First, leaders attach importance to and actively explore.
1, formulate rules and regulations to ensure the solid progress of curriculum reform.
The concept of leadership is related to the success or failure of curriculum reform. Last June, 5438+065438+ 10, the vice president in charge of business in our school went to Dulangkou, Shandong Province to study, bought books and CDs, gave lectures specially after returning to school, and organized teachers to watch classroom records. President Luo Dongxiang has organized leading groups to learn the "Twelfth Five-Year" classroom teaching model and the "six pushes and six concessions" teaching strategy for many times, and personally participated in the formulation of the "Implementation Plan of Classroom Teaching Reform" and "Evaluation Plan of Classroom Teaching Reform", and established a curriculum reform leading group with the principal as the leader and the vice president in charge of teaching as the deputy leader. With the participation of the teaching director and the teaching research team leader, he went deep into the front line of teaching and studied, discussed and explored the methods of curriculum reform with the teachers.
2. Principals participate in promoting curriculum reform.
At the beginning of the curriculum reform, the experimental teachers felt inefficient and lacked confidence. In order to solve puzzles, eliminate worries, enhance confidence and make teachers grow up faster, the principal personally gave a lesson on the basic nature of scores to Class 5 1 in the experimental class. All teachers in the school actively participate in lectures and carry out lectures and evaluation activities. The principal's curriculum reform not only enables teachers to learn the methods of curriculum reform, but also gives teachers the motivation and confidence to move forward, which has played a positive role in promoting the school's curriculum reform. The headmaster insists on the leading group of curriculum reform, listens to two classes of curriculum reform every week, points out the successes and shortcomings immediately, and actively guides and participates in the compilation of the guidance plan. In order to truly implement the curriculum reform and prevent teachers from attending classes in the old mode without supervision, the leaders in charge of the curriculum reform should wait for a class, push the door and attend classes, and include this item in the evaluation rules of the curriculum reform as the basis for regular teaching inspection of the curriculum reform.
3. Create conditions to support curriculum reform.
According to the strategy of "individual implementation, accumulating experience, organizing observation and gradually spreading out", our school has determined three classes of grade five as experimental classes, and invested more than 2,000 yuan to add blackboards around the classrooms of the curriculum reform classes, providing a stage for students to show; In the corridor outside the curriculum reform class, there are exquisite speeches made by teachers and students. The slogan of curriculum reform was played before and after the classroom in the experimental class; Enlarge the "2005" classroom teaching mode, the "six pushes and six concessions" teaching strategy and the goals to be achieved in classroom teaching reform, and post them in the office: in order to let the experimental class teachers feel the frontier of teaching reform from a distance, in April of 20 10, our school sent experimental teacher Zhang Huimin to Dulangkou, Shandong Province for study and inspection; Invested 1 1,000 yuan to purchase special computers for each class in the experimental class, which provided convenience for teachers and students to collect information; In addition to subscribing to a large number of magazines on teaching and research reform, the school also bought a large number of books and CDs on curriculum reform for each teacher in the experimental class of curriculum reform, such as New Curriculum Teaching Reform, A Concise Reading Book on Curriculum Reform, Fundamentals of Subject Teaching Theory, Dulangkou Classroom Collection, Interpretation of Dulangkou Middle School Teaching Reform, etc., so that teachers can accurately understand the significance of classroom teaching reform and update their teaching concepts by reading these books.
Second, change ideas and raise awareness.
The key to the success of curriculum reform lies in teachers. To carry out educational reform, we must first change teachers' ideas. In order to strengthen teachers' understanding of classroom teaching reform and improve their level and ability to practice advanced educational concepts, the school has vigorously carried out teacher training and improvement through various channels.
1. Conduct off-the-job training once a month. The school carries out off-the-job training once a month, organizes teachers to learn advanced educational concepts, obtain frontier information of educational reform, and master modern teaching technology. On March 23rd, the principal of the school gave a special lecture on "Deepening the classroom teaching reform in an all-round way and striving to improve the quality of education and teaching", focusing on the "2005" teaching mode of the district teaching and research section, the "six pushes and six concessions" teaching strategy, promoting the classroom teaching reform to achieve the goal of curriculum reform, and the current situation and problems of classroom teaching in the school.
Please come in when you go out. Our school organizes teachers and many other schools to study. The school invited many experts to the school to guide the curriculum reform and give special lectures. On March 24th, experts from the district teaching and research section came to our school to guide the curriculum reform, and gave specific guidance on classroom teaching and lesson plans in the form of going deep into four classes, face-to-face communication with teachers and answering questions on the spot. At the same time, it points out the specific problems existing in the process of classroom teaching reform in our school and gives corresponding suggestions, which points out the direction for the future curriculum reform in our school. After the activity, our school held a seminar on classroom teaching reform in time to reflect on the shortcomings in classroom teaching reform according to the opinions and suggestions of experts.
