. A sufficient number and variety of equipment is necessary for the group to enjoy the materials, and various cooperation methods can be adopted, such as foundation, platter, game-competition, etc. (4) It should be combined with other teaching forms. For example, it is combined with class collective teaching and individualized teaching. (5) Monitor each group, evaluate individuals and groups, and give timely feedback.

3. Personalized programs

Personalized plan is a way to allow students to learn at their own speed and level, so teachers' teaching must match students' abilities, needs and interests, and make timely evaluation and feedback (Zhang Dajun, 2003). In the early days, personalized teaching program was personalized prescribed teaching program (IPI), followed by learning program (game) and personalized teaching system (PSI). The application of these personalized teaching procedures has promoted individual learning to the maximum extent, and can significantly improve students' grades.

The specific operation steps are: (1) Set clear goals for students, and let them know their own tasks; (2) Choose various materials and media according to students' needs and abilities; (3) Arrange the feasible steps, methods and charts for students to complete tasks and homework; (4) Teachers should regularly monitor and inspect students' learning, discuss the problems that students encounter and possible problems, and conduct individual research; (5) Provide direct feedback in time, provide rich activities for high-achieving students, make them achieve higher achievements, provide appropriate activities for low-achieving students, and give them more support and encouragement. Contemporary psychologists regard human cognitive process as a process of information processing, including information input (decoding and coding), storage, extraction and processing.

(a) Strategies to improve the ability to receive information

1. Develop a skilled response to information

First of all, effectively observe the characteristics of students' information reception and treat them differently. For students who feel that the information is slow or inaccurate, teachers should ask them more whether they have received the teaching information, or slow down the teaching speed and process it repeatedly to help them refine the information and leave an impression. Secondly, enhance students' information receiving ability through training. Different levels of dictation, listening and calculation, listening and speaking and extensive reading training can strengthen students' oral and written language ability.

2. Coding training in working memory

First of all, teachers' expression in teaching is a demonstration of coding methods to some extent. Teachers' teaching usually revolves around a certain theme and a certain knowledge point. If the teacher can clearly present the analysis intention and summary background to the students, and let them understand the theme reflected by examples and facts, where the connotation of abstract concepts is displayed, and where the basis is, the students will learn the basic laws of coding. Secondly, teachers can also cultivate students' information receiving ability in class discussion. In class discussion, students are required to listen carefully to their classmates' speeches and analyze the main points, highlights and shortcomings of their speeches; After listening to the students' speeches clearly, ask students to express their opinions, supplement, refute or express sympathy and appreciation on the basis of their speeches; Require the speeches in class to be coherent; It is required to avoid pure repetition. These requirements are helpful to cultivate students' information receiving ability. Finally, note-taking training is also an important way. The same feature of taking notes is to extract information, and the main feature of taking notes is to summarize. Taking notes can encode the information you have learned well and help you master the knowledge. Research shows that students are required to imitate, practice and give feedback by explaining and demonstrating to them. Through special training, students' note-taking ability has been significantly improved, and their academic performance has also improved.

3. Reading schema training

Schema is a big knowledge unit stored in the brain, and reading schema is a big knowledge unit that plays a role in reading, and it is a cognitive framework that guides readers to obtain information effectively in the reading process. The common training of reading schema is SQ3R five-step reading method, which can be widely used, mainly to guide readers to have a clear understanding of reading tasks and actively process and refine reading content around reading tasks. (Zhang Qinglin: The Application of Contemporary Cognitive Psychology in Teaching, 333 pages, Chongqing, Southwest Normal University Press, 1995. )

In the training of reading schema, two factors should be considered: first, the clear consciousness and guidance of reading purpose, which comes from the readers themselves and their general understanding of the main contents of reading materials; The second is the requirement of specific reading types, involving the characteristics of learners of different ages and levels, as well as the different characteristics of reading tasks and content types. (Xiaowen Li Wang Ying: Teaching Strategies, 76 pages, Beijing, Higher Education Press, 2000. )

(B) the formation strategy of efficient knowledge representation

1. Double coding and the representation of plot memory

First of all, fully awaken students' visual representation ability. The storage characteristics of different representations enlighten us that in teaching, we should fully mobilize students' visual representation ability while helping them understand knowledge. Intuitive teaching AIDS and direct experience are the main stimuli that cause visual representation, and the exertion of imagination is also an effective way to produce visual representation. Teachers use vivid teaching language to arouse students' visual representation, which will also have the effect of double coding. Secondly, create a plot memory situation. In teaching, it is necessary to form an all-round interactive space between teachers and students, so that students can really invest and become the masters of learning, have interest and passion in the learning process, and have profound subjective feelings and emotional experiences. This requires teachers to design a series of activities to guide students' investment, including setting doubts around the key and difficult points of teaching and guiding students to question; Organize students to discuss problems; Provide feedback and timely encouragement; Encourage students to try, teachers try not to replace them, and start without sending them; You can also make students feel immersive through role-playing and classroom discussion.

