Task-driven method is one of the most common learning and practice activities. Teachers create a learning situation and assign relevant tasks to students to guide them to learn independently and collaboratively.
However, many teachers are prone to fall into the mistake of task-driven approach, which is simplistic and formalized task setting. So how can you use the task-driven approach correctly and effectively? Let's take a look!
1. The basic meaning of the task-driven approach
1.Meaning.
Task-driven pedagogy is a teaching method based on constructivist learning theory, which transforms the traditional teaching concept of imparting knowledge into a multi-dimensional interactive teaching concept based on solving problems and completing tasks, so that students can learn through exploration with real tasks.
In this process, students will continue to gain a sense of achievement, which can stimulate their desire for knowledge to a greater extent, and gradually form a virtuous circle of perceiving mental activities, so as to cultivate the self-learning ability of independent exploration and pioneering spirit.
2.Key Benefits:
The most fundamental feature of the "task-driven" teaching method is that it is "task-oriented, teacher-led, and student-oriented", which has changed the previous passive teaching mode of "teachers speak, students listen", and created a new learning mode of learning based on learning, active participation of students, independent collaboration, and exploration and innovation.
It is found that the "task-driven method" is conducive to stimulating students' interest in learning, cultivating students' ability to analyze and solve problems, and improving students' ability to learn independently and collaborate with others.
2. Teaching of task-driven method
1.Create a context. There is a need to create learning situations that make students' learning as realistic as possible, and to guide learners to carry real "tasks.""Enter the learning situation to make learning more intuitive and visual.
2.Identify the problem (task).。In the created context, select a real-life event or problem (task) that is closely related to the current learning topic as the central content of learning, so that students are faced with a real-world problem that needs to be solved immediately.
3.Self-directed and collaborative learning. Teachers provide students with clues to solve the problem, such as what kind of information needs to be collected and where to obtain relevant information, emphasizing the development of students' "self-directed learning" ability. At the same time, it advocates discussion and communication among students, and complements, revises and deepens each student's solution to current problems through the exchange of different perspectives.
4.Effect evaluation. It mainly includes two parts, on the one hand, the evaluation of whether the students have completed the process and results of the solution to the current problem, that is, the evaluation of the meaning construction of the knowledge they have learned, and the more important part is the evaluation of the students' independent learning and collaborative learning ability.
5.Summary and review. While adopting the task-driven mode of teaching, teachers should strengthen the review of classroom summaries and knowledge points, so that students with poor learning ability or students with negligible operations can keep up with the teacher's teaching progress and fully grasp the knowledge points through the teacher's summary and review, so as to meet the teacher's teaching requirements.
Through such a process of introductory and innovative development, students will also experience a process of consolidating and improving their knowledge proficiently.
It can be seen that the task-driven teaching method follows the continuity of knowledge in progress control, and students' learning is relaxed and relaxed, which is in line with students' physiological and psychological characteristics and cognitive laws.
In this way, students learn quickly and firmly, and their teaching capacity far exceeds the amount of knowledge in the same period of time in traditional teaching, which not only realizes the basic requirements of the syllabus but also enables each student to obtain the maximum benefit according to their own ability, fully taps the potential of students at different levels, and implements the teaching principle of teaching students according to their aptitude.
3. The basic requirements of the task-driven approach
(1) Do a good job in task design
Tasks" directly affect the teaching effect, so the design and arrangement of "tasks" are very important.
First of all, the "mission" design should have a clear goal.
Teachers are required to subdivide the overall goals into small goals within the framework of the overall learning objectives, and refine the content of each learning module into easy-to-grasp "tasks", so as to reflect the overall learning objectives through these small "tasks".
Second, the "task" design should be in line with the characteristics of the students
Different students, their ability to receive knowledge often varies greatly. When designing "tasks", teachers should start from the actual situation of students, fully consider students' existing cultural knowledge, cognitive ability, age, interests and other characteristics, and teach students according to their aptitude.
Third, the design of "tasks" should pay attention to dispersing key points and difficult points
Mastering information technology knowledge and skills is a process of gradual accumulation, and the design of "tasks" should take into account many factors such as the size of the "tasks", the content of knowledge points, and the connection between before and after.
Fourthly, introduce relevant concepts in the form of "assigning tasks" to expand the teaching content
In traditional teachings, when concepts are introduced, they are often introduced in the order of "proposing concepts, explaining concepts, and giving examples". When introducing new concepts and new knowledge in computer teaching, the relevant concepts should be introduced in the order of "assigning tasks, introducing the methods of completing tasks, and summarizing conclusions" based on students' cognitive laws, so as to expand the teaching content.