3, exchange reflection, and constantly improve.
There is no ready-made experience in classroom teaching reform. With the deepening of classroom teaching reform, there will be a lot of confusion, but it is difficult to highlight the value of curriculum reform. We take the difficulties encountered in curriculum reform as a subject to study. The school insists on holding a seminar on curriculum reform once a month, presided over by the principal himself, summarizing the achievements of curriculum reform some time ago, and finding out the solutions to the problems or puzzles existing in the interaction between teachers and students, students' display and evaluation in the classroom. The experimental teachers are required to write a valuable reflection on teaching every two weeks and an educational case every week. In April, we launched the activity of "Everyone gives an open class of classroom teaching reform", requiring every teacher in the school to choose a class to write a tutorial, take an introductory class from the end of April to the beginning of May, and then write a reflection to accumulate experience for future teaching reform. At present, more than 20 reflections on teaching reform have been published in Xiangyang Education Information Network and newspapers and magazines. Through writing exchange and reflection, teachers can constantly sum up the experience of classroom teaching, realize the success of their daily classroom teaching and enhance their self-confidence. It also allows teachers to sum up and discover the lessons of classroom teaching reform in time, improve the level of classroom teaching and deepen classroom teaching reform.
Third, change the teaching plan into a "learning plan"
In the concrete implementation of classroom teaching reform, we started with changing teaching plans into "learning plans", and after a period of exploration, we explored a set of "guiding plans" mode suitable for our school. Its contents include preview test, cooperation and communication, report and presentation, display and promotion, induction and reflection, standard evaluation, etc., so that students can know in advance what they have learned and what they want to achieve with the help of the guidance plan.
Preview test: Teachers hand over the lesson plans prepared before class to students, organize students to study and explore independently in combination with the lesson plans, and strive to complete the related problems in the lesson plans.
Cooperation and communication: Teachers organize students to exchange their own problems or their own gains in the process of autonomous learning in groups, and teachers can also discuss key and difficult issues with students. Problems you don't understand can be discussed and solved in cooperative learning groups. In this process, teachers play the role of organizers and guides, and at the same time highlight "vulnerable groups", "soldiers teach soldiers", "soldiers train soldiers" and "soldiers Qiang Bing".
Presentation: In this link, teachers provide students with sufficient presentation platform, presentation time and presentation opportunities. Through the presentation, students further clarify their thinking and deepen their understanding of this group of problems. The process of presentation is generally from one group to six groups in turn, or starting from six groups, to explain and analyze the topic, and other students will comment on it, telling the knowledge points, key points of solving problems, error-prone points and the law of summary, or to carry out knowledge and variant training from this topic. Students can also ask their own questions, and other students or teachers will give answers, so that the classroom can really develop through interaction.
Expansion and promotion: each group explains and analyzes its own learning tasks according to the discussion in the group; Each group has made progress, and students in other groups share the results, or are inspired by group demonstrations and have better solutions.
Feedback exercise: mainly to consolidate and improve the new knowledge learned, organically combine the old and new knowledge and solve some simple problems.
Fourth, seriously teach the "three lessons"
According to the "Twelfth Five-Year" classroom teaching mode of the district teaching and research section, our school has carefully taught the "three courses" by drawing lessons from Du Lang's experience and combining the actual situation of our school. However, when it is implemented, there are not only simple preview courses, presentation courses and feedback courses, but also preview+presentation courses and presentation+feedback courses. Teachers can automatically adjust and arrange according to the needs of content and classroom.
(A) effective preview to consolidate students' basic knowledge.
In practice, the experimental class of our school has summed up a set of teaching links of preview courses with our school characteristics. The specific methods are as follows: as our school is a non-boarding school, students preview classes and the teacher sends the case to the school in advance. Students go out to preview at noon or at night, and the teacher no longer assigns homework. Students preview by themselves according to the problems designed by teachers and the scenarios created by learning plans, and master the basic knowledge and content in the classroom. Students should record the doubts, difficulties and key issues in the process of autonomous learning, so as to lay the foundation for interactive inquiry.
(2) Wonderful display to publicize students' personality.
Demonstration class is an important part of teaching. The quality of demonstration class is directly related to the teaching quality, so it is very important to have a good demonstration class. The specific operation of the demonstration class in our school is as follows:
1, cooperation and exchange
Students first discuss the doubts and difficulties encountered in the process of preview in the group, give full play to the role of soldiers to teach soldiers and soldiers to Qiang Bing, and jointly find ways and ideas to solve problems.
