Cooking class 1 teaching plan. Speaking of textbooks
On the basis of having learned relevant professional knowledge such as hanging paste and frying, students can complete the task together through cooperative learning and group cooperation on the basis of making bread pork chops according to the requirements and the characteristics of this class. The production of fish chops, and form a good sense of cooperation and team while completing the task.
Through the completion of project tasks, expand thinking and cultivate innovative ability. Based on the idea of improving students' comprehensive professional ability (including professional ability and method ability), the following learning priorities and learning difficulties are determined:
Learning focus: division of labor and cooperation to jointly complete the task of making fish chops.
Difficulties in learning: students' autonomy and coordination in cooking.
Second, say the goal.
1, knowledge target:
(1) Understand the role of hanging stickers.
② Know the influence of color on dishes.
2, ability goal:
(1) Learn the comprehensive application of hanging paste, frying and other processes.
(2) It can be used to prepare sauces such as fruit flavor and tomato juice.
③ The ability to properly use peripheral decoration.
3. Emotional goals:
(1) form a good sense of cooperation and team spirit through cooperative learning and group work.
(2) through the completion of the project tasks, expand thinking and cultivate innovative ability.
Third, talk about learning.
1. The students' class is a sophomore majoring in cooking. At present, they have finished the research on the contents of hanging paste and frying. The students have understood the content involved in this lesson. Therefore, in the teaching of this topic, we should make full use of this knowledge as a foreshadowing to reduce the difficulty of students in the learning process.
2. Learning method guidance: In the research of this project, the following two aspects should be highlighted in the learning method guidance for students:
First, autonomous learning and cooperative learning. Autonomous learning and cooperative learning are important ways for students to improve their lifelong learning ability. Therefore, students should be organized to carry out this form of learning in the implementation of this project.
Second, explore the learning process. Inquiry is a process in which students construct knowledge, find problems and solve problems in the process of learning, and it is an important way for students to improve their innovation ability. The knowledge constructed in inquiry is really the knowledge acquired by students themselves.
Fourth, talk about teaching procedures and teaching methods.
1. Teaching preparation: preparation of relevant theories, raw materials, equipment and tools.
2, classroom teaching design ideas:
Action-oriented teaching method is adopted in the teaching of this project, and the main design idea consists of the following links:
Displaying task information-making project work plan-task implementation-exploring improvement-evaluating improvement.
3, teaching process and teaching method design:
(1) Create activity scenes: make clear the project tasks of this lesson to students, so as to stimulate students' learning enthusiasm and arouse their learning emotions.
(2) Make a plan: discuss the working steps of completing this project in the form of group work, communicate with each other within the group, and the group representatives introduce their own working steps.
(3) Task implementation: Students finish cooking through division of labor and cooperation, aiming at improving students' practical ability and cooperative work ability. Task execution is the focus of the learning process of this project. Discuss and solve difficult problems by yourself; Internalize yourself into real emotions. Respect and cherish students' unique emotional experience and unique understanding, get out of the text and put people first.
(4) Exploration and improvement: combining with one's own life experience, the dishes are beautifully designed and made, aiming at promoting students' understanding first.
(5) Evaluation improvement: Evaluation consists of two parts: students' self-evaluation and teachers' evaluation, which aims to promote students to make proper evaluation of self-performance and work achievements in the process of project completion, sum up successes and shortcomings through reflection, and accumulate experience for future project learning; Teachers can encourage students to make continuous progress through appropriate evaluation and set goals for their future work.
Construction Planning of Culinary Specialty (I) The specialty orientation is accurate and the talent training mode is advanced.
1. Professional orientation and school-running philosophy
Cooking specialty is set up according to the strong demand of Suqian city and today's social and economic development for cooking practitioners. After extensive investigation, the executive chef, chef and manager of the catering industry were invited to serve as members of the culinary professional management Committee, and experts were organized to conduct in-depth analysis and discussion. Finally, it is determined that the orientation of cooking specialty is to cultivate medium-sized technical applied talents with medium professional knowledge and medium cooking skills, which are urgently needed in production and service, with professional ability training as the core and production line as the post.
Leaders at all levels in the school attach great importance to the construction of cooking specialty. 1999 after the establishment of culinary specialty, the school introduced professional teachers with certain influence in this city to undertake professional construction and teaching tasks; In 2004, it was listed in the first batch of key construction majors in the school, and it is estimated that 2 million yuan will be invested to build the training base of this major, creating first-class training and scientific research conditions.
