I. Main achievements
(A) "routine" work embodies the characteristics of focusing on implementation and practical results.
Through the survey, it is found that all units have well implemented the feedback from the last survey. Teaching routine management is closely combined with school-based research, which implements the education and teaching concept of "everywhere is the place for research, and it is always the time for research, and everyone is a researcher and manager", and comprehensively implements the management principle of "strictness, delicacy, truthfulness, regularity and novelty".
1, regular teaching and research pays attention to teacher training. Experimental Primary School, Hexi Primary School, Teaching and Research Section of Old Town, Teaching and Research Section of Yiyang Township and other units firmly grasp the key work of teacher training, and take lectures, follow-up lectures, seminars, seminars and other ways to train teachers in teaching, learning, research and other aspects. The primary school attached to teachers' college has specially formulated a teacher training plan, sorted out the menu of teacher training, and determined the time, place, content, host, participants and strict evaluation of teacher training, so that teacher training has been implemented. Longshan primary school provides fast food for teachers by distributing "understanding paper", which helps teachers to establish advanced educational concepts, feel the ideas of managers, realize heart-to-heart communication and increase the affinity between managers and teachers.
2. Daily management pays attention to norms. First, most units have formulated scientific and detailed inspection and evaluation rules, weekly and monthly reports, timely feedback and quantitative results, which are included in the assessment of teachers according to a certain proportion, ensuring the normal development of education and teaching and promoting the steady improvement of education and teaching quality. Second, most middle-level and above school leaders are conscientious and take the lead in teacher learning and classroom teaching research. Leading cadres at or above the middle level in Longshan Primary School often go deep into the front line of teaching, attend lectures, evaluate classes, have discussions with teachers, and occasionally go deep into teachers' offices to investigate and understand the situation, solve problems in education and teaching at any time, find typical examples, urge underachievers to solve problems, give play to the role of process management, and make teaching management correct. Third, the division of labor of school leading cadres is detailed, so that everyone has a burden on his shoulders and a goal in mind, which enhances the sense of responsibility of managers and teachers. Sun Bo Town Central Primary School has implemented the discipline system for school-level cadres, requiring every school-level cadre to put down his airs, sink his center of gravity, move forward with concern, integrate with subject teachers, bind together, participate in lectures, evaluate classes, participate in various teaching and research activities, and grow together with front-line teachers, so that management can truly become a kind of guidance, a kind of service and a kind of spiritual encouragement. Fourth, new ways of school-based research are constantly being created. In the school-based research, Wenyang Town Central Primary School has explored the school-based research method of "one listening, two evaluating and three researching" to promote the teachers who have transferred to other posts to adapt to the teaching work in primary schools as soon as possible. "Listening" means listening to the lessons of experts and excellent teachers, feeling and learning the classroom teaching mode of primary schools; "Second evaluation" means that the transferred teachers talk about their own lessons, let the backbone teachers evaluate the lessons, and at the same time introduce some characteristics and requirements of primary school classroom teaching through class evaluation; "Three Grinding Courses" is a continuation of the above two activities, and repeated discussion activities are carried out among teachers who have changed jobs. In the activity of "One Listening, Two Comments and Three Grinding Courses", the relevant teaching and research staff of the town teaching and research section and the backbone teachers of our school are often invited to participate in the activity, which enhances the pertinence and effectiveness of school-based research.
