Bài thu hoạch bồi dưỡng thường xuyên Tiểu học Module 13

Today we will introduce to you the Module 13 Regular Training Lesson to help you understand the importance of innovating teaching and learning methods in Primary.

1. Objectives of reforming educational methods in primary schools:

– Distinguish the types of lessons in elementary school and the requirements of each type of lesson.

– Know how to deploy each type of lesson in the classroom in the direction of teaching to promote students’ activeness.

– Outline the steps and requirements for designing lesson plans in the direction of promoting active learning of students.

2. Positive teaching planning skills:

The implementation of the renovation of the primary education program requires a synchronous innovation from the objectives, contents, methods and means of teaching to the method of assessing teaching results, in which the breakthrough is the transformation of the curriculum. change program content. The purpose of teaching method innovation is to promote positivity, self-discipline, initiative and creativity; practice habits and self-study ability, spirit of cooperation, skills to apply knowledge to different situations in learning and practice, fun and excitement in learning.

2.1. Orientation to innovate educational methods:

The renovation of teaching methods in primary schools should be carried out according to the following orientations:

1. Stick to educational goals.

2. Be suitable for specific teaching content.

3. Suitable for students’ age characteristics.

4. Be suitable to the school’s facilities and teaching conditions.

5. In accordance with the innovation of testing and evaluating teaching results.

Combining the acquisition and selective and effective use of modern and advanced teaching methods with the exploitation of positive elements of traditional teaching methods.

6. Increase the use of teaching aids, paying special attention to the application of information technology.

2.2. Requirements for teaching methods in primary schools:

a. Requirements for HS:

– Actively thinking, actively participating in learning activities to discover, acquire knowledge, practice skills, build the right attitude and behavior.

– Boldly present and defend personal opinions and views; actively discuss, debate, ask questions for themselves, for teachers, for friends; know how to self-evaluate, evaluate the ideas, opinions, products of learning activities of themselves and their friends.

– Actively use equipment and learning materials; practical experiments; practice applying learned knowledge to analyze, evaluate and solve practical situations and problems; develop and implement learning plans suitable to abilities and conditions.

b. Requirements for teachers:

– Design, organize and guide students to carry out learning activities with diverse, rich and attractive forms suitable to the characteristics of the lesson, with the characteristics and levels of students, with conditions specific to class, school, and locality.

– Motivating, encouraging, creating opportunities and conditions for students to actively, proactively and creatively participate in the process of discovering and absorbing knowledge; pay attention to exploiting students’ existing knowledge, experiences and skills; foster students’ interest, need for action and confident attitude in learning; help them reach their full potential.

– Using methods and forms of teaching organization that are reasonable, effective, flexible, suitable to the characteristics of classes and subjects; content, nature of lessons, characteristics and levels of students; teaching time and specific teaching conditions of schools and localities.

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3. The process of preparing and conducting a lesson in the direction of innovation in teaching methods:

3.1. Steps to design a lesson plan:

– Determine the lesson objectives based on the requirements of knowledge, skills and attitudes in the program.

Research textbooks and related materials to:

+ Accurate and complete understanding of the lesson content.

+ Identify the basic knowledge, skills and attitudes that need to be formed and developed in students.

+ Determine the logical sequence of the lesson.

– Determine the student’s ability to meet cognitive tasks:

+ Identify the knowledge and skills students already have and need.

+ Anticipate possible difficulties, situations and solutions.

– Select appropriate teaching methods, teaching means, teaching organization, testing and evaluation to help students learn actively, actively and creatively.

– Designing lesson plans: Designing content, tasks, activity forms, time and requirements to meet each teacher’s teaching activities and students’ learning activities.

3.2. Structure of a lesson plan:

Lesson Objectives:

+ Specify the level of knowledge, skills and attitudes students need to achieve.

+ Objectives are expressed with specific, quantifiable verbs.

– Prepare teaching methods and means:

+ Teachers prepare teaching aids (pictures, models, artifacts, chemicals…), necessary teaching aids and materials.

+ Teachers guide students to prepare lessons (preparing lessons, exercises, preparing documents, necessary study materials).

– Organization of teaching activities: State how to conduct specific teaching activities. For each activity, specify:

+ Activity name.

+ Objectives of the activity.

+ How to perform the operation.

+ Time to perform the activity.

+ The teacher’s conclusion about: Knowledge, skills, and attitudes that students need after the activity; practical situations can apply knowledge, skills and attitudes learned to solve; common error. Consequences can occur if the correct solution is not taken.

– Guide follow-up activities: Identify what students need to continue to do after school to reinforce, deepen, expand on old lessons or prepare to learn new lessons.

In addition to mastering the orientations to innovate teaching methods, in order to have good teaching hours, teachers need to master teaching techniques. Writing and designing lessons is also a technically demanding activity. This article would like to address this issue from the perspective of a good lesson in the direction of teaching innovation.

