Reviewing the three types of this projects carried out by our school in cooperation with Cold spring harbor genetic science entry experiments, Research projects and the summer camps.Students have expanded their knowledge and abilities from these activities. As a participant in the project, I’ve got the following questions and reflections based on practical conclusions.
What makes the expansion project attract students?
The content of the course should relate with the knowledge in class.
From "in-class knowledge" to “extra development”,it is the promotion of the learning phase.
This developing process should focus on “following the basic root” and the “root” of the project is the knowledge of in-class learning. These knowledge contain relatively stable concepts, principles and thinking in the discipline. According to the “root”, we can develop flexible and complicated"leaves" —critical thinking and proving, analyzing and using skills. A large tree needs a strong root system to flourish; a perfect project requires a foundation for orderly operation and healthy development
The form of the course need to be out of syllabus
From "in-class knowledge" to "extra expansion”,it is the liberation of specific learning style.
This liberation needs students to recognize their own shortcomings and the limitations and identical effect of “in-class knowledge” are from examination. It is necessary to break the inherent thinking framework of the syllabus and reconstruct the learning style of into the the form of flexibility and rigor coexistence, divergence and system equally exist, doubt and verification are all coming together. Only in this way, students can gradually establish the ability of independent learning.
Course orientation should link to scientific research
From "in-class knowledge" to "out-of-class expansion" ,it is a learning-oriented shift.
This transformation process seize the "advance with the time." The expansion project has gone beyond the knowledge in the class and broke through the constraints of the examination. It will lead the students to broaden their horizons and pay more attention to the current scientific research. Therefore, with the use of recent scientific knowledge, students can be more interested in exploration; only with the continuous development of scientific and technological dynamics, students can be motivated and get their research enthusiasm!
the teachers should “be far-sighted and do solid work”
Be far-sighted: After classes, teachers should admire to science and focusing on newest researches.
Do solid work: in classes, teachers should consider
students, care about the most basic knowledge.
“Step by step”
Step by step means to consider the logical of study.The knowledge will be harder, this makes teachers to design classes.Even preview.Teaching just like construction engineering. Design graphs and buy material first, then according to the figure to make construction.Random strain.Finally,acceptance of the results and restoration work. Focus on"construction according to the figure ". In the same way,Teachers should have teaching plan, use plans to guide practice.Practice should reflect the order lines of the plan-review basics, trigger cohesion, ask questions, building system,Inductive reflection knowledge of expend project is harder, teachers should guide the propulsion so students can explore and improve
"Apparent ignorance is in fact informed"
"wisdom seems stupid" here means to build the independent
thinking space of teaching. Teaching activities are problem - oriented and student - oriented. This makes teachers to set up the problem reasonably, arouse the student to think actively and innovate
As the saying goes, "if a teacher is too clever and diligent, the students will be stupid and lazy." In the teaching ，teachers dominate knowledge and output knowledge. Students worship and input knowledge. Clearly, a teacher is clever like a god, but an extension teacher has to behave stupid.In this way, the knowledge is not to be output to students, but to be exchanged to students. Students independently seek knowledge, discover knowledge, analyze knowledge, acquire knowledge, digest knowledge and apply knowledge!
what can project-Style learning provide to students?
Luobin, principal of Beijing Haidian district teacher education school <what can project-Style learning provide to students?>
" project-style learning is an important way to cultivate innovative, inter-disciplinary talents and solve future problems" .
项目式学习中，学生构建团队，经历 “提出问题、规划方案、修订方案、实践方案、解决疑问、整理成果、展示交流、评估反馈” 的研究型学习过程。在项目学习中，学生经历质疑推理、分辨决策、远端迁移等综合性问题解决过程。这使学生收获“ 意义思考，技能锻炼，实践应用、迁移创新、合作沟通” 的能力。
In project-style learning, students build a team and experienced “research-based learning process of "raising questions, planning plans, revising plans, practicing plans, solving questions, sorting out achievements,
demonstrating and communicating, and evaluating feedback".In project learning, students experience comprehensive problem solving processes such as questioning reasoning, discrimination decision-making and remote migration.This enables students to acquire the ability of "thinking in meaning, training in skills, practical application, migration and innovation, cooperation and communication".
Selecting the topic stage: students re-observe the world and gain new understanding, thus deepening their though..
Designing and revising the subject stage : students should think about the logic of the subject as a whole and demonstrating the feasibility of the subject with nterdisciplinary knowledge, selecting appropriate experimental methods, improve the project plan and form the ability to solve problems
Exchanging implementation stage: students turn theory into practice, understand the gap between theory and practice, and trigger dialectical thinking. In the specific experimental operation, students will suffer difficulties and setbacks and seek various solutions.
presentation and communication stage: students review and summarize, sort out details, and form academic expression.Communication skills and confidence will be improved
reflection improvement stage: students receive feedback, make up for deficiencies, participate in discussion and analysis, and improve experiments or products
1. Conflict between project time and in-class teaching arrangement
2. Disconnection between project and teaching in class
3. Insufficient connection between project orientation and scientific and technological development
4. The teaching design implemented by the project is not specific enough
5. Evaluation means of project results are not easy to quantify
The above questions are put forward for everyone's reference and correction.