Overview of school-based curriculum Part I
I have been teaching for more than ten years. In recent years, I have a sense of burnout. How can we get out of job burnout and realize our second growth? Through this research and study, I read a lot of research materials, which made me enlightened and full of expectation and yearning for the future. Now I will summarize my experience as follows:
First, we should keep learning. At present, it is not enough for teachers to abide by their duties and have lofty enterprising spirit. They must become expert teachers with professional knowledge. To become an expert teacher with professional expertise, we must constantly study and improve, enrich ourselves, adapt to the requirements of education and teaching reform, adapt to the development and changes of the times, and carry out education and teaching innovation. In the process of continuous learning, I will improve my thinking and my professional quality.
Second, we must constantly reflect. A teacher should be a philosophical thinker. Thinking about education with problems; Try to solve the problem; Summarize the problem with reflection; Verify the problem with the conclusion. Paying attention to teachers' professional development and on-the-job training characterized by reflection and topic research have become the trend of teachers' growth, among which "reflection" is generally considered as the decisive factor of teachers' professional development. "Experts believe that experience without reflection is narrow experience. If a teacher is only satisfied with gaining experience without thinking deeply, even if he has 20 years of teaching experience, he may only repeat his work 20 times a year. You can't make progress unless you are good at learning from experience and reflecting. Posner, an American psychologist, put forward the formula of teachers' growth: ten reflections = growth, which has become the formula of teachers' professional growth.
The process of reflection is actually a process in which a person fully embodies his dual role in the whole educational and teaching activities, and he is both a guide and a critic, as well as an educator and an educated person. I should be not only the subject of teaching, but also the subject of teaching research. I want to take myself as the research object, study my teaching philosophy and practice process, and reflect on my teaching practice, teaching philosophy, teaching behavior and teaching effect. Reflection can run through the whole process of teaching and be reflected in the whole process of educational activities. Reflection itself is not a complicated matter. As long as you have a critical analytical vision, are good at finding problems in the process of education and teaching, and can reflect on them anytime and anywhere, your education and teaching activities will become more rational and realize your professional development.
Third, we should continue to study. "Teachers are researchers" is an important concept of international teacher professional development. Educational research is the internal motive force of teachers' professional growth. Teaching is research. Once a teacher establishes such an idea, all his teaching activities will take place in the research. Carrying out effective research activities in research will inevitably bring about changes in concepts.
Discipline is the carrier and direction of educational research. Where did the topic come from? This requires us to be good at discovering problems from complicated teaching phenomena, then learning theories around problems, then screening and establishing valuable research topics. After the establishment of the subject, we should proceed from the teaching practice, take modern educational theory as the guide, and draw lessons from the latest theoretical achievements to carry out the subject research. That is, "finding problems-learning theory (demonstration)-establishing topics-conducting research-reflecting and summarizing (theory)", which is the basic process for teachers to participate in educational research. This process is an inquiry process interwoven with concrete practice and rational speculation: the achievements in scientific research certainly need us to think and explore the law; However, if the research fails, or we encounter problems and difficulties, we need to think and find ways to solve them.
Teachers are both consumers, developers and designers of courses, which requires teachers to practice teaching as researchers; Different students also need teachers to carry out creative education, which also requires teachers to have a strong sense of scientific research; In addition, the expansion of teachers' professional knowledge and the improvement of their professional quality are inseparable from research. Therefore, project research is an incubator for teachers to gradually transform from "experience" to "scientific research" and from "teacher" to "expert". Through research, we can change our educational concepts and establish new ones.
Teachers should constantly surpass themselves in the past, that is, adjust their mentality with simple feelings; Engage in lofty cause with dedication; Show your talents with superb skills; With constant pursuit, enhance their own value.
Overview of school-based curriculum Part II
Last year, our school applied for a Class B key project in Guilin —— Study on the Learning Status and Countermeasures of Rural Middle School Students. I have the honor to participate in it, and I can say that I have benefited a lot. The theoretical study, training and project research in the past year have enabled me to have a deeper understanding of the significance and ideas of the project research, and also enabled me to have a new understanding and pay more attention to the left-behind students, prompting me to try my best to care for the left-behind students in education and teaching, analyze their learning status and find corresponding countermeasures. Here are some of my personal experiences over the past year or so:
First, the opening ceremony will make me suddenly enlightened.