3.3. Preparation for a lesson:

A teacher’s preparation for a teaching hour is often expressed through the preparation of lesson plans. This is an activity to develop a teaching plan for a specific lesson, demonstrating the interactive relationship between teachers and students, between students and students in order to achieve the goal of the lesson.

Based on the lesson plan, both assess the professional qualifications and pedagogical skills of teachers, and clearly see their conceptions and perceptions on educational issues such as educational goals, educational content, how to use using teaching methods, teaching equipment, teaching organization and how to evaluate students’ learning outcomes in relation to relatively stable factors such as: plan, time , facilities and students. Therefore, the activity of lesson preparation has a very important role and meaning, which greatly determines the quality and effectiveness of the teaching time.

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From the teaching practice, the process of preparing a lesson can be summarized with the steps of designing a lesson plan and the structural framework of a specific lesson plan as follows:

Step 1: Determine lesson objectives on the basis of knowledge (KT), skills (KN) and attitude requirements in the program. This step is set because determining the goal of the lesson is a very important step, playing the first and indispensable role of every lesson plan. The objective (requirement) is both the goal towards and the requirement of the lesson. In other words, it is a measure of the results of the teaching process. It helps teachers clearly define the tasks to be performed (lead students to learn, apply techniques and skills; to what extent, thereby educating students to draw lessons).

Step 2: Study textbooks and related documents to: accurately and fully understand the content of the lesson; identify basic skills, skills and attitudes that need to be formed and developed in students; determine the logical sequence of the lesson.

This step is done because the content of the lesson, in addition to what is covered in the textbook, may already be covered in other materials. The experience of longtime teachers shows that: first of all, you must carefully read the lesson content, study the instructions in the textbook to understand and properly appreciate the lesson content, then choose to read more materials to gain a deeper understanding. and expand the content of the lesson. Each teacher must not only have the skills to find and find suitable materials to read, but also have the skills to direct how to select and read materials for students. Teachers should choose materials that are peer-reviewed, trusted by many experts and teachers. Reading textbooks and test materials can be divided into 3 levels: skimming to find the right content to identify skills, basic techniques, focus requirements and areas to be achieved; Read to find information of interest: text flow, layout, presentation of the KT circuit, understanding and intent of the author. Read to detect and analyze, evaluate technology details, knowledge in the circuit.

In fact, the most difficult stage of reading textbooks and documents is summarizing the scope and level of knowledge and skills of each lesson to suit students’ ability and teaching conditions. In teaching practice, many times we often do below or exceed the requirements for knowledge and skills. If mastering the lesson content, the teacher will outline the appropriate content and sequence of the lecture content, even improve the presentation of technical circuits and skills of the textbook, build a system of questions and exercises. . Exercises help students perceive, discover and appropriately apply knowledge and skills in the lesson.

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Step 3: Determine the student’s ability to meet cognitive tasks, including: identifying the skills and knowledge students have and should have; Anticipate difficulties, situations that may arise and solutions to overcome.

This step is posed because in classroom teaching oriented to innovation in teaching methods, teachers must not only master the content of the lesson but also understand students to choose teaching methods, teaching methods, and organization. teach and evaluate accordingly. Thus, before preparing a lesson plan for a new lesson, teachers must anticipate situations and ways to solve students’ learning tasks. In other words, the feasibility of the lesson plan depends on the level and learning capacity of the students, which comes from: the skills students already have in a certain and sustainable way; Techniques students do not have or may forget. Difficulties may arise in the learning process of students. However, in reality, there are many lessons due to unforeseen circumstances, so teachers are confused by conflicting opinions with diverse expressions of students. Therefore, no matter how hard they try, each teacher should take the time to assess students’ preparation before class in conjunction with regular assessment to contribute to predicting cognitive task response as well as actively promote the existing knowledge and skills of students.

Step 4: Select appropriate teaching methods, teaching means, organization of teaching and assessment to help students learn actively, actively and creatively.

This step is set because in classroom teaching oriented to innovation in teaching methods, teachers must pay attention to promote positivity, self-discipline, initiative, creativity, practice self-study habits and competence. intellectual skills, skills to apply knowledge to different situations in learning and in practice; affect thoughts and feelings, bringing joy and excitement in learning to students. In current teaching practice, teachers are still familiar with teaching methods that differentiate learning tasks, paying little attention to the learning ability of each student. Innovating teaching methods will focus on improving this approach, promoting the synergy of teaching methods, teaching methods, teaching organizational forms and assessment methods to improve quality. quantity.

Step 5: Curriculum design.

This is the step where the teacher begins to prepare the lesson plan – design the content, tasks, form of activities, time, the requirements to be met for each teaching activity of the teacher and the learning activity of the students.

In fact, many teachers when preparing lessons often only read textbooks. Even some teachers only base on the suggestions of teachers’ books to design lesson plans, skipping the stage of determining lesson objectives, determining capacity to meet learning tasks, researching teaching content. , appropriate form of teaching organization, testing and evaluation to help students learn actively, actively and creatively. Doing so cannot help teachers get a good lesson plan and have the conditions to conduct a good teaching hour.

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