3. The setting and use of conventional data are pragmatic. In preparing lessons: First, the reform of preparing lessons has a new starting point. Many units can make great efforts to reform the content and form of lesson preparation according to their actual situation, and collective lesson preparation has become normal. In order to strengthen teachers' guidance on extracurricular reading, Sun Bo Central Primary School added extracurricular "reading navigation" to prepare lessons; On the original basis, the teaching and research section of Wenyang Town divides the collective lesson preparation into two levels (the teaching and research section focuses on the central primary school to prepare lessons in groups, and the central primary school assists in the "heterogeneous class" activities); Yiyang Township Central Primary School introduces the theme of Chinese unit to prepare lessons, and integrates Dulangkou's "three three six" autonomous learning mode into preparing lessons; The experimental primary school has carried out a second seminar on lesson preparation in a hierarchical, gradient and purposeful manner, making lesson preparation more solid and effective. It can be said that the lesson preparation of the above units has achieved the organic combination of standardization and innovation, embodied the idea of keeping pace with the times and pioneering and innovating, and fully demonstrated the charm of collective wisdom. Second, preparing lessons is complete, focused and difficult. Most teachers can determine teaching objectives from three dimensions: knowledge and skills, process and method, emotional attitude and values. Third, the quality of preparing lessons has been greatly improved compared with the past. Teachers use neat and elegant pens, and stick figure lines are smooth and natural, which can highlight the teaching theme and fully demonstrate the effect of our general basic skills training. In terms of homework setting and grading: First, the homework setting is complete, the workload is basically appropriate, selective and hierarchical, which meets the requirements of the teaching and research section. Second, teachers can give feedback in a timely manner, and can adopt the system of grades plus comments, so that students can benefit from homework exercises. Third, some units can organically combine homework in class with homework outside class, and integrate homework in all subjects to improve students' comprehensive ability. Fourth, some homework in the grade of curriculum reform embodies the spirit of innovation. Wenyang Central Primary School and Anzhuang Central Primary School have set up Chinese Retrospection and math diary, experimental primary school has set up social studies expansion homework, Hexi Primary School has set up English word collection cards, Longshan Primary School has set up writing books in lower grades, Xincheng Central Primary School has set up reading checkpoints, and the primary schools attached to Normal University, Hexi Primary School, Taoyuan Central Primary School and Sun Bo Central Primary School have set up all kinds of calligraphy homework with calligraphy training as the breakthrough point to display in all directions. Composition correction in experimental primary school, Hexi primary school and Wangguadian central primary school is normative, scientific and instructive. In terms of class attendance and evaluation: First, the number of class attendance and evaluation meets the requirements. Second, most of the lectures and evaluation records can reflect the teaching and research activities of the unit. Third, most teachers can record the lecture content in detail and write their own feelings and suggestions for revision. In unit testing: first, unit testing can be carried out according to the progress, and the results can be fed back to students in time; Second, the correction is timely and serious, and the grading system can be adopted, and some have written encouraging and guiding comments; Third, most units have implemented a combination of written examination and practical operation assessment. Some units have formulated more detailed practical operation assessment schemes, which reflect the planning of the work. In business learning: First, all units attach great importance to business learning, establish a perfect business learning system, clarify the division of labor among leaders, ensure the learning time, and provide teachers with rich learning materials and detailed learning arrangements. Second, the learning content can not only keep up with the forefront of the times, but also be rich and colorful, both subject-specific and multi-infiltrated. Third, learning forms pay attention to diversity. The combination of collective learning and individual learning is implemented, which not only has discussion and exchange, but also has personal writing experience, and realizes resource sharing and personal promotion from the effect.
(B) classroom teaching reform has a new connotation.
In recent years, with the further implementation of "Innovative Opinions on Classroom Teaching", the classroom teaching level of teachers in our city has been greatly improved. By listening to teachers' normal classes, this teaching research really saw the continuous improvement of front-line teachers' teaching level. Both the classroom teaching in the grade of curriculum reform and the classroom teaching in the grade of non-curriculum reform reflect the education and teaching concept advocated by the new curriculum standard, and most teachers' classroom teaching is solid, effective and colorful. Large-scale classroom teaching competitions were held in experimental primary schools, primary schools attached to teachers' colleges and primary schools in Shi Heng, and the classroom teaching level of newly assigned teachers was improved through classes, discussions, re-teaching and re-discussion. President Zhang Hua of Sun Bo Central Primary School pays attention to the cultivation of school-level backbone teachers, goes deep into the classroom and discusses the current development direction of classroom teaching with front-line teachers, and creatively puts forward the basic model of extracurricular reading guidance course. In addition, the school organically combines Chinese, mathematics and English preview courses with lecture, and establishes five steps of "showing preview outline-preview guidance-exchange feedback-personality display-class summary". Liu Yong, the principal of Old Town Central Primary School, took the initiative to ask for research classes and professional guidance, and personally explored the direction of Chinese teaching reform, setting an example for the majority of teachers to practice, research and lead the classroom with his own actions. Yiyang Central Primary School and Wangguadian Central Primary School have continuously innovated and practiced the comprehensive practical activities of the four classes, and have taken a new path in the in-depth study of the normalization of comprehensive practical activities and expanded the effect of activities, and achieved remarkable results. It can be said that the reform of classroom teaching in various units is getting stronger and stronger, and the connotation is getting richer and richer.