2. Introduction meeting; exhibition
This link is an interactive process among students, teachers and students, and students and groups. The protagonist is a student, and the teacher assigns the content to be displayed to each group. Then the group leader assigns the topics to be displayed to the appropriate students according to the learning situation of each group. Generally, it is like this: the simplest basic or conceptual topic is 1, with students No.2 in each group (we number them in the order from poor to excellent), followed by No.3. Questions that need to be explained or are less difficult are put forward by students No.3 and No.4 in each group, and then supplemented or improved by students No.5 and No.6; Questions with strong reasoning or extension are put forward by students No.5 and No.6 in each group. Students' classroom demonstration is in groups, either performing, reading or communicating, not sticking to one pattern. Teachers inspire, summarize and guide the key points, difficulties and mistakes according to the problems found in the demonstration.
(C) timely feedback to promote the internalization of knowledge
Timely feedback is to monitor, feedback and correct the mistakes, confusion, omissions, important and difficult points exposed by students in preview and demonstration classes. A good feedback class is not only conducive to the refinement of knowledge, but also to the improvement of ability. Teachers design exercises at different levels according to their learning situation, and the ratio of basic knowledge, applied knowledge, comprehensive application and expanded knowledge is "72 1". Different levels can choose different topics, for example, students with poor grades can only complete basic knowledge topics, and students with excellent grades can only complete comprehensive application and expand knowledge topics to improve students at different levels. After feedback, students' answers can be understood by means of students' approval, group leader's approval and teachers' sampling inspection, and feedback and correction can be made in time to realize the leap from "learning" to "meeting".
Harvest and Thinking of verb (abbreviation of verb)
1, which changed the formulation of learning objectives. In the past, the most common teaching objectives were "understanding", "experience" and "comprehension", but now in the tutoring plan compiled by the curriculum reform teacher in our school, the learning objectives have become operational and detectable.
2. Solved the problem of making the tutorial plan. Teachers encounter problems in the experiment, give feedback to the leading group in time, discuss together, and try to find the best way to solve the problems. For example, at the beginning of the curriculum reform, the biggest headache for all of us is how to write a counseling plan. After this problem was fed back to the leading group, a special meeting was held immediately. After discussion, the unreasonable writing mode in the past has been changed, five new links have been identified, and our own style has been formed.
3. Solve the problem of group arrangement and division of labor among group members. After grouping the students, it is necessary for the group members to clarify their respective division of labor. Before the lecture, the teacher distributed the contents of the speech to each group, and then the group leader distributed the topics to the appropriate students according to the learning situation of each group member, as mentioned earlier.
4. Stimulate the enthusiasm of students to show, and when students move, the classroom will come alive. At the beginning of the curriculum reform, students were willing to show it, but the number of people who showed it could not meet the expected requirements. We tried our best to solve this problem. Use the methods of awarding prizes and language evaluation to stimulate students' learning motivation.
5, correctly guide students to make appropriate evaluation. It is mainly the mutual evaluation among groups, students and students, as well as the evaluation of students by teachers. Stimulate learning motivation, arouse learning interest, and then take the initiative to learn and improve academic performance,
6. Judging from the results of the mid-term examination of the curriculum reform class (on May 1st, the Chinese comprehensive index was 0.937, the mathematics comprehensive index was 0.8 152, on May 2nd, the Chinese comprehensive index was 0.926, the mathematics comprehensive index was 0.8 183, and on May 3rd, the Chinese comprehensive index was 0.93 19, and the mathematics comprehensive index was 0.9319. Chinese has basically eliminated students with learning difficulties, and the number of excellent students in mathematics is obviously higher than that of middle school students and underachievers. At present, the students in our school have improved their study habits and skills to a certain extent. For example, in Chinese class, they can think from different aspects, different angles and different levels, and often have a heated debate on a problem, and their speeches are often justified. In math class, they also accumulated some methods and skills to talk about topics. Many students on the 3 rd and 4 th have also had the experience of talking about topics, and the students on the 5 th to 8 th are even more articulate. In class, students really move and become the masters of the class. They dare to speak, practice and show. At the same time, their self-study ability, expression ability, organization ability, cooperation consciousness and innovation ability have also been exercised and improved.
After more than a year of classroom teaching reform, teachers' professional orientation is also developing from working teachers to learning and scientific research teachers. At the sixth grade review seminar held in the district, three teachers of our school gave demonstration classes in mathematics and Chinese respectively, