1. Project guidance
In my understanding, project guidance is just a project background. Now I feel that project guidance is like the "overall" in the structure of a composition written by two people. The first "overall" of "sub-overall" is to present the project guidance through the introductory class. It is necessary to create situations, clarify big tasks, dismantle tasks, and also design small inquiry activities to lay the foundation for subsequent development. It is necessary to give full play to the function of guided lessons.
2. Combined with its own project, conduct student questionnaire survey in the early stage.
Investigation should be considered in everything you do. Only by combining academic knowledge can you truly achieve deep learning.
3. Arrange the openness of driving questions according to the amount of class time.
The degree of openness is the key to design tasks and activities.
Specific Case 1:
The theme of Teacher Zhang Qiuxia’s project is “Designing an Artifact for Boiling Eggs in a Can”. The project is broken down into three parts: searching for fuel – combustion of fuel – safe fire extinguishing. At the end of the course, students were required to boil eggs in a can they designed and write instructions for the egg-boiling artifact. In activity design, there are many issues involved such as the choice of fuel and how to make combustion more vigorous. Teacher Zhang Qiuxia solves specific chemical problems by designing a series of activities, and then discusses the actual operations through simulated experiments. The final goal is to solve practical problems. The entire process can cultivate students' core literacy in cognition of evidential reasoning models, and also develop students' awareness of scientific inquiry in using knowledge to solve practical problems.
Teacher Wei Rui asked in-depth questions about the project: How to demonstrate combustion conditions?
Teacher Zhang Qiuxia summarized the following basic ideas in response to Teacher Wei Rui’s question:
By setting up different small scenarios of making a fire under wild conditions, we explored the three aspects of burning. conditions, and then through the exploration activities of combustion adequacy, summarize the strategies for sufficient combustion.
Teacher Wei Rui made the following suggestions for Teacher Zhang Qiuxia’s design:
1. From the perspective of student activities, choose the appropriate scenario introduction method and define the role of cans in activity design and students role in the development of ideas.
2. From the technical level, it guides students to design specific devices. In addition, from the principle level, it guides students to think, summarizes the principles behind it, and guides students to learn universal problem-solving ideas.
3. Analyze the types of problems: dismantle real problems, disassemble problems based on teaching goals, provide further supportive learning activities to achieve the goals, and conduct teaching design based on problem types It will be more smooth and natural.
4.? Encourage teachers to start from applied problems, continue to dissect and question, raise scientific questions, conduct corresponding explorations, and also explore scientific issues.
Teacher Chen Ying made the following suggestions for Teacher Zhang Qiuxia’s design:
On the basis of technical issues, further inquire into the principles behind these technical operation measures, and analyze them from the perspective of scientific nature. Thinking can help students form overarching ideas on technical issues.
Case 2:
Teacher Chen Song’s project theme is “Exploring the Mystery of Combustion”, and he mainly shares his ideas for problem solving. The problems in this project are mainly broken down into the following: how combustion occurs (introducing digital experiments) - how to regulate combustion - how to set safety warnings - product design and release. In addition, Teacher Chen Song shared the design ideas and methods for the problem design in the introductory class. Teacher Chen believed that the significance of fire in the process of human evolution can be combined to design driving general questions that run through subsequent task activities.
Teacher Wei Rui asked in-depth questions about Teacher Chen Song’s project: How to guide students to solve problems?
Teacher Chen Song proposed the following design ideas: First, based on life experience and the experience of Activity 1, guide students to analyze the conditions for regulating combustion from the two perspectives of whether the reaction is sufficient and the reaction rate. Then verify and judge the two angles, and establish unified observation indicators to verify the correctness of the guess.
Teacher Wei Rui made the following suggestions for Teacher Chen Song’s design:
1.? Sort out the reasoning relationship between specific details again, and repeatedly demonstrate unfamiliar concepts.
2.? Relate actual problem-solving procedures to scientific principles, and guide students to transform teaching materials into teaching instructions, and then into student activities.
3.? Identify and distinguish the concept words in technical problem solving and the concept words in scientific principles, and conduct an in-depth study to see whether the connotations are the same.