(3) Students have made new progress in habit formation.
The first is to improve the system. Most schools pay more attention to students' good habits, and have developed a relatively perfect habit formation system, which can incorporate students' habits into the overall evaluation of students. The second is to increase publicity. The top leaders of all units attach great importance to the cultivation of students' habits and make full use of the "Ten Good Five Meetings" project to educate students subtly. Students in many schools are familiar with the contents of the "Ten Good Five Meetings" and have been well implemented in their behaviors. Schools such as Hexi Primary School, Experimental Primary School, Primary School Attached to Teachers' College, Taoyuan Central Primary School and Sun Bo Central Primary School regularly carry out various competitions such as writing, calligraphy, painting and essay writing, which promotes the implementation of the "Ten Good Five Meetings". The third is to focus on testing. Chaoquan Central Primary School, Anzhan Central Primary School, Longshan Primary School, Taoyuan Central Primary School and other units have formulated a star rating test table for students' habit formation, regularly testing students' habit formation, decomposing the content of "Ten Good Five Meetings", and starting from the details, putting students' habit formation into practice. Fourth, reflect innovation. While paying attention to students' good habits, all units pay attention to students' mental health education. Among them, Chaoquan Town Central Primary School designed and published the textbook "Soul Meeting Room", which mainly contains two parts: "Soul Monologue-My Whisper" and "Soul Meeting Room". It is intended to provide a space for children to talk, build a platform for communication between teachers and students, so that every child can open his heart, release monologues, show difficulties in learning, talk about unhappiness in life, and tell the confusion in growth, so that teachers can listen to children's voices and some students can listen to friends' voices. Through this form of spiritual communication, help every child solve his inner depression, distress and confusion, and better promote and realize every child's healthy, happy, cheerful and harmonious progress and growth! This is exactly what the new curriculum reform strongly advocates, and it is also what our education pursues today!
(D) Campus activities with rich books have gradually developed.
First, the combination of reading and campus culture construction. This semester, the municipal teaching and research section issued an initiative to carry out reading activities among teachers and students. All units can realize the importance of reading activities and pay attention to using the surrounding cultural environment to let teachers and students know the importance of reading. The stone carving culture and wall culture of experimental primary school all show the importance of reading; The gallery culture attached to normal schools includes fairy tale paradise, poetry appreciation, four books and five classics, famous sayings and aphorisms, elegant demeanor of famous schools, approaching science and so on. Everywhere, it shows the infinite charm of attaching humanities, science and technology and art to primary schools; Taoyuan town Central Primary School hangs the life stories, main works and contributions of Bing Xin, Contradiction Theory, Ba Jin, Yang and other literary masters in the hall in the form of pictures and texts, so that literature can infect students all the time; The reading exhibition edition of Hutun Central Primary School shows the footprints left by school reading activities. In addition, the indoor culture of Bianyuan Central Primary School, Taoyuan Central Primary School, Hutun Central Primary School and Anzhuang Central Primary School also fully demonstrated the elegance of reading. The second is the combination of reading and subject research. Sun Bo Central Primary School's provincial experimental project Reading Classics-Enriching Language Accumulation, Wenyang Central Primary School's provincial experimental project Reading from Reading, Hutun Central Primary School's provincial experimental project and Shi Heng Central Primary School's national experimental project are all linked to reading, and reading activities have become effective measures for research. Third, reading is oriented. Reading activities in most schools can turn the past "herding sheep" reading into "target" reading. Teachers become organizers, participants and promoters, and teachers and students learn and improve together. Sun Bozhen has initially explored the seven-step classroom model of reading teaching, which is "pre-class communication-proposing guidance content-initial reading-intensive reading-taste perception-summary method-expanding application" and the large reading system of "reading teaching-students' independent reading-achievement display". Fourth, students have books to read. The main obstacle to carrying out the activities of reading books all over the campus is the problem of "book source" When the problem of "book source" is solved, the activity will be 60% successful. It can be said that all units have "many ingenious ways" to solve the problem of book sources ... Some schools invest in books to enrich the school library, some encourage students to buy books voluntarily according to the recommended bibliography to build small family bookshelves, and some encourage students to break the grade boundaries and borrow books from each other ... Anzhuang Central Primary School has established a mobile workstation for school books, so that books that have been sleeping