Work plan of pairing old and new teachers 1 In order to give full play to the leading role of old teachers, do a good job in the construction of new teachers, promote the rapid growth of young teachers, improve the comprehensive quality of new teachers, help them adapt to the requirements of education and teaching faster, and further create a good atmosphere for new and old teachers to learn from each other, our school has launched a mentoring activity of "taking the old to bring the new, promoting the old with the new and improving together". This activity not only helps new teachers adapt to teaching as soon as possible, but also enhances the sense of responsibility of old teachers, and is more conducive to the timely summary of teaching experience and common growth of new and old teachers.
First, the team situation
Stone king; Zeng Zhenggang-Gong Pingyang; Sun Wei-Zhang Anxin
Two. Contents and measures of activities
The assistance work will make use of precious working time to learn from each other in lecture, lesson preparation, class attendance, class evaluation and discussion, so that new teachers can adapt to the teaching environment as soon as possible, improve their teaching ability and fully implement the concept of new curriculum standards.
1, to assist in the research of teaching materials
It is important to study textbooks with young teachers. What is the focus of this textbook? What are the teaching objectives and training priorities of this semester? What are the key and difficult points of this lesson? What should students master in this class? What appropriate teaching methods should be adopted to improve students' learning skills? For these important issues, we will fully carry out exchanges in the "old with new" activities, so that young teachers can really enter new teaching materials and teaching research, and the flowers of teaching research will bloom in teachers' hearts.
2. Help classroom teaching. Listening to lectures is one of the most effective ways to improve teaching quality. Listen to the new teacher's class as much as possible and correct the problems in teaching in time. Evaluate classes after class, put forward problems and deficiencies in teaching in time, and urge improvement.
3, the usual education and teaching assistance
For new teachers' questions in teaching, they will help and answer them in time, and often teach them some successful experiences in teaching, such as how to arouse students' enthusiasm and how to use various teaching methods flexibly, so that all students can get attention and complete teaching tasks.
Third, guide new teachers to complete certain tasks:
1, actively learn teaching theory and professional knowledge, and constantly enrich yourself.
2. Actively participate in preparing lessons, take the initiative to speak, boldly put forward your own ideas, and improve your analytical skills.
3. Listen carefully, participate in teaching and research activities, and learn from the advanced experience of others. There are no less than 4 classes in each class, and some achievements have been made.
4. Always reflect on teaching and write a composition.
In short, we should fully establish the awareness of common learning and common development. I hope that through the joint efforts of new and old teachers, we can achieve a "win-win" effect in the process of helping, and strive to improve the level of education and teaching and promote the all-round development of students under the guidance of the new curriculum standard concept.
Work plan for pairing new and old teachers II. The quality of education and teaching is the lifeline of the school, and the key to improve the quality of education and teaching lies in teachers. In order to successfully realize the school development plan and help teachers to produce results as soon as possible on the basis of adapting to and being competent for their jobs as soon as possible, according to the overall teaching plan and requirements of the school, the work plan and scheme of teacher assistance for this school year are formulated.
I. Training objectives
The overall training goal of the school for young teachers is: to be standardized for one year, to stand on the platform for two years, to form characteristics for three years, and to join the ranks of key teachers in our school after four years.
(1) Teachers who come to our school in the first year (including newly transferred teachers and teachers who need further professional promotion) are required to know the basic situation and requirements of school education and teaching in a short time, get familiar with the curriculum standards and teaching contents of the subjects taught in this grade as soon as possible, and master the methods of preparing lessons, compiling teaching plans, teaching methods, cultivating students' comprehensive quality and ability, and how to cultivate advantages and disadvantages. With the help of the instructor, the young teachers as class teachers master the requirements and systems of the school in class management, and earnestly study the working methods of managing classes.
(2) In the second year of work, young teachers have basically formed all aspects of teaching, reaching the qualified standards. Classroom teaching pays attention to cultivating students' ability, rationally using teaching methods, using modern teaching AIDS such as computers, and all new lectures, review, lectures and evaluations meet the standards. Classroom teaching can reflect clear teaching objectives, accurate knowledge transfer, reasonable teaching steps and good teaching results. A class teacher should be able to work independently as a class teacher and manage the class well.
(3) Young teachers who have worked in our school for three years can meet higher requirements such as vividness, interest and pertinence in classroom teaching, and classroom teaching can form their own unique style. Can independently undertake the teaching tasks of the subjects taught, be competent for the work of the class teacher and do a good job in class management.
In the fourth year, you will become the backbone teacher of our school.
Second, the content and requirements:
1, the master should help and guide the apprentice's work in the following aspects. The basic requirements of the school for teaching, as well as the establishment of discipline professional ideas, the research of discipline syllabus, the analysis of discipline teaching materials, the formulation of teaching plans, the design of teaching process, the organization of classroom teaching, the design and correction of homework, the guidance of underachievers, the explanation and analysis of test papers, the formulation and management of class work plans, the analysis of educational and teaching phenomena, the development of extracurricular activities, the special research of education and teaching, the writing of educational and teaching papers and how to evaluate classes. Should be given.