Teacher Chen Ying made the following suggestions for Teacher Chen Song’s design:
Consider students’ current subject understanding development and the course content they have learned, and adjust the introduced concepts. The concept of in-depth learning introduced in high school can be implicit and focus on core knowledge.
Case 3:
Teacher Li Na’s project theme is "I am the Winter Olympics Torch Designer". First, she introduced the idea of ????looking for real people and real events, and looked for more meaningful realistic situations. , and then interpreted the relevant teaching materials and dismantled the project based on the academic situation.
The course arrangement is divided into introductory classes and inquiry classes. In the inquiry class, the idea of ????the control variable method is introduced, and students are guided to verify the relationship between the three combustion conditions from the perspective of modeling. Finally, a project display link is arranged. During the project presentation process, students will dialectically and comprehensively analyze the group's project results through the established evaluation criteria.
Teacher Wei Rui asked in-depth questions about Teacher Li Na’s project: What is the specific design of the torch, and how do students realize the torch design?
In response to Teacher Wei Rui's question, Teacher Li Na gave a comprehensive introduction to the torch from the perspective of the torch's appearance, various parts, material selection, storage and use, etc., and then based on the scientists' ideas for developing the torch. Reference for instructional design.
Teacher Wei Rui made the following suggestions for Teacher Li Na’s design:
Product design tasks can be carried out according to the following ideas: starting from functional requirements/user research/usage experience , raise questions from different angles, dismantle core issues, and adjust design ideas according to needs.
Case 4:
The theme of Teacher Zhang Wensheng's project is "Small candles hide big secrets". Teacher Zhang Wensheng's lecture is designed for sixth grade students in early education, and the title is novel ,striking. First of all, teacher Zhang Wensheng conducted a thorough analysis of the academic situation of the sixth-grade students in early education and proposed a curriculum design. The most important thing is to stimulate students' curiosity and increase the methods and experience in the scientific exploration process. In the course design, teacher Zhang Wensheng designed the combustion process from the perspective of conservation of elements at the experimental level and the theoretical level to establish students' basic understanding of chemical changes. In addition, in the part of regulating combustion, two forward and reverse ideas are designed to guide students to establish models and methods of analytical thinking. Generally speaking, the early training course is designed to use candles and combustion exploration as a carrier and starting point to mobilize students to actively explore combustion-related issues, understand combustion-related secrets, stimulate students' desire and interest in exploring the unknown world, thereby improving students' inquiry ability and scientific literacy.
Teacher Wei Rui asked in-depth questions about Teacher Zhang Wensheng’s project: From what in-depth perspectives can we understand chemical changes?
Teacher Zhang Wensheng summarized the following ideas in response to Teacher Wei Rui’s questions:
1.? Preliminarily introduce the idea of ??conservation, and use chemical symbols to help students understand the changes in matter during the combustion process. know.
2.? Guide students to pay attention to the heat changes during the combustion process and think about the reasons for energy conversion.
In this regard, Teacher Wei Rui made the following suggestions for Teacher Zhang Wensheng’s design:
1.? In the process of teaching implementation, it is necessary to clarify students’ tasks and think about how to guide students. , how to provide guidance, and then extract perspectives for development and migration.
2.? The perspective of looking at the problems in the project is a node worth thinking about, and there is a bond between the nodes. Starting from the problem and extracting perspectives, a number of specific questions can be developed, and then a number of specific questions can be screened. Students can choose research directions according to their interests and conduct exploration in groups, thereby achieving a guiding effect.
Teacher Chen Ying made the following suggestions for Teacher Zhang Wensheng’s design:
1.? It is necessary to give full play to the function of the guided lesson, create situations, clarify big tasks, and break down tasks. You can also design small exploration activities to lay the foundation for subsequent development.
2.? Combined with the own project, conduct a student questionnaire survey in the early stage.
3.? Arrange the openness of driving questions according to the amount of class time.
The deeper I get into project-based learning, the more I feel that the water is really deep...
I really feel like I can’t find the north...