in school for many years can enter the children's world, become their spiritual goods, and realize the sharing of school book resources; Students set up a small bookcase at home, and made clear the number of books (at least 10 in the lower grades, at least 20 in the middle grades and at least 30 in the upper grades). In order to ensure that students can read, Wenyang Central Primary School and Sun Bo Central Primary School have further defined the content of reading, and achieved the combination of compulsory reading and independent reading (compulsory reading refers to learning textbooks well in class, reciting "China Classical Poetry Reader" after class, reading and learning "Chinese and Foreign Classic Language Reader", etc.); Independent reading means learning the above three books well before reading other books voluntarily. Fifth, the establishment of reading notes is more targeted. Most schools can set reading notes according to the actual situation of their extracurricular reading, so that the purpose of reading is more clear. According to its own research content, Sun Bo Town Central Primary School set up a "little by little accumulation card" in the lower grades to accumulate good words and sentences; In the middle grade, we set up a "language ocean tour", extract good words and wonderful fragments, and set up a "rainbow bridge of the soul" in each unit to learn writing experience. In the senior year, we set up "Entering the Classics and Sailing", refining good words and wonderful paragraphs, and setting up "through train of mind" in each unit, writing experiences and learning, and imitating articles. It can be said that the town reading notes have taken a solid step in the comprehensive study of Chinese. Sixth, reading activities have a new bright spot. In this reading activity, it is obvious that teachers and students read together and parents read together. Bianyuan Central Primary School carried out a reading activity with the theme of "Let smiles enter the campus and make the language glow with charm", which explained the teacher's scholarly complex; Wenyang Central Primary School, Anzhuang Central Primary School, Hutun Central Primary School and Shi Heng Central Primary School let parents and children taste this book together, which fully explained the highest realm of the book. Taoyuan Central Primary School has launched the activity of "Grasping the Big Book Collection". Teachers, parents and students come together to feel the success of reading together, and reading has expanded the influence of society.
(5) Pioneering progress has been made in running schools.
All units can firmly grasp the eternal theme of teaching quality, scientifically make teaching plans, build a grand blueprint for school development, and put forward many measures for sustainable development. "I can do it" in experimental primary school, "run a good school, be a good teacher and educate students" in Longshan primary school, "make reading a habit" in Sun Bo central primary school, "take reading activities as a breakthrough to form school characteristics" in Shi Heng central primary school, and "build a reading ecology and strive to build a spiritual home" in Wangzhuang central primary school. The formation of the school-running concept has injected vitality into the characteristic development of the school.
(6) extracurricular activities are solid and effective.
Colorful extracurricular activities can cultivate and stimulate students' interest in learning, develop their specialties and talents, and stimulate their curiosity; It can expand and consolidate what students have learned in class and apply it to practice, which is conducive to deepening students' understanding of knowledge; It can also enrich students' extracurricular life, cultivate sentiment and promote healthy development. In recent years, according to the spirit of the provincial teaching and research office documents, all units have gradually carried out extracurricular activities. First, all units have set up leading groups and guiding groups for extracurricular activities; Second, various interest groups have been formed on the principle of students' voluntary participation; Thirdly, the school has carried out fruitful activities and achieved good results. The experimental primary school has carried out a solid and effective performance of poetry sitcom this semester, which has enabled students to enter the temple of China's classical poetry; The primary school affiliated to Teachers' College has carried out the activity of "selecting the best poets who recite poems" in the whole school, which has consolidated the students' foundation and made them feel the great charm of China's classical poems in the passionate activities of reciting poems. The teaching and research section of Shi Heng Town launched a "personalized" composition contest, which built a platform for students to show themselves. With the goal of selecting "scholarly classroom", "scholarly teenager", "scholarly teacher" and "scholarly family", Bianyuan Central Primary School organized and carried out activities such as "junior story contest", "middle-grade sitcom show" and "senior poetry recital", which showed the charm of reading activities in an all-round way. Chaoquan Central Primary School, Anzhan Central Primary School, Xincheng Central Primary School, Old Town Central Primary School, Wangzhuang Central Primary School and other units are based on the actual situation of the school and take students' interests as the starting point to scientifically plan activities and enhance the effectiveness of activities; In addition, the poetry reading activities of various units have also tended to be normalized and achieved gratifying results.
