What is the experience of project teaching?

The so-called project teaching is a teaching activity in which teachers and students work together to complete a complete project. Do you know what this is? Next, I sorted it out for everyone to read!

Article 1

At this project-based teaching and training meeting, I deeply felt that traditional teaching methods are restricting the development of teachers and students in teaching, and adopting project-based teaching methods can not only enable students to truly learn knowledge and skills, but also broaden their horizons and exercise their operational ability, communicative ability and cooperation ability to meet the needs of society.

At present, secondary vocational education faces many problems, and internal troubles and foreign invasion coexist. The fundamental reason lies in the problems of training objectives, teaching contents, teaching methods and teaching organization forms: whether to train students for professional posts or professional post groups; Should students impart knowledge and skills or both to develop their social skills and self-study ability? The teaching content of the course is to choose subject logic or working process logic; Whether curriculum integration needs the splicing of related teaching contents between courses or the project integration of related teaching contents within courses; Whether the teaching organization mode is large class, centralized class or small class or group. Therefore, we need a teaching method that adapts to social development to change the present situation of education, so as to promote the further development of education.

In project teaching, the learning process has become a creative practical activity in which everyone participates, focusing on the process of completing the project rather than the final result. In the process of project practice, students can understand and master the knowledge and skills required by the course, experience the hardships and fun of innovation, and cultivate the thinking mode and method of analyzing and solving problems. Therefore, students, as direct participants in the project, will actively participate in it because of their hobbies or psychological factors. From the initial investigation to discussion, during the design and development, until the final results are formed, students are the first responsible person; In the whole process, based on the actual needs of society, it aims to cultivate students' cognitive ability, transformation ability, social adaptability and communication ability. Through participation, students' knowledge and skills can be better combined with social needs. Students learn to teach themselves, which is one of the most important links in the education process. Project teaching method is an opportunity for students to learn to transform knowledge and skills into direct productivity or a way of thinking that meets social needs. Using project teaching method can keep students in the leading position from beginning to end, and they need to be responsible for their own way of thinking and practice as soon as possible. At the same time, by organizing students from different professional fields to participate in project teaching groups, students' ability to coordinate and cooperate with colleagues from different majors and departments in practical work is cultivated. The purpose of project activity teaching method is to develop students' intelligence, respect individual differences and cultivate students' practical ability, survival ability and learning ability.

In the concrete practice of project teaching method, the role of teachers is no longer an encyclopedia or database for students to use, but a helper. He helps students to make rapid progress on the road of independent research, teaches students how to deal with a large amount of information, and guides students how to discover new knowledge and master new content in practice. As the main body of learning, students combine theory with practice by completing projects independently, which not only improves their theoretical level and practical skills, but also cultivates their comprehensive ability of cooperation and problem solving under the purposeful guidance of teachers. In the process of observing and helping students, teachers broaden their horizons and improve their professional level. It can be said that the project teaching method is a teaching method for teachers and students to complete projects together and make progress together.

the second

On August 9th, I was entrusted by the school to go to the School of Vocational Education and Adult Education of East China Normal University, the main research school of vocational education in China, to learn a brand-new teaching method of modern vocational education-project teaching method together with professional teachers, academic leaders and the head of teaching and research group of public education.