Master and apprentice should cooperate sincerely and learn from each other. Apprentices seriously study the theory of education and teaching, and actively seek advice from the master with an open mind. The master should clearly point out the shortcomings or mistakes in the apprentice's work, help patiently, and pass on his rich experience in education and teaching to the apprentice without reservation.
Through one year's study and practice, apprentices should be able to accurately grasp the key points and difficulties of textbooks, choose appropriate teaching methods, organize classroom teaching, and successfully complete teaching tasks.
Third, the detailed rules for implementation
(a pair, learn from the teacher.
Young teachers with less than three years' teaching experience (including newly transferred teachers and teachers who need further professional promotion)
Teachers must pair up with monitor, teaching experts or other experienced old teachers to learn from them.
(2) clear guidance responsibilities:
1, prepare lessons together. Learn the outline, study the textbook, and thoroughly understand the key points and difficulties of the textbook. The apprentice's new lesson plan has at least five detailed cases each semester, which must be reviewed by the master (with traces of revision) before class.
2. Listen to each other. Mentors and apprentices listen to each other, and the master comments on the apprentices in time, praises their advantages in time, points out their shortcomings and puts forward suggestions for improvement. Apprentices should seriously reflect on the teaching process. Apprentices should take notes carefully and write down their feelings after class when listening to the master's class. Before the mid-term exam, the apprentice should give lectures in the teaching and research group, and the teaching and research group and the master will attend lectures to evaluate the class and guide the pros and cons. At the end of the semester, there will be a second round of mentoring, and then the semester evaluation will be conducted by the school guidance office.
3. Every semester, the master should listen to at least five apprentices' lessons. After class, he will record the advantages and disadvantages of his disciples during class. Apprentices should listen to the master class for not less than 15 classes and write notes after each class. The final exam should be checked and recorded on the handout.
4. At the end of the semester, the apprentice must submit to the school the lecture notes of this semester, my teaching plan revised by the master, the teacher's classroom comments and his own teaching reflections (five times).
5. For teachers who need to be promoted, the master should carefully observe and guide the apprentice's classroom teaching in all directions. With the help of the master, the apprentice should gradually form his own style and characteristics, become the backbone teacher of the school, get good grades in the municipal discipline or basic skills competition, and strive for the municipal teaching model or teaching expert.
5. The school actively provides opportunities for young teachers to go out to attend classes.
(3) Grasp implementation and strict management.
1. Teacher pairing assistance team leader: principal, deputy team leader: director Chang; The academic affairs office is responsible for pairing to help implement daily affairs, and the teaching and research team leader assists the academic affairs office to deal with the problems that need to be solved urgently in the teaching assistance activities.
2. Teachers help leading groups and teachers guide young teachers to make personal development plans, analyze their own quality and professional expertise, and determine the development direction; Formulate specific measures.
3. At the end of each semester, we will hold an experience exchange meeting on assistance work, sum up successful experiences, find gaps, explore new ways of education and teaching, and strive to improve the quality of education and teaching.
Work plan of pairing assistance for new and old teachers III. Guiding ideology
In order to optimize the teaching staff in our school, promote the rapid and healthy growth of teachers in our school, build a platform for teachers' communication, promote the formation of teachers' mutual learning atmosphere, help other teachers improve their professional ability, be competent in teaching as soon as possible, and realize the efficient, sustained and healthy development of school education and teaching, our school implements the method of mutual help between new and old teachers, and determines the assistance system of taking students with maturity, promoting innovation with Excellence and learning together.
Second, the form of assistance.
Take a one-on-one approach to the same subject, help each other, learn from each other, learn from each other's strengths and help each other.
Third, help the target
By taking the old with the new and learning from each other, new teachers can quickly adapt to the role of teachers and understand the various routines and teaching routines of the school. Make new teachers establish a correct educational concept, have a good professional ethics and a reasonable knowledge structure, and be competent for the education and teaching level required by their own work and business.
Fourth, the responsibility to help both sides.
(1) Responsibilities of Instructors
1, fully care about the development of new teachers, have ideas, style and business, and guide them to quickly enter the role of teachers.
2. Help new teachers to arrange teaching work reasonably and carry out education and teaching activities in an orderly manner.
3. Fully follow the tutor's class, and listen to the tutor for at least four classes two weeks before the start of school.
4. Welcome the instructor to attend class.
(2) the responsibility of the instructed teacher
1, clarify the learning purpose, correct the learning attitude, respect the instructor, and listen to the opinions and suggestions of the instructor with an open mind.
2. Earnestly study business knowledge and subject curriculum standards, and delve into teaching materials.
3. Try to do a good job in each class, and ask the instructor to listen and evaluate the class, find a suitable teaching method, adapt to the teaching work as soon as possible, and gradually form their own teaching style.
4, combined with the school attendance system, complete at least one class every week, humbly learn from the instructor after class, analyze, and creatively implement in the classroom.
5. Learn from other teachers' classroom teaching with an open mind and learn from each other's strengths. Communicate with the instructor and other teachers and make records.