(7) New breakthroughs have been made in evaluation reform.
Changing students' evaluation methods is an important content of this curriculum reform. All units can actively explore new ideas and new ways of developmental evaluation, make bold attempts in evaluation methods, evaluation contents, evaluation standards and evaluation processes, and explore some gratifying experiences. According to the reality of the school and the concept of the new curriculum reform, Sun Bo Town Central Primary School has established a diversified evaluation system, successively improved the evaluation materials such as students' classroom performance records, parents' evaluation forms, and summative evaluation forms, and edited the evaluation glossary —— Why Flowers Are So Red, so that classroom evaluation and written evaluation can be integrated. Experimental primary school and Longshan primary school pay attention to the establishment of "evaluation mode", so that parents and students can participate in teaching evaluation together, and explore a new teaching evaluation system with multi-agent linkage and full participation. The reform of teaching evaluation is a complex systematic project, involving many factors. Only by constantly summing up experience in practice and being brave in exploration can we make it more scientific, reasonable, comprehensive and easy. As practitioners of the new curriculum reform, we should know that this work has a long way to go, and we should continue to explore in the practice of education and teaching, and strive to make educational evaluation play a greater role in the curriculum reform.
Second, the existing problems
Judging from this year's education and teaching research, the overall situation is good, and cadres and teachers of all units have made efforts to this end. But the existing problems can not be ignored. 1, leading cadres of individual units have a negative management tendency. Some principals lack scientific management consciousness. In the work, I am left with my own resources, lazy in politics, unable to form rules and regulations suitable for the development of my own school, unable to create a grand blueprint for brand schools, chaotic management system, and inadequate implementation, resulting in low management efficiency. They have the idea of "being a monk for a day and bumping into a bell for a day". 2. Teachers have a narrow concept of preparing lessons and lack of preparation. First, many teachers don't understand the true meaning of preparing lessons. They think that preparing lessons means writing lesson plans, without integrating preparing lessons, textbooks, students, teaching methods, teaching AIDS and learning tools, and failing to achieve a real leap in the quality of preparing lessons. Some teachers are still left-handed textbooks and right-handed pens in class, and even the most commonly used small blackboard is too lazy to use. Second, the lesson preparation of some units does not conform to the basic concept of the new curriculum, and does not reflect the combination with subject research. Third, the burden of preparing lessons is too heavy, which weakens teachers' research ability. 3. "Careful" management is not in place. First, the routine inspection is limited to signature and seal, which leads to insufficient preparation of teachers in some units, untrue lectures and evaluation, and weak pertinence in business learning; Second, the schedule of some units is chaotic, the posting is not standardized, and it is changed at will; Third, the phenomenon of changing classes at will and absenteeism for no reason occurs from time to time, and serious courses are regarded as child's play. 4. The level of classroom teaching is uneven. First, some teachers' basic teaching skills are not solid enough, Mandarin is not standard, fonts are not standardized, and classes are arbitrary; Second, some teachers have not integrated the concept of new curriculum reform into classroom teaching well; Third, classroom teaching in some schools is not in place, lacking professional leaders, and business personnel are not proficient; Fourth, it can't reflect the basic style of classroom teaching. 5. There are few extracurricular activities. It is found in the survey that extracurricular activities in some schools are just a mere formality, without deep-seated things, plans and guidance; What's more, some schools don't offer extracurricular activities. 6. "Reading activity" is still in its infancy, and individual units have coping psychology. First, some school leaders and teachers don't understand the importance of reading and think that reading has little to do with exams; Second, there is a serious shortage of books in schools, and the content is outdated, so it is impossible to enrich new books in time; Third, the cultural environment construction of some schools is not in line with reading activities, and there are no traces of reading in the campus and classroom. The existence of these problems has seriously restricted the great development of primary school teaching quality in our city, and all units must seriously study and solve them.