At the opening meeting, after the project leader made the opening report, experts at the city and county levels put forward some precise questions for our discussion, and then put forward some guiding research ideas and method suggestions. I have defined the direction and strategy of our research, and I feel very confident.
Among our students, there is such a group: left-behind students, most of whom are often "problem students" we meet at work, and they are always the objects of independent education. What is their learning status? What about thoughts, life and family? These problems really need our more attention. However, we noticed that some left-behind students performed well in all aspects, which made teachers secretly admire them. How do these outstanding left-behind students do it? Can we learn from their advantages to help those left-behind students who are confused in their studies? I think this is the significance of our research and the goal of our efforts.
Second, strengthen theoretical study and improve theoretical level.
The research group holds regular meetings to organize theoretical study. This semester, during the first project activity, we will send each member a "project-specific notebook", read various education and teaching magazines regularly, and take notes carefully. Make full use of the network to expand theoretical study, keep abreast of the current social development trend, pay attention to the general situation of left-behind students, and learn from the good experience of others. In the process of carrying out the research, the case of left-behind students' education is written in combination with education and teaching practice, and a special issue is published by the research group. Every time I sum up my own educational cases, I get deep reflection, some comfort, but also many regrets. Every time after that, I will constantly urge myself to do better in my future work.
Third, the education of left-behind middle school students in rural areas has a long way to go.
The more you know about the left-behind students, the more complicated your mood will be. Their situation is worrying. They are the most lonely and helpless group in society, and they are eager for understanding and care. Some left-behind students have lost their grades because of lack of love; Some left-behind students lack self-care ability because of improper education; Some left-behind students have become problem students because they have no correct parental guidance. These left-behind middle school students who are not with their parents spend most of their time at school. As school teachers, we should give more love to the left-behind students. Care about whether the left-behind students have enough for three meals a day; It's very cold. Did they add clothes? Give them more help and support when they have difficulties in learning, and talk to them when they encounter setbacks. You can also educate other students to help them more. Let the left-behind middle school students feel that although they are far away from their parents, they are not far away from their parents' love, so they are full of confidence and desire for learning.
Education is a great cause, and the education of left-behind middle school students in rural areas has a long way to go. We need schools, parents and society to pay attention, give them more care, let them smile at life and grow up healthily!
Overview of school-based curriculum Part III
The research on small projects that have been busy for a year is coming to an end. This year, we have gains, confusion, joy and distress. In the whole research process, all the teachers in the research group encouraged each other in the face of achievements and never discouraged in the face of setbacks. After a year of research and practice, we have gained a lot.
First of all, we adhere to the teaching principle of history unit theme, integrate the teaching materials based on the reality of history discipline and the systematic principle of historical knowledge, so that the teaching can be carried out according to the knowledge system and truly meet the requirements of efficient classroom teaching. It is a history teaching that is re-examined and positioned from a broader perspective. Down-to-earth study and research, and truly implement the unit theme teaching theory. A unit of the new curriculum history textbook is a historical stage, which is the basic clue of historical development in this period. Therefore, in teaching, we can study curriculum standards and study textbooks based on curriculum standards, change the thinking mode of focusing only on a certain lesson when preparing lessons in the past, carry out the overall design of unit teaching from the perspective of unit organization, incorporate the preparation of a certain lesson into the sequence of unit teaching, conceive the teaching and learning of unit learning theme as a whole, and carry out teaching design with unit theme as the main line. In the course, we try boldly and base ourselves on the classroom.
