MS-EEPO is a method system, which can't be understood only from the teaching link, but from the aspects of preparing lessons, teaching plans, organizing classes, and evaluating the effect. The following are some personal understandings.
First, prepare lessons and write lesson plans.
Usually, preparing lessons is optional, and preparing lessons for EEPO is a process from the whole to the part. "MS-EEPO" requires that under the premise of fully studying the teaching materials and students, the course type should be determined first, and the teaching steps and strategies should be determined by the course type.
1, Framework: First, determine the overall framework of a lesson according to the content, roughly divide it into how many nodes (see the circle in the EEPO lesson plan example, each circle is a node), how long each node will take (time axis), what basic tasks will be completed (that is, what problems will be solved and how to solve them-generally written below the node time axis), and clarify what goals each node will achieve (generally written in the node time axis).
2. Steps: After determining the nodes, according to the problems to be solved at each node, solve the problems through the basic process of "students' independent inquiry-group cooperative inquiry (discussion)-group exchange evaluation-group display of inquiry results-teacher evaluation", so as to realize "independent learning-student interaction (including intra-group interaction and inter-group interaction)-teacher-student interaction".
3. Strategy: Every node should fully consider the psychological characteristics of students. Take EEPO's "element combination" as an example, the "seven elements are used in turn" in teaching. The basic method is: in the bilateral activities of teaching, teachers and students put seven basic elements that people often use in cognitive activities, namely: seeing, listening, speaking, thinking, doing and changing environmental conditions. This has changed the traditional classroom teaching, which mostly adopts a single way of teachers speaking and students listening. The data shows that if the teacher doesn't talk and only lets the students watch, the effect is only 20%. The teacher said that the effect of students' listening and watching is only 30%; If students combine listening, speaking and watching, the effect can reach 70%; If you can skillfully use the seven elements, more than 90% of students can meet the teaching requirements. Therefore, when preparing lessons, we should think about how to exchange the seven elements of "listening, speaking, thinking, doing, moving and being quiet". At the same time, the number of basic knowledge and skills will increase, and a knowledge point must be strengthened at least 7 to 12 times before students can master it. Experts study the use of study cards, which can increase 7 to 12 times. So in class, we use group study and study card (the study plan of middle school is actually a more advanced form of study card) to learn knowledge points, which can increase the number of reinforcement and improve the efficiency of learning.
Reflected in the teaching plan, the teaching objectives reflected in the teaching plan should be specific (not ambiguous, but measurable), the teaching content should be problematic (knowledge should be broken down into problems), and the teaching process should be practical (focusing on the inquiry process and students' participation rather than conclusions). Because students are the main body of learning and the classroom changes rapidly, the teaching plan in EEPO format should have great tolerance. Every detail of teacher-student interaction and student-student interaction cannot be designed, so the old detailed question-and-answer case is not applicable, and only the basic nodes, the tasks completed by the nodes and the time spent can be roughly determined, so that teachers can improvise in teaching. Please refer to the example of teaching plan for details.
Second, the class organization.
The core idea of EEPO is that "effective education is achieved through organization and participation". As we all know, teaching and learning are two aspects of teaching activities, teachers are the dominant and students are the main body of learning, which is exactly what the new curriculum advocates. Therefore, it is very important to give full play to students' subjective initiative in teaching. Confucius once said when discussing education: I will forget what I heard. I will remember what I saw. I will understand what I have done. We can modify and expand the wisdom of Confucius, and make it become the creed of students in our EEPO teaching: I will forget what I heard (traditional cramming). I will remember what I have heard and seen (self-study and teaching). I will begin to understand what I hear, see, ask questions or discuss with others. I will gain knowledge and skills (inquiry learning) from what I hear, see, discuss and do. I will master what I have taught another person (the deeper level of EEPO mode). Therefore, the teaching process of EEPO is as follows:
Students' autonomous learning ...........................................................................................................................................................................
Discuss, study and solve problems in groups.
Intra-group evaluation and inter-group communication
Teacher evaluation
This kind of organization mode makes students truly become the masters of learning and the protagonists on the stage. The teacher is no longer a director, but an audience. Applause is an evaluation, which will make the protagonists willing to perform harder.