Three, some suggestions for future education and teaching work
(1) Grasp the ideas and requirements to further improve the professional ethics of teachers.
In order to adapt to the current development of social education, educators should have good professional ethics in addition to certain professional knowledge, skills and teaching ability. Only in this way can we better promote the development of education. Grasping ideological education and clarifying educational requirements is a shortcut to further cultivate the professional ethics of teaching staff.
1, grasp the establishment of the consciousness of "five questions and five provinces" of leading cadres.
A good school must be supported by excellent leadership, with the middle level as the helmsman and the principal as the soul. Improving the quality of school administrators is a major event in education today. This semester, we should vigorously promote the system of "five questions and five provinces" for school leading cadres. "Five questions" means asking how many classes you have attended. Second, do you know the teacher? Do you know any students? What books have you read? How many reflections or work logs have you written? One of the "five provinces" is whether the rules and regulations of the school have been implemented. Second, are major school decisions democratic and scientific? Third, has the work of superior deployment been implemented? Fourth, is there any development and innovation in school work? Fifth, is there any violation of discipline in the school financial system? The establishment of the consciousness of "five questions and five provinces" is the yardstick to test whether a manager is qualified. I hope that every school leading cadre should ask himself and reflect on himself every day. In addition, all units should earnestly strengthen the assessment and management of middle-level cadres in schools. Whether the principal's ideas and ideas can be implemented depends on the middle level. A well-managed and high-quality school can be said to be "winning at the middle level" in a great sense.
2. Grasp the establishment of "three realms" for front-line teachers.
Loving students is the premise of doing a good job in education, and it is also a necessary professional ethics for a teacher. Loving students is not only a means of education, but also the embodiment of teachers' noble moral quality. We should carry forward the "three realms" among teachers. The first realm: treat students as children. Teachers who treat the education objects correctly are qualified teachers. Treat students as children and you will tolerate their shortcomings and forgive their mistakes. You won't hurt the child's body or his heart because of a little mistake. Suhomlinski once said: "A teacher's profession means that he has given up his personal emotional rights and should make himself broad-minded." Once a naughty student misunderstood the teacher's concern for him and deliberately spilled ink on the teacher's clothes. The teacher didn't say anything after knowing it, but wrote this poem to the students: "The land contains seeds, and only then can it gain;" The sea contains rivers and is vast; The sky is full of rosy clouds and beautiful; Life is tolerant and regrettable, and there is a future. " Later, the students woke up and took the initiative to admit their mistakes to the teacher. The second realm: treat other people's children as your own children. Parents generally think that children are their own good. If a teacher can look at his students from the perspective of parents, there may be no "poor students" in his eyes. In the field of education, we often hear that a teacher who really loves life like a child is a good teacher. Treat other people's children as your own children, and you will be more concerned, considerate and caring. Students will be closer to you. Therefore, Gorky said: "Whoever loves children, children love him. Only those who love children can educate them. " The third realm: treat yourself as a child. Teachers' dignity in traditional educational culture still affects our teachers today. Putting down the teacher's airs is easier said than done. Most teachers make students feel respectable but not amiable. Most students see teachers like mice see cats. Therefore, treating yourself as a child is the highest realm of teachers. Treating yourself as a child to achieve real equality between teachers and students is not just a form: "squatting down and talking to students", but requires teachers to have a precious childlike innocence. Only in this way can you walk into the inner world of students and find out how rich their imagination is and how strange and creative their thinking is. You will understand that childlike innocence needs to be cared for, cultivated and cherished. Think of yourself as a child, you will look at the naughty and naughty children with appreciation, and you will try your best to give them more freedom and happiness. Because your childhood may be like this ... if teachers and students are truly equal, children's enthusiasm for learning will be stimulated, creativity will be well developed, and children will learn to treat others equally from teachers. That is the communication between hearts and the shaping of hearts. Such teachers are all masters.