(2) Teachers must change roles
The "task-driven" pedagogy has formed the basic characteristics of "task-oriented, teacher-led, and student-oriented", so teachers must change their roles.
Role reversal has two meanings:
The first is from teaching and indoctrination to organizing and guiding;
The second is to change from explaining on the podium to going to the middle of the students to communicate, discuss and learn together.
(3) Necessary practical conditions
Due to the practical and operational nature of computer courses, it is far more effective to require students to practice on the computer in person than to listen to the teacher and watch the teacher demonstrate.
Usually, after the teacher explains and demonstrates the knowledge, the key step is to let the students practice, so that the students can grasp the true knowledge and master the methods in practice. The ideal teaching environment is an electronic classroom or a multi-classroom with one person and one computer. It is necessary to organically combine teaching and training.
4. Task-driven method: Practical case sharing of "Introduction to the New **".
(1) Curriculum and student characteristics
Course Title:New ** Overview
Course Type:Professional Core Courses
Course Hours:
Number of Participants:40 people.
Course Highlights:This course is a compulsory course for radio and television editing and directing, broadcasting and hosting arts. Learning Situation Analysis: Knowledge and Ability Analysis: This course is taught in the second semester of the sophomore year, and the students' original knowledge and skills are basically the same, with systematic communication knowledge and systematic traditional knowledge, which lays a good foundation for the teaching of this course and makes the course go smoothly. Although the new ** emerging discipline is easy to attract students, due to the fragmentation and messiness of knowledge, students lack a systematic and in-depth study of the knowledge here. Through this course, students can help sort out the various historical stages of the development of the new **. Since it is a new subject, students show strong enthusiasm for it, and teachers should take advantage of the situation and select cases from life to fully stimulate students' attitude and enthusiasm for learning.
Analysis of Practice Creation:Students in small groups complete the proposition analysis of enterprise projects and competition projects.
Learning Interest Analysis:Due to the increase in the number of participants and the award rate of 18th and 19th grade students in the past two years, it has virtually driven the initiative of the 2020 students to participate in the competition and enhance their interest in learning this course.
(2) Innovative features of the curriculum
1."Curriculum, inside and outside the classroom" teaching innovation ideas
In order to solve the "pain points" of teaching in the teaching process of this course, it is necessary to break the existing invisible barriers of courses and classrooms, practice professional quality and professional ability as the training goal, take students as the main body, teachers as the leading, connect and interact with each other, and cooperate and communicate inside and outside the classroom.
The linkage between inside and outside the course is reflected in the construction of the knowledge system of communication within the course; Outside the course, it forms a linkage with other courses such as micro-creation and new writing, so as to promote students to consciously understand the knowledge relationship between courses and help establish a new knowledge system for film and television creation.
The linkage inside and outside the classroom is also reflected in the teaching content of theoretical learning, practical results sharing, topic discussion, team mutual evaluation and other teaching content in the classroom; The team outside the classroom carries out the new ** film and television creation practice of the task-oriented project system, as well as the actual operation of the ** account under the guidance of the tutor
2."One Creation One Number" is task-oriented, and the classroom is embedded and linked with each other
"One Creation No.", refers to the new ** introduction course, the student team to create and operate a self-** account, can choose WeChat, Weibo, Douyin, Xiaohongshu, B station and other social ** platform, the operation time is not less than 8 weeks, the operation theme, content and style, by the student team independent decision, team mentor guidance throughout the process.
After the establishment of the task of "one creation and one number", the teaching and practice inside and outside the curriculum are carried out around how to better complete the task, and the curriculum promotion mainly adopts the project-based teaching method, which is "project-oriented, teacher-guided, and student-oriented" to carry out teaching. As a relatively independent project, the task of "No. 1" is entrusted to the students themselves, and the collection of information, the design of the program, the implementation of the project and the final evaluation are all responsible for and participated by the students themselves.
After the establishment of the "One Creation No. 1" project, the main lecturer of the course controls the rhythm of the entire project promotion, including project topic selection, start-up, inspection, continuous promotion, content output, achievement display and reporting. Under the project-based teaching method, the new introduction course redesigns the course content, and keeps the rhythm of the course theory and practice content, the planning and implementation of the project basically synchronized, so that the student team can complement each other with theoretical learning, new communication practice and account operation practice, and make progress together.
3.Flipped interaction within the classroom, hybrid online and offline teaching
The new introduction course innovates the teaching method, introduces the concept of flipped classroom teaching, and emphasizes the subjectivity of students and the guidance of teachers from the teaching environment to the teaching design.
