The first step: prepare lessons individually, and the teaching content is agreed early.
The first step of the five-step follow-up guidance is that the teaching and research staff combine teaching practice, select typical topics and make an appointment with the teaching teachers, so that the teachers can independently choose the lesson examples of collective teaching activities derived from the topics according to the content of the topics set by the teaching and research staff, and independently prepare lessons and complete the "first draft" according to their own analysis and grasp of the topics. Although the theme of preparing lessons by appointment is determined by teaching researchers, the specific teaching content is chosen by teachers themselves, which leaves room for teachers to generate teaching content independently, which not only stimulates the subjective initiative of young teachers, but also enhances their original ability.
The second step: network interaction, teaching plan with repair.
Because of the complexity of the work, teaching and research researchers often can't interview teachers immediately after completing the "first draft", so we interact with them through the network. Young teachers often blindly pursue innovation in teaching design, and pay little attention to children's physical and mental development characteristics and cognitive characteristics. In order to solve this kind of problem, the teaching and research staff directly mark the manuscript in red font, and put forward the theoretical basis of the suggestion, and then send it back to the teacher in the form of email for the teacher to adjust and modify, thus forming a basic plan. This kind of network interaction not only helps teachers to improve their ability to prepare lessons, but also helps young teachers to develop the habit of rational design and thinking.
The third step: simulated trial teaching, pre-examination of teaching plans.
In the first two steps, the instruction is kept in the state of written instruction, and in the third step, the basic plan is reviewed on the spot by means of face-to-face instruction. The teaching and research staff informed the date of the squatting guidance in advance so that other kindergarten teachers could participate in the deliberation. First, the teacher will talk about the revised lesson plan. Then, the researchers and other young teachers discuss the class together according to the teacher's explanation. The contents of the discussion include: predicting details, solving difficulties, setting teaching objectives, link design, resource utilization, and breakthrough strategies for important and difficult points. Finally, teaching researchers and teachers play the role of children and let teaching teachers carry out simulated teaching experiments. In the simulated trial teaching, the teaching and research staff immediately evaluated, guided, guided and sorted out the problems, helping teachers to improve the teaching plan and prepare for formal teaching.
Step 4: Practice teaching and improve the teaching plan.
No matter how mature the lesson plan is, it must be tested by practice. After the third step, the teaching researchers leave a certain time for the teachers to internalize the reviewed teaching plans and adjust the teaching AIDS. When the teaching teachers are ready, the teaching researchers and other teachers will enter the teaching classroom for the actual trial teaching. In practice teaching, it is required to do three things well in advance, that is, teachers should be divided into groups in advance for division of labor and cooperation; Print the audited lesson plans and observation records in advance, so that teachers can observe and record teachers' behavior, teachers' classroom regulation and random generation ability; The classroom video is in place in advance, so that it can be played back in the reflection of class evaluation at the end of the exercise. Organizing such practical teaching attempts can often find problems that have not been found in the deliberation and adjust them in time to make the teaching plan mature.
Step 5: Review and reflect and share teaching cases.
Teaching researchers first ask teachers to reflect on teaching, including reflection on activity design, reflection on the design and treatment of teaching details, reflection on the preparation and utilization of teaching tools, especially on children's learning. For example, what are the difficulties in children's learning process and how to solve them? What is the expected target achievement rate? Have you caught some bright spots of knowledge reflected by children in the process of learning activities in time? What effect does this activity have on children's future study? In this way, it will not only help teachers to reflect on "teachers' teaching", but also help teachers to reflect on "children's learning", so as to truly achieve "teaching by learning". After teachers' reflection, other teachers will evaluate classes in combination with video playback. The teacher will improve the final lesson plan according to the evaluation and self-reflection, and upload it to FTP for other teachers to enjoy.
The effective application of the five-step follow-up instruction method has made us gain a lot: (1) Teachers grow up on the ladder. The growth of young teachers is a ladder-climbing process from perception to understanding and applying advanced ideas. In the five-step follow-up guidance, teaching and research staff began to intervene in the guidance from the "first draft", and through network interaction, in-depth communication and face-to-face communication, aimed at teachers' problems, they helped teachers correctly interpret the characteristics of teaching materials and children's age, demonstrated teachers' ideas and behaviors, and gave teachers timely guidance and practice space, so that the process of climbing stairs really became the growth process of young teachers. (2) Accumulate curriculum resources. At present, kindergartens are actively exploring teaching materials and improving curriculum resources. However, due to the different qualities of teachers and different levels of kindergartens, there is a big contrast in reading and analyzing textbooks, designing effective links, implementing key points and solving difficulties. In the five-step follow-up guidance mode, although the teaching theme is determined by the teaching researchers, the course content has been well supplemented by adding many original elements. The process of five-step follow-up guidance is not only a process of promoting the growth of young teachers, but also a process of developing, supplementing and perfecting kindergarten teaching content. (3)*** students' teaching and research culture. The five-step guidance process is a process in which researchers and teachers * * * study * * and enhance * * * wisdom. From the "first draft" to the "final draft", from annotation, interaction, discussion, trial teaching to reflection, a new teaching and research culture is created in this process.