Secondly, in today's implementation of the new curriculum reform, the teaching design of thematic units based on the teaching characteristics of new textbooks and educational and teaching factors not only conforms to the innovative concept of the new curriculum, but also adapts to students' learning rules, which can not only highlight historical priorities and main knowledge, reduce students' academic burden, but also improve the efficiency of teachers' teaching and students' learning, which is in line with the new trend of the new curriculum concept and education and teaching. From the teaching practice, students have a brand-new feeling. They put a lot of interest into the discussion with teachers, which changed the poor quality of learning without listening to books in the previous teaching and really mobilized the enthusiasm of students.
In addition, during the research, we are surprised to find that students are very interested in the integration of unit themes. They take the initiative to summarize, classify and connect history vertically, so as to realize the time series of history. At the same time, it also embodies the concept of new curriculum reform.
Through this activity, the teaching attitude and style of the teachers in the research group have also changed. Everyone actively explores, studies and studies, which makes teachers' sense of teamwork stronger than ever before, and makes common progress in listening and evaluating classes. Teachers' personal teaching ability, teachers' quality and other aspects have been improved, and new teaching concepts have begun to penetrate and broaden their horizons. Students also pay attention to history class, and history teaching is no longer scripted, but innovative. Although there were similar links in previous teaching activities, there was no systematic collection and research, so there was no such strong feeling. Of course, no pains, no gains. We have paid hard sweat, not only the students' grades, but also good study habits and correct learning attitudes, and we have gained a lot. ...
Finally, thank you for your help and support, and thank you for your guidance. Thank you!
Overview of school-based curriculum Part IV
Over the past year, under the guidance of leaders at all levels, all members of the research group have shared weal and woe, and Qi Xin has made concerted efforts to make the research work of the subject proceed as scheduled, develop smoothly and achieve certain results. Let's talk about my shallow views from three aspects:
First, combining teaching practice, carefully selecting topics.
As a private school that has not been established for a long time, most of the students enrolled in our school are from our county 18 township. After several years of teaching, it is found that these students from rural areas are unwilling to speak, afraid to speak, have poor expression skills, language barriers, psychological barriers and so on. Therefore, in order to improve students' oral English ability, junior high school English teachers, under the leadership of President Chen Zibin, put forward the topic of "Research on Optimizing Oral English Teaching in Junior High School by Using Multimedia".
Second, teamwork, exchange and discussion.
In the process of participating in the research, other members of the research group gave strong technical and spiritual support and deeply felt the importance of exerting collective wisdom and team strength to do a good job in research. From the beginning, the research of this project was very complicated. Without Qixin team, it is difficult to carry out the work. During the research of the project, I really felt the strength of the team. Under the careful arrangement of the host, Mr. Chen Zibin, we performed our duties and were responsible for the division of labor, but they cooperated with each other and communicated with each other, and finally successfully completed all the work of the project.
Third, engaging in project research is conducive to promoting teachers' professional growth.
Project research is an effective way to promote teachers' professional growth. In order to complete the research, we must seriously study relevant theoretical knowledge, collect students' oral English learning cases and study coping strategies. I looked up a lot of information and spot checks. Through the questionnaire analysis in the practical stage, I have mastered many scientific data analysis methods and learned many scientific research methods in the process of sorting out the data. It is a hard and long process to engage in project research, which requires our down-to-earth and hard-working dedication. I have been engaged in junior high school English teaching this year. Although the work is busy, I have broadened my knowledge, improved my scientific research ability and professional quality in the process of participating in the project research. I deeply realize that engaging in project research is conducive to improving teaching efficiency, improving my teaching ability and forging myself into a teacher who integrates theory with practice.
Of course, the research field is vast, and the results we have achieved can only be said to be a drop in the ocean. I deeply feel that my knowledge reserve is far from enough and my professional theory support is insufficient. I still need to keep pace with the times, strengthen my study and make continuous progress in my future work. In the future, we will further study the integration of theory with practice and strive to improve our teaching and educational ability.
Finally, thank you again for your concern and guidance over the past year.
Overview of School-based Curriculum Part V
The new curriculum has just been implemented, and students have just come out of the traditional teaching mode. They are used to independent thinking and question-and-answer learning. Students are suddenly asked to solve some problems in the form of group cooperation, and the students are very confused. At present, students' cooperative learning is mostly carried out at the request of teachers. In fact, group cooperative learning should be a spontaneous behavior of students' learning, not a teacher's importunate response. Therefore, to effectively carry out group cooperative learning, we must first cultivate students' cooperative consciousness. There are three ways to cultivate students' sense of cooperation:
① Establish a fixed cooperation group. This is the most basic condition, and the group members are generally controlled at around 4 people. After a long period of cooperative learning, they feel that we are a learning group, and I am a member of this group, which subtly cultivates students' sense of cooperation.
(2) Training in learning methods and introducing various advanced learning methods to students. For example, introduce the advantages and general operation methods of group cooperative learning, so that students can have the desire of autonomy, cooperation and inquiry.
(3) Organize group cooperative learning competitions, evaluate students regularly and irregularly, stimulate their enthusiasm for cooperation, and form the habit of cooperative learning.
2. Strengthen the cultivation of students' autonomous ability.
Autonomy, cooperation and inquiry are effective learning methods actively advocated by the new curriculum, and autonomous learning should be the foundation. The same is true of students' cooperative learning. If group members don't have certain autonomous learning ability, their cooperation is futile. Therefore, in order to effectively carry out group cooperative learning, we should also strengthen the cultivation of students' autonomous ability. (1) Stimulate emotions and improve students' interest in autonomous learning. In learning, students' cognition, emotion, skills and attitudes should develop harmoniously. Psychological research shows that the key to students' active participation is emotional teaching methods. Therefore, teachers should do everything possible to stimulate students' learning emotions, so that students' learning process can be supported by internal motivation and their interest in autonomous learning can be improved. 2. Self-study thinking and encourage independent attempts. Reading is inseparable from thinking, especially self-study. "Learning without thinking is useless". Self-study is the bridge between the two, which is the premise of autonomous learning. Therefore, teachers should create a self-study atmosphere, provide self-study space, put forward self-study requirements, strive to find the generation point of new knowledge, and directly or indirectly provide the docking point of old knowledge related to new instructions, so that students can learn independently with questions and create conditions for students to try independently. ③ Questioning and asking difficult questions, and cultivating the ability of autonomous learning. Learning is expensive and doubtful. "Doubt" is the need of learning, the beginning of thinking and the foundation of creation. Questioning is an important link for students to learn knowledge independently. To cultivate students' autonomous learning ability, teachers should encourage students to question and ask difficult questions, make students dare to ask and be good at asking questions, and cultivate students' courage and spirit to question and ask difficult questions. Therefore, teachers should first renew their ideas and say, "What did you learn today?" How many questions did you ask the teacher today? Asking questions clearly is not only the right of teachers, but also the right of students. Secondly, turn the classroom into a place for students to exchange learning questions, so that students can ask questions at any time during the learning process. Before class, according to students' performance, choose "questioner" and "question" to stimulate students' enthusiasm for acquiring knowledge, so as to cultivate students' problem consciousness of thinking more and asking more questions.
4, insight into the timing of students' cooperation needs.
In order to make students adapt to group cooperative learning as soon as possible, I often carry out group cooperative learning in general teaching, but students' enthusiasm for cooperation seems to be low. At first, I thought there was something wrong with my method. Later, a student finally revealed the secret: teacher, we all know these problems without discussion! Why are we talking about it? I see. When students study, they don't need to study in groups and don't need any content. Only when the content can't be solved by students themselves can they study in groups, which is meaningful and valuable, and students have the enthusiasm for cooperation. Therefore, in classroom teaching, we should be good at understanding students' cooperative needs, seize the opportunity, and let students study in groups appropriately. For the problems that students can do, let them solve independently, let them cooperate to solve the problems that they can't do, and the problems that they can't do need the guidance of teachers.
In a word, group cooperative learning is an effective way of learning and a way to cultivate students' good learning quality. Cooperative learning should be organically combined with other learning, especially autonomous learning, and have their own independent opinions on cultivating cooperative spirit. Really express your views, learn from each other's strengths and brainstorm. I wish every teacher (including myself) such lovely, optimistic and hardworking students.
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