For students, in the study of this course, they should not only sit and listen, but also listen to the teacher and classmates; It is also necessary to stand and speak, share cases, share practical experience, understanding and results.
In the teaching design, this course emphasizes students' subjectivity, fully mobilizes students' initiative in learning, and carries out blended teaching in a way that intersperses traditional classrooms and flipped classrooms.
The teaching process realizes a hybrid of online and offline teaching. Pre-class: Conduct a rehearsal of "knowledge ability" and diagnostic analysis. Use the Chaoxing online learning platform to collect knowledge point preview information; Using the task-driven method, the questionnaire survey grasps students' awareness of "new knowledge" and provides a basis for the diagnosis of course knowledge and ability.
During the lesson: "multiple means" are used to stimulate students' enthusiasm and interest in learning. Use the "mobile digital platform" to scan the textbooks for introductory teaching; The "Super Star Classroom" is used to carry out interactive and heuristic teaching with case reviews, discussion and debate, practice while speaking, evaluation while doing, and practice instead of teaching; The use of "virtual" technology and "online" to "combine virtual and real" for case teaching; With the help of the Chaoxing platform, peer evaluation, peer Q&A, combined with projects, etc., are used to carry out online "open teaching".
After class: Consolidation and review guided by "valuable questions". Using the task-driven method, students are inspired to have insight into the new general knowledge; The behavioral data and learning "traces" are analyzed and comprehensively evaluated, so as to provide a basis for continuous improvement of the curriculum.
4.Culture and interactive creation are integrated into the curriculum ideology and politics
The course is student-centered, through the appreciation and learning of culture and the refinement of elements, reshaping the course content, skillfully integrating moral education elements, and showing high-level: the course content is carried out in accordance with the main line of "theory-method-practice", and the knowledge attributes are advanced from memory to use and application, and students are more complete in the construction of the course content system, laying a solid foundation for solving new practice projects.
Adhere to the fundamental task of "cultivating people with virtue", highlight the quality goals, skillfully integrate excellent moral education elements such as scientific spirit, sense of responsibility, professional ethics, and team spirit with the course content, and reconstruct the curriculum system to form five series and 40 ideological and political cases, so as to realize that the political ideology of the course and the professional courses go in the same direction, and achieve the effect of moisturizing things silently.
Design and creation with new works as the starting point, such as the introduction of regional traditional folk culture, "intangible cultural heritage" topics, rural revitalization topics, red culture education and other projects, so that students can be "busy". Through thematic design and theme creation, students actively participate in design and enhance their cultural self-confidence while creating.
5.Technology & Interactive Creation Introduces Enterprise Real Projects
Through the introduction of enterprise projects to increase the practicality of students, in the process of real project operation, students get the opportunity to practice, in the campus will be exposed to the real project of the enterprise, in the future more competitive in job hunting, stronger professional ability, to achieve the goal of talent training and the needs of the enterprise in line with the needs of the enterprise, to provide human resources for the society, to serve the regional economic development.
For example, the content of Douyin short ** creation and ** tweets of cultural media companies will be increased to increase the practicality of students, so that students can adapt to the needs of the industry and the needs of media development.
(3) Organization of learning activities
The basic idea of the course construction is mainly through the construction of the teaching mode of "Internet + New ** Introduction", and in the process of teaching implementation, the total number of hours of the course is 32 hours, which is divided into two parts: offline 32 hours and online 8 hours.
The offline course uses the school's supporting teaching resources (multi-class classrooms, training rooms and workshops), and adopts the forms of "theory + practice", "centralized + decentralized" and "on-campus + off-campus" to carry out discussion-based teaching; The online course uses the Xuetong platform to conduct online open teaching in the form of "4 companion comments, peer Q&A, and combined projects**".
The organization of each knowledge point is shown in Fig
The teaching process realizes a hybrid of online and offline teaching.
Before class:Conduct a "knowledge competency" rehearsal and diagnostic analysis. Use the Chaoxing online learning platform to collect knowledge point preview information; Using the task-driven method, the questionnaire survey grasps students' awareness of "new knowledge" and provides a basis for the diagnosis of course knowledge and ability.
During the lesson:Adopt "multiple means" to stimulate students' enthusiasm and interest in learning. Use the "mobile digital platform" to scan the textbooks for introductory teaching; The "Super Star Classroom" is used to carry out interactive and heuristic teaching with case reviews, discussion and debate, practice while speaking, evaluation while doing, and practice instead of teaching; The use of "virtual" technology and "online" to "combine virtual and real" for case teaching; With the help of the Chaoxing platform, peer evaluation, peer Q&A, combined with projects, etc., are used to carry out online "open teaching".