Group cooperative learning organization: In the past, after students completed the cooperative task, one person expressed his ideas in the group, while others were just bystanders. There are even some group members who simply do things that have nothing to do with learning, talking and laughing. How can we talk about the results? This kind of class seems to pay attention to students' participation, but how to improve students' learning ability? EEPO's effective education refines the operation mode of group cooperation, and expounds it in detail from five aspects: group construction, clear objectives, cooperation requirements, attention to marginalized people and achievement display. Every group member can try to care for each other, take care of each other and listen to each other, and they can try to create a friendly atmosphere. In order to complete the task, there is a clear division of responsibilities, in order to achieve real mutual learning. Only by carefully organizing teaching and letting every student actively participate in learning activities can the optimization of teaching efficiency be realized. Our school is currently conducting a pilot project of group cooperative learning, and there are many areas that need to be improved.
Third, classroom evaluation.
Professor Meng, the founder of EEPO, has repeatedly stressed that whether the initiative in teaching can be handed over and how much can be handed over depends on whether it can be taken back after being handed over, which is an important criterion to measure students' initiative. Classroom evaluation should be measured from the perspective of students' participation.
EEPO's classroom evaluation model requires that it can record the time line, activities and activities' goals, the degree of achieving the goals, the times of strengthening basic knowledge and skills, and try to analyze the existing problems and suggestions for improvement. (See example)
Attached below is the original text of Meng's Effective Education for everyone to learn.
First, the concept of effective education
It is an education that organically integrates the personality and creativity that the West is good at with the knowledge that the East is good at and makes it popular. It is the sixth teaching method that organically combines the advantages of western education with those of traditional education in China. Effective education is a systematic project, divided into five parts.
Second, the five major plates.
(a), the way of class. 1 element combination mode 2 platform interaction mode 3 philosophy mode
(2) Learning style. 1 group learning team learning
(3) Evaluation method. 1 classic evaluation 2 single factor evaluation 3 discipline evaluation 4 project evaluation 5 process evaluation
(4) preparation method. 1 graphic lesson preparation type 2 module structure
(5) Management Mode 1 Unit Group Management 2 E-S Management 3 Logical Framework Management
Third, the classic expression.
Trinity: Intellectuals' Personality Creativity
General performance: interactive and active.
(A), the five characteristics of knowledge:
1 What is it?
2 understand why
3 knowledge of when and where
4 whose knowledge?
5 knowledge of how to do it
(2) Personality: 1. Listening: Only 65,438+0 students have good listening skills.
2. Look: Only 1 students are good at watching.
3. Oral English: Only 1 students are good at oral English.
4. Doing: Only 1 students are good at doing.
5. Synthesis: Only 1 students are good at synthesis.
(3) Creativity: You said something that no one else had said. You did what no one else did. They didn't combine, but you did.
(D) Interaction: 1, teacher-student interaction 2, student-student interaction 3, human-computer interaction.
(5) Initiative: 1. Teach first and then take the initiative. How much to teach depends on the goal. 2. Talk about strategy before taking the initiative.
(6) Dynamic:
1, interest
2. Generate power
3. Effects include "18 effect", "28 effect" and "38 effect"
Four. Electron mass spectrometry element combination:
That is to say, in the classroom, the seven elements of reading, listening, speaking, thinking, doing and moving are used at the same time to stimulate students in different ways, and at the same time the number of reinforcement will increase. A knowledge point must be strengthened at least 7 to 12 times before students can master it. Experts study the use of study cards, which can increase 7 to 12 times. Therefore, using group study and study cards to learn knowledge points in class can increase the number of reinforcement and improve learning efficiency.
First, comprehensive factors.
Basic concept: "Element combination is the most basic course type of EEPO, and it is also the simplest and easiest for EEPO to master. Mastering the course type of element combination can lay a solid foundation for learning other courses.
1. Elements: refers to the seven basic elements in classroom teaching: listening, watching, speaking, thinking and doing, plus dynamic and static conversion.
2. Combination: Different combinations and arrangements of different elements have different effects on teaching activities. So there are more than 5000 combinations (5040), which is an ever-changing teaching organization.
3. The basic form of element combination is that seven elements are used interchangeably. Fully mobilizing students' senses conforms to their psychological and physiological characteristics, so that students can concentrate on their studies, which can greatly improve the enthusiasm and effectiveness of learning.
"Element combination" course type. It is suitable for all teaching activities and belongs to the basic course form. The combination of elements accounts for about 60% of the teaching activities of the nine courses.
Key operation points:
1. Listen, see, say, think, do, move and be still, and make dynamic and static changes in time. Dynamic-static conversion is mainly regulated by individual activities, group activities and large group activities in organizational form. Under normal circumstances, physiology and psychology decide that a class should be slightly moved 2-4 times, and it is more appropriate to move 1-2 times.
2. Make full use of the combination of human resources, give full play to the effectiveness of cooperative learning, and ensure the quality of cooperative learning. The first problem is students' learning style, which we should attach great importance to. In particular, train students in group level, large group level, approval and expression presentation. Good learning style is the basic guarantee to improve learning efficiency and realize the combination of elements.
3. Make an appointment in advance, quickly test the process effect, quickly transmit information, and improve classroom efficiency. The combination of appointment and rapid process detection is the premise of fast and effective transfer to the next step of learning. The purpose of process detection is to quickly understand students' knowledge. Second, it is also to save time and reduce the emergence of ineffective education. Process inspection results: more than 80% students meet the requirements and can be transferred to the next stage of teaching; If it is less than 50%, it should be remedied in time or after class or the next class.
4. It is the key to the quality of teaching examination to mobilize all elements to strengthen knowledge points, test sites and evolution points.
The focus of training is to pay attention to gradient; Second, we should consider the dimension; Third, we should make full use of students' human resources, so that students can get more information in a limited time, open their minds quickly, and let students know things from different angles. Master knowledge and form ability.
. Information link:
Why combine elements?
There are three reasons:
1. Many years ago, westerners completed the effect test of factor combination, which proved that factor combination can improve learning efficiency.
The effect of factor combination test in westerners is as follows: ① The teacher doesn't say anything, but only lets the students see it, and the effect is only 20%. (2) Traditional teaching methods, in which teachers talk, students listen and students watch, only increase the effect by 30%. ③ If students speak, listen and watch together, the effect can reach 50%. (4) If you say, listen and see, and want to add dynamic and static conversion, the effect can live 70%. ⑤ If you can skillfully use the seven elements, more than 90% of the students can meet the teaching requirements.
2. People's concentration time is limited. At a certain time, it is necessary to switch between static and dynamic, so as to keep students interested in learning and improve learning efficiency. The concentration time of primary school students is only 7-8 minutes, and that of middle school students is 12- 15 minutes. If this time limit is exceeded, students' attention will begin to be distracted. The dispersion loss rate is 15% in the first time limit, 30% in the second time limit and 50% in the third time limit. Because only 50% of the students in the classroom can be taken care of, if the wastage rate of students who can't be taken care of is added, the average wastage rate will reach 75% in a period of time. Therefore, it is necessary to carry out dynamic and static conversion in a timely manner. Let students always maintain vigorous energy and strong interest in the learning process, thus improving learning efficiency.
3. The key points of knowledge and the elements of training should be strengthened to a certain number of times to remember. To reach a certain number of times, you can't rely on repetition. It is necessary to carry out dynamic-static conversion in time and combine five learning elements. Repeatedly strengthening key elements can improve efficiency. The key points of knowledge points, the basic quantity and ideal quantity of strengthening element training are: mother tongue12-1time, 17-22 times respectively; Math 7- 12 times, 12- 17 times; Foreign language 17-22 times, 22-32 times; Experimental teaching activities 3-5 times, 5-7 times.
Therefore, in order to make students master knowledge and form ability, they must follow the laws of education and train to a certain amount before they can make a qualitative leap.
Second, the philosophical way.
Basic concepts: Philosophy mode is one of the nine mainstream courses and the core of EEPO teaching mode. It embodies a dialectical relationship of philosophy. It believes that everything in the world is related. One of its important regulating arts is "less is more". It can expand students' thinking ability through a picture, a sentence and a word. Philosophical mode is an advanced form of operational art, which can effectively motivate students to March into the depth and breadth of thinking, and is a secret weapon to cultivate thinkers.
Essentials of implementation: The "philosophical way" is suitable for teaching materials that can arouse students' interest and spread from one point to another. It can be used as a thinking training course alone, or it can be infiltrated into a certain link of subject teaching. It is best to attend once every two weeks, at least twice a semester.
Key operation points:
1. Individualization of any educational materials is the prerequisite for a good course of "The Way of Philosophy". Here we should pay attention to "any material and personalize it." Any material, such as a piece of paper, a painting, a poem, an article, a formula, a number, a water cup. ...
2. Create a fully free and democratic discussion space, make full use of human resources (groups, teams ...) to expand the thinking in the gradual form, and then expand.
3. Philosophy mode curriculum advocates not attaching to any subject, not solving subject problems, not drawing conclusions, and only paying attention to the training of thinking development.
There are three points in philosophy class: ① See if students' questioning ability has improved. (2) to see whether the students' thinking has been opened (that is, how many thinking dimensions are there in a class). ③ Look at the process of students' thinking (critical ability and defensive ability).
4. In the process of learning, we must process and collect information quickly, especially after the highlights of students' thinking come out, teachers should seize the key points in time and inspire and extend them; In the process of strengthening question collection, we can quickly strengthen, screen and supplement personalized questions. ...
Third, the platform interaction mode
Basic idea: The way of platform interaction is to grasp the key elements and then build a multi-dimensional teaching platform. The key elements here refer to the key knowledge points, ability points, test sites, methods, thinking, creation, thinking and cooperation in this teaching. "Multidimensional" refers to different channels, different ways, different ideas, different methods, different ways and different personality expressions.
The main process of platform interaction mode:
Screening key targets-building a multi-dimensional platform-interacting with a teacher to explain "comments+lectures".
Implementation essentials: Platform interaction is as suitable for thinking training as philosophy, but it is suitable for all disciplines and can solve key and difficult problems of disciplines. It is one of the top ten teaching methods of EEPO.
Key operation points:
1. As can be seen from the schematic diagram, the construction of each platform has specific contents, requirements for thinking expansion and goals (number of dimensions). Different from ordinary teaching, it has a platform to strengthen key elements, and students can learn interactively in a certain gradient form on this platform.
2. Don't focus too much. One class in primary school is generally 1-3 key points. A middle school class is generally 1-5 key points (not too many platforms).
3. The third operating point "interaction" must be sufficient. Everyone has a dimension, which becomes multidimensional after interaction. The purpose of multi-dimension is to stimulate and strengthen key points from multiple angles.
4. Teachers should quickly adjust the teaching plan after the multi-dimension is reached, so as to highlight the key points and key points in the evaluation.
5. There are many interactions in platform-based classes, and it is generally necessary to match the "team-level" learning style. Therefore, students must be trained to the team level.
Fourth, dual mode:
Basic concept: Dual mode is one of EEPO teaching methods, and its teaching process is divided into two areas. Namely "single region" and "dual region". The requirement of "single zone" is to fully "think" and design the scheme, and the requirement of "double zone" is to "do" scientifically and strictly according to the scheme. The effective realization from "thinking" to "doing" is completed through two sorting bridges.
Essentials of implementation: Dual mode is practical and suitable for the teaching of science, chemistry, biology and science. It is a sharp weapon to train scientists.
Key operation points:
1. I think it is the first operating point. Here, on the one hand, teachers should set up a relaxed thinking environment so that students can give full play to their individuality and creative thinking; On the other hand, we should guide students to boldly design personalized programs and constantly revise and improve them.
2. "Secondary sorting" is an important operating point of binary mode.
Secondary sorting. That is, when the information is greatly expanded and a variety of schemes are obtained, they are arranged and screened from the aspects of importance and feasibility.
Sort for the first time. Based on the importance, some important information is filtered out from a large number of information.
The second category. On the basis of feasibility, first screen, then screen.
Through the secondary arrangement, we focus our thinking on a scheme, then make a scheme, and then enter the stage of "doing it scientifically" in the binary area.
3. Special emphasis is placed on students to do it strictly and scientifically on the premise of designing personalized programs, so as to cultivate students' meticulous scientific attitude and proactive spirit of inquiry.
In the process of thinking and doing, reflection is very important. It determines the repeatability of this process from thinking to doing. Reflect on the premise of strictly following the plan. Then adjust and modify the plan, and then do it again. This is the normal state of dual mode.
4. Dual class. Generally, there are two classes at a time, which may take extra-curricular time to complete. This is a process training.
The basic concept of experience mode. As the name implies, the way to experience is to create a certain situation, so that students can clearly experience, feel and express their inner world in the situation, and then strengthen and evolve themselves through communication and discussion.
Essentials of implementation: Experience mode is very suitable for the teaching of thought, society, composition and other disciplines. It can also be combined with philosophical methods or other courses to produce new courses and apply them to the teaching of other disciplines.
Key operation points:
1. The key is to find teaching materials that can make students experience "binary" and build a platform to simulate the experience.
Two values refer to two different psychological experiences (such as the psychological rest of the blind crossing the road and the psychological experience of helping the blind crossing the road).
2. After the end of the binary exchange experience, it is necessary to organize a separate discussion, so that students can fully explain the reasons and exchange their inner feelings. This is an important teaching link.