2. Effective representation of declarative knowledge and procedural knowledge

The teaching strategies of declarative knowledge mainly include sorting strategies and organizing strategies. For the teaching of procedural knowledge, teachers can promote the formation of procedural knowledge by forming a statement of procedural knowledge rules. The contents of declarative knowledge and procedural knowledge are introduced in detail in chapter 6, and will not be repeated here.

(C) Strategies to promote the formation of problem schema

1. Variant training principle of problem schema

Problem schema comes from the abstraction of specific problems. Problems have different levels of abstraction. Jike and Holyak believe that the best level of abstraction should be "the similarity between two representations is the greatest and the difference is the smallest" (H. Kahmey (1990), and the problem is solved. Buckingham Philadelphia: Open University Press, p. 72). They pointed out that there are three processes to form abstract representation from the surface to the deep: exclusion process, construction process and generalization process. In other words, to solve a problem, it is necessary to analyze the details of the problem situation in order to deepen the problem structure and form a problem schema. However, the training of problem schema must go through a complicated process, in which surface details are constantly excluded to achieve a deep understanding of schema. The variant training principles of problem schema are: (1) refining the rules for solving specific problems; (2) Provide a variety of variant scenarios, so that students can form a concrete experience of problem-solving rules; (3) In the process of variant training, we should constantly sum up the comparative laws. (Xiaowen Li Wang Ying: Teaching Strategies, 9 1, Beijing, Higher Education Press, 2000). )

2. Example learning

Example learning is to present a batch of well-answered examples to students in written form. Once students can't do problems or make mistakes when doing classroom homework and homework, they can teach themselves these examples and try to solve problems. Through the familiarity and comparison of examples, students can form a problem-solving schema. Cognitive psychologists believe that when students do a lot of unfamiliar problems without examples, they tend to focus on solving known conditions, unknown conditions and problem States, so it is not easy to form a problem schema. Example learning is an effective way to form problem schema.

When implementing this strategy, teachers should pay attention to: due to the limitation of memory ability, step by step repetition is often used in training; Refine in a variety of problem-solving situations; Don't attribute the difficulty of migration to understanding defects and thinking problems, which is likely to be the problem of memory overload; Memory overload will make students feel anxious, shrink back and fear. Teachers should try to reduce their memory burden and avoid unnecessary tension. The evaluation of achievements should not be too rigid, but should have a flexible and gradually strict standard; Encourage students to ask books for help when they encounter difficulties, and ask classmates and teachers for advice.

Example learning may not be suitable for students of any level, so teachers should consider it in many ways.

3. Open training

Because the schema is broad and widely used, it will help to form a systematic understanding if it can radiate from a situation and collect similar operation modes in turn during training. We call this training method of attracting similar problems through radiation open training. For example, problem-solving training in science can adopt problem-solving training without special conditions and special problems. The conception training of composition can be based on an activity, and students are required to draw materials from the materials of the activity according to different ideas. Classroom order refers to the state and rules reflected by the inequality of class members' communication and the stipulation of communication behavior. It has the characteristics of situational and targeted. The formation of order has gone through three stages: habituation, institutionalization and legalization. The first problem to be solved is how to establish classroom rules and ensure them to be implemented in practice. On this point, this book will be solved in the next section "Teaching Monitoring Strategy". What is emphasized here is how to maintain classroom order in classroom teaching.

(A) to find and solve classroom conflicts

There are many classroom conflicts, but the conflict between teachers and students is more obvious. Whether the teacher-student relationship is reasonable restricts the rationality of classroom teaching efficiency and plays an important role in maintaining classroom order. Because the teaching activity between teachers and students is essentially a communication activity, communication means that both sides are free subjects with independent personalities, and mutual respect can better maintain communication. In class, praise and criticism are two common ways, but generally speaking, praise, reward and encouragement can achieve better results than criticism, accusation and punishment, and are more conducive to maintaining order.

(B) rationalization of classroom order

First of all, we should promote the rationalization of the relationship between teachers and students. According to Bells' analysis, in the social emotional interaction between teachers and students, if more positive means are used instead of negative means, it will be conducive to maintaining order. Second, the rationalization of classroom teaching forms. In classroom teaching, teachers encourage students to express their desires in the classroom, cultivate students' ability to express themselves in appropriate ways, and encourage students to boldly put forward their unique opinions on academic issues and give them affirmation, which will enable both teachers and students to achieve better agreement and tacit understanding. Finally, expand the freedom of behavior of teachers and students. The most important thing between teachers and students is equality. Therefore, teachers should not be the controllers of students' behaviors, but should give students full freedom, create an active classroom atmosphere and have corresponding management skills.

summary

Teaching implementation is the key stage to achieve teaching objectives. At this stage, teachers should grasp the following strategies: actively maintain students' learning mentality, including motivation stimulation and interest cultivation; Teaching content delivery and processing strategies include teaching content delivery strategy and teaching content processing strategy. The former refers to teaching speech circulation, media teaching mosaic and blackboard writing structure, while the latter refers to peer teachers, cooperative learning and individualized procedures. Effective cognitive guidance strategies include strategies to improve information receiving ability, to form efficient knowledge representation, to promote the formation of problem schema and to manage classroom order.