After class: Consolidation review guided by "valuable questions". Using the task-driven method, students are inspired to have insight into the new general knowledge; The behavioral data and learning "traces" are analyzed and comprehensively evaluated, so as to provide a basis for continuous improvement of the curriculum.
(4) Teaching plan
For each knowledge point, the "New Introduction" combines the three goals of knowledge goals, ability goals, and education goals, and forms four links of academic evaluation and research through online **, online development, offline classroom, and offline practice, connecting our teaching activities and classroom arrangements. Form a unique four-ring, six-step, and ten-step classroom organization form of the course.
Lesson plan: Task-driven classroom design is short** (100 minutes).
Step 1:Online** through the introduction of students' award-winning works flash animation advertising shadow puppetry, combining short ** creation and culture for creative association. On the one hand, it promotes traditional culture, and on the other hand, it attracts students' attention to the classroom through design competitions.
Step 2:Understand and explain the concept of short **, and at the same time demonstrate the importance of short ** shooting methods and establish the concept of the theme through three cases. In these three cases, the ideological and political content of cultural self-confidence, family and country feelings, and Chinese stories are conveyed.
Step 3After the completion of the online learning, we will arrange the required reading and optional literature on the platform. Students can choose different literature to read according to their own level needs. At the same time, we will publish discussion posts according to the content of the literature and the teaching content of the online **, the release of this content is to let us understand the acquisition of students' subjective content, understand the mastery of thinking, and the purpose of online expansion is to evaluate problems and lock down difficulties.
Step 4:The difficulty of locking is the problem we want to focus on solving offline, and we will first answer the questions encountered by students in the process of independent learning in offline classes. For example, in this section, students don't know how to grasp the novelty of short ** creation, which is also the most difficult knowledge of our course, so the course focuses on explanation.
Step 5:Theoretical learning is actually in the form of group discussion to solve such short creations that are about to be completed after class.
Step 6:Enterprise General Comment: In the middle of this step, we invited the corporate director of Shanxi Happy Ant Media Company and the stationmaster of Shanxi Pictorial Wang to guide and track the design work of our students throughout the process.
Step 7:Accept the Enterprise Task Card and complete the Enterprise Task Card.
(5) Curriculum diversification assessment
1.Creative short** assessment (online Douyin platform).
Examine the comprehensive application of new knowledge by students. In this evaluation project, students can be asked to form a design team of about 5 people. Choose one of the topics given in the creative short ** competition (usually the big competition) and jointly complete the design task (research report and design plan).
After the students complete the design plan, the instructor will put the students' works into the corresponding competition, or upload them to the corresponding new ** platform, and give the final project design score with the results of the competition or traffic scores (number of likes, ** count, number of comments).
2.Case Workshop Report (Offline Classroom).
A small group of about 5 members with the speaker as the core.
Combined with market demand and industry development, the lecturer combines the basic theoretical knowledge of the new world with a variety of new practical application examples, so that learners can discuss or practice around a certain topic and case, guide learners to think about the essence of the problem, and cultivate their sense of innovation, exploration spirit and hands-on ability. The instructor and other students in the class will form an expert judge to determine the student's case defense.
3.Practical training project assessment (online and offline combined).
Students form small teams to complete the Douyin short ** project of Shanxi Happy Ant Media Company, as well as the production of Shanxi Pictorial Financial ** Center for the Academy of Sciences or other *** projects such as article push. The final score will be determined by the instructor and the person in charge of the enterprise.
Through the introduction of projects to increase the practicality of students, in the process of real project operation, students get practical opportunities, in the campus will be exposed to the real projects of enterprises, in the future more competitive in job hunting, stronger professional ability.
4.Usual assessment (combination of online and offline).
50% attendance, 25% class interaction, and 25% class notes. Emphasis is placed on the assessment of learning attitude, learning ability and knowledge mastery. The grades and content are based on the learning platform, student notebooks, workbooks, etc.
5.Final assessment (a combination of online and offline).
Project evaluation.
(6) Course evaluation
Student Reviews:Every semester, we organize student evaluations, questionnaires and interviews to collect feedback in various forms, all of which have been well received by students.
Supervision and evaluation:The teaching effect of this course has been affirmed by the experts of the Teaching Guidance Committee and the Steering Committee for many years.
Enterprise evaluation:For example, cooperative enterprises inside and outside the school also give certain recognition to the training of students.