I. Learning process and content.

On August 1 1, Professor Shi Weiping gave me a wonderful lecture: "Reflections on Some Problems in Current Curriculum Reform of Vocational Education in China". Professor Shi gave a speech from the following four aspects: 1, ten-step curriculum development plan of vocational education ***2, how to solve the biggest bottleneck of vocational education curriculum reform-teacher problem 3. Every problem brings us deep thinking, and every problem is a problem we are waiting to solve. At the same time, a new window opened before our eyes, which made us a little unable to appreciate. On August 12, Dr. Xu Guoqing took us into the project teaching hall and gave a special lecture on "Development and Implementation of Project Curriculum in Vocational Education". In the one-day lecture, we are closest to the project teaching method, demonstrating that the project teaching method is the basic concept of occupation, a professional thinking method and a new teaching method to realize the seamless connection between work and work structure. On August 13, Ceng Haixia, Vice President of Shanghai Business Tourism School, gave us a report on the Practice of Specialty Construction and Curriculum Development in Secondary Vocational Schools, which conveyed to us the excellent practice of project teaching. On August 14 and 15, Dr. Zhang Yong led us to formulate curriculum standards, including the compilation of curriculum objectives, the compilation of curriculum contents and the reform of teaching methods in secondary vocational schools. On August 16 and 17, Teacher Ye led us to design the project teaching scheme, including the overall design of the project, the description of the project module, the teaching objectives, the design of teaching resources and teaching organization, the design of teaching process and the design of teaching evaluation scheme. Under the leadership of Mr. Ye, we have carefully formulated the project teaching design of our own teaching subjects. On August 18 and August 19, Mr. Xu Guoqing led us to learn the theory and method of teaching resource database construction. The task is to write procedural learning situations, solve learning situations and analyze and judge learning situations. According to Professor Xu's arrangement, we have earnestly completed everyone's study tasks.

Second, what the training has brought me.

* * * a * * *, the characteristics of project teaching design.

1. practicality: the project theme is closely related to the real world, and students' learning is more targeted and practical.

2. Autonomy: provide students with decision-making opportunities to choose content and display forms according to their own interests, so that students can study independently and freely, thus effectively promoting the development of students' creative ability.

3. Development: The combination of long-term projects and stage projects constitutes a cognitive process to achieve educational goals.

4. comprehensiveness: it has the characteristics of interdisciplinary and comprehensive ability.

5. Openness: It is reflected in the diversity and selectivity of students' ways, methods, exhibitions and evaluations around the theme.

6. Evaluation characteristics: the evaluation of project-based teaching focuses on the process of students' ability development in project activities, and the evaluation content includes students' performance in all aspects of activities and the quality of homework.

* * * Two * * *, the value of project teaching design:

1. Project teaching has really changed from teacher-centered to student-centered; Realize the transformation from textbook-centered to project-centered; Realize the transformation from classroom-centered to practical experience-centered.

2. The key of project teaching design.

Project teaching design truly realizes that students are the main body and teachers play a guiding role; Among them, the choice of projects is the key to learning; Creating learning resources and collaborative learning environment is the most important work for teachers. Finally, we should evaluate students' learning effect through their completion of the project, but we should pay more attention to the process.

* * * Three * * project teaching has high requirements for teachers.

1. Teachers should be proficient in knowledge and be able to choose teaching projects;

2. Teachers have strong practical ability and know how to let students connect what they have learned with real life;

3. The workload of teachers is large, and the workload of teachers before, during and after class is far greater than that of traditional teaching.

Third, some thoughts brought by training.

* * * A * * *, project teaching has solved the problems that have plagued secondary vocational schools for many years.

School graduates who have appeared in China for many years can't find suitable jobs, and enterprises can't recruit suitable employees. The reason is that the school's teaching concept is outdated, the teaching content has a certain distance from the actual production line, and there is a lack of setting of work scenes, which leads to students' inability to adapt to the enterprise. Project-based teaching method has solved this chronic disease that has plagued secondary vocational schools for many years.

* * * 2 * * *, from the teaching content, not all courses are suitable for the project-based curriculum teaching method.

Not all courses are suitable for project teaching method, even some courses are suitable for project teaching method, and not all chapters have good results. From my teaching practice, the project-based course teaching method is more suitable for courses with strong practicality and relatively concentrated theoretical knowledge points, such as computer application, machining, cooking, fashion design and so on. However, some theoretical courses or chapters, such as Chinese, mathematics, politics and other cultural courses, as well as basic computer theory courses, such as combined language and data structure, are more suitable for traditional classroom teaching. If the project course teaching method is applied stiffly, it is not conducive to the teaching of theoretical knowledge.

* * * Three * * How to correctly treat and apply the project-based curriculum teaching method?

In order to give full play to the advantages of project teaching method and avoid its weaknesses, we should go back and re-recognize the traditional teaching method that has been widely used for a long time.

The traditional teaching method has been widely used for a long time because it has its own advantages. First, explain the knowledge step by step to facilitate beginners to get started quickly. Second, the knowledge points in each stage are relatively concentrated, which is convenient for students to learn and master step by step. Thirdly, the description of course knowledge is comprehensive and systematic, which is convenient for students to grasp the context and key points of the course as a whole, and is also conducive to students' summary and review after class. The above advantages are exactly what the project course teaching method does not have.

Therefore, for these two complementary teaching methods, we should learn from each other's strengths, focus on traditional teaching methods from textbooks to teaching methods, and appropriately increase project-based training after the teaching of each chapter or knowledge field with strong connection comes to an end, so as to deepen students' understanding and memory of the knowledge and skills learned in practice. After completing all the theoretical knowledge teaching of the course, supplemented by comprehensive training covering all chapters and knowledge points, students can roughly understand the role and usage of the knowledge and skills of this course in actual cases.

Article

I introduced the project teaching method into this course and achieved good results.

First, project teaching method

This kind of teaching activity plays a very obvious role in improving students' academic performance, enriching their experience and enhancing their skills. The premise of project teaching is "project". "Project" refers to a one-time task that reaches a predetermined quality level within a certain time and budget. The project has a clear goal, a clear start time and end time. "Project-oriented" teaching is to organize students to really participate in the whole process of project design, implementation and management, and complete teaching tasks in the process of project implementation. This kind of teaching activity is particularly important in design major.

Second, the general process of project teaching method

In practical teaching, project implementation is a process of combining theoretical knowledge and practical skills of a teaching topic and solving practical problems by applying existing knowledge and skills and newly learned knowledge and skills. In practice, the project teaching method is generally implemented in the following five steps:

1, project investigation

In practical teaching, project implementation is a process of combining theoretical knowledge and practical skills of a teaching topic and solving practical problems by applying existing knowledge and skills and newly learned knowledge and skills. Choose a representative project. First of all, the project should include all the teaching contents and combine multiple knowledge points as naturally and organically as possible; Secondly, the difficulty of the project should be determined according to the actual level of students; And let most students be interested, and can give a fair and accurate evaluation with certain standards, such as color application, layout design, technical difficulty, application value and so on. This evaluation should include the evaluation of enterprises, which will be more meaningful to students. Of course, not every project can cover everything. Teachers can determine the best project according to the specific training direction to master new knowledge and skills or cultivate comprehensive ability.

2, formulate graphic design planning

When doing a project, we should make a scientific plan, and strive to make the project not only conducive to the development of teaching, but also conducive to mobilizing students' enthusiasm for learning. It is necessary to put forward clear knowledge goals and ability goals for specific projects. We define the general project of website design as developing a website with simple interactive function, and divide the general project into several sub-projects according to the knowledge points involved, and each sub-project is divided into several experimental projects composed of basic knowledge and basic operation according to the knowledge points. The project is distributed to students in the form of task book, and students are required to write down the time and objectives in the design report and project presentation stage.

3, refine the work

Make a project plan. After the project is ready, analyze the problems involved in the project, determine the operation steps, select the corresponding methods, and formulate the operation plan. At this stage, the students' main task is to make a project implementation plan, namely steps, methods, tools and materials. The main task of teachers is to pay attention to whether the students' practices are correct and to inspire and guide them.

4. Implementation plan

Implementing project plan is the key to project teaching. In this link, each team will achieve the planned goals according to its own project plan. Students are required to pay attention to two points: first, teamwork spirit and work efficiency; Second, students are required to carefully record each operation step and process. Teachers should not only provide students with sufficient materials, but also observe and guide students in the actual operation process. At this stage, teachers should encourage students to exert their creativity and imagination, and encourage students to explore and master knowledge themselves. The knowledge that students explore and summarize in practice is very important for students' future graphic design.

5. Summary and evaluation

Learning to summarize is a professional habit that students must cultivate in the process of completing the project. Summary should be divided into several aspects. First, let the students sum up. In the process of project implementation, students are required to practice and summarize. Finally, the working group forms a summary report on the completion of the project and self-evaluation. The second is that the teacher summarizes the whole problem and emphasizes; The third is enterprise evaluation. If it is a real project provided by an enterprise rather than a virtual learning project, it is very important for students to ask enterprise experts to evaluate their works.