1.What is the PDCA Round-Robin Method?
The PDCA (Plan-Do-Check-Action) cycle, also known as the "Deming Ring", is used in the process of continuous cycle improvement of quality. The PDCA cycle consists of four key stages (8 key steps) of planning (P), implementation (D), inspection (C) and treatment (A) in a specific sequence, in which people continue to find and solve problems, and optimize the parts that have not been effectively solved in the previous cycle in the next cycle.
After each cycle, we can accumulate excellent experience and practices and achieve certain progress, so as to propose higher-level goals for the next stage.
The basic process of the PDCA cycle2.Pedagogical application of the PDCA cycle method
Teaching itself is a cyclical and progressive process of continuous improvement and improvement of teaching quality, which is in line with the characteristics of PDCA cycle focusing on process management and continuous improvement of quality.
According to the four stages (8 steps) of the PDCA quality cycle, classroom teaching is divided into four stages: teaching design stage, teaching implementation stage, teaching reflection stage, and teaching improvement stage.
Instructional Design Stage].
1) Analysis of the current situation and determination of problems.
Teachers describe the problems based on the students' homework standards, stage test scores, data analysis results in the classroom learning process, and other information, combined with the investigation of the students' individual learning situation. In doing so, the teacher needs to define the problem in terms of facts as much as possible, i.e., who-where-when-what-why-how. For example, in the study of "unary equations" in junior high school mathematics, the problem can be described as "40% of the students learned to solve the problem of 'unary equations' in the test in the previous class, but did not learn to solve practical problems by making unary equations". (2) Problem analysis, cause determination: Organize these factual problems in an intuitive form, and analyze them, find the commonality of the problem, find the essence of the problem, and find the various reasons or influencing factors that affect the quality of teaching. For example, the problem described is organized and coded in the form of two-dimensional tables, and the key teaching problems that need to be solved are found, and it is found that the main reason that affects students' learning of "solving practical problems by listing one-dimensional equations" is the lack of students' thinking ability such as abstract thinking and computational thinking. (3) Cause analysis, problem breakthrough: Teachers find the root cause through the analysis of the problem and find a breakthrough for the improvement of teaching effect. With the opportunity of regular teaching and research activities carried out by the subject group, brainstorming to find all possible solutions, and conduct an in-depth analysis of the feasibility of these proposed solutions, and finally determine the solutions that everyone agrees on. (4) Planning and resource planningAfter a large number of preliminary analysis, teachers have a deeper understanding of the learning situation, and then formulate an operational teaching plan, plan the resources that need to be used, and formulate the expected results. 【Teaching Implementation Stage】Teachers implement classroom teaching according to the formulated teaching plan, and teachers need to complete two stages of teaching content in the whole process, which are to make up for the teaching shortcomings of the previous class and teach the new course. It should be noted that making up for the shortcomings of teaching is not a simple consolidation of the content of the previous lesson, but a new and more effective way to teach it as a new content. In the implementation process, teachers need to be clear about the overall time planning to ensure the smooth progress of classroom teaching. [Teaching Reflection Stage].
Teachers collect data on students' learning process and outcomes for analysis, and compare the results of the analysis with the expected results, so that they can focus on the next stage of teaching if they meet the standards, and if they do not meet the standards, they need to screen out the unsolved problems to ensure the quality of the teaching. Teachers should be good at summarizing their effective ways of facing certain factual problems in practice, forming their own set of teaching achievements, making them standardized, and becoming a set of experience achievements that can be used for their own promotion and use in other similar teaching processes. (2) Re-use the PDCA cycle in the next improvement opportunityTeachers can compare the actual effect with the expected effect, find out the problems that have not been solved in this cycle, and transfer these problems to the next PDCA cycle, so as to ensure the quality of teaching at each stage of the teacher. 