2. Professional construction planning and implementation
According to the overall development plan of the school and the requirements of the municipal and district governments. Five-year construction and development plan for culinary specialty (2006-20 10)? Practical construction planning objectives are put forward in the aspects of school scale, scientific research, teaching and research, and the construction of teaching staff, which are gradually implemented and achieved the expected results.
With the guidance and support of leaders at all levels in the city and district, the goal of cooking specialty construction has been gradually realized, and the professional construction plan is feasible. At present, there are full-time teachers 1 1 person, including 8 with senior titles 1 person and intermediate titles. Established a school cooking training base with complete equipment and good environment; Professional teachers have written more than ten teaching and research papers, and edited or edited two school-based textbooks.
3. Talent training mode
Culinary specialty aims at cultivating compound talents to adapt to the development of social catering, cultivating a large number of moderately applied talents for Suqian and southern Jiangsu, and serving the first line of production, management and service in the culinary industry.
According to the training objectives, the culinary specialty analyzes the professional needs, according to the characteristics of the catering industry in Suqian and southern Jiangsu, and according to the job requirements of graduates in one step, it constantly adjusts the teaching content and teaching methods, implements the talent training mode aiming at Chinese hot dishes, Chinese pasta, cold dishes and food carving tasks, and formulates the teaching and training plan and outline of culinary specialty, with the quality of students as the starting point and professional ability as the education focus. With employment demand as the teaching orientation and industrial adjustment as the driving force of teaching reform, the average employment rate of professional graduates is 99.5%, and the comprehensive quality of graduates is widely praised by employment units.
(2) Excellent school conditions and strong teachers.
Since its establishment, the culinary specialty has been strongly supported by the municipal and district education authorities, and its investment has increased year by year. The conditions for running a major have been continuously improved, and the quality of the teaching staff has been further improved, which has provided a strong guarantee for the construction and development of the major.
1. Faculty
Teacher Zhu Tianqing, the professional director of cooking major, has been teaching for ten years, with rich teaching experience, strong practical ability and high scientific research level. Teacher Zhu Tianqing took part in the vocational qualification training examination and successively obtained two vocational skill level certificates. She is a cooking major in Suqian secondary vocational school. Double-qualified? A model of a teacher. At present, there are teachers 1 1 person in culinary specialty, including 1 person with senior title, 8 with intermediate title and 2 with junior title. Double-qualified? The proportion of teachers reached 8 1.8%, which basically met the needs of professional teaching and scientific research, and formed an academic echelon with reasonable structure and sustainable development ability. Full-time teachers of cooking major have published or won many papers in the past three years, including 2 core journals, with per capita published papers 1 more.
In recent years, culinary specialty has gradually improved the professional title structure of full-time teachers through training and introduction, which has undertaken a lot of teaching, scientific research and teaching research work for the specialty and provided a strong guarantee for the professional teaching quality.
2. Construction of teaching staff
In recent years, the culinary specialty has always attached great importance to the construction of teaching staff, with proper understanding, ideological attention and full support in action. On the one hand, vigorously introduce people with enterprise work experience to join the teaching staff. The cooking teacher has two working experiences in enterprises. On the other hand, on-the-job teachers are encouraged to practice in catering enterprises, and professional teachers, especially young teachers, are required to spend some time studying in enterprises every year.
3. Practical teaching conditions
The cooking training room was successfully established at the beginning of the establishment of this major with the key support and strong investment of the school. After 9 years of construction, a training base with complete facilities, advanced technology, good environment and real professional atmosphere has been built. The training room covers an area of 1496m2, and the equipment investment is 1.59 million yuan. According to the requirements of the modular curriculum system of culinary specialty, there are basic training rooms, pastry training rooms, Chinese hot dishes training rooms, cold dishes making and food carving training rooms, and multimedia demonstration classrooms. Set to meet the needs of practical teaching.
Under the guidance of secondary vocational and technical education, this major needs professional posts. In the professional teaching plan, it is clearly required that professional students must obtain intermediate vocational qualification certificates, such as Chinese hot dishes, Chinese pasta, food carving and so on. Actively organize students to participate in vocational skill appraisal.
4. Fund investment
The school allocates a certain amount of funds every year, and continuously increases the investment in training equipment on the premise of ensuring normal education and teaching. At present, the equipment of cooking training room is 1.598 million yuan, and it is planned to invest 1 10,000 yuan during the 11th Five-Year Plan period to increase the training equipment and improve the technical level of the equipment to meet the needs of professional teaching and construction.
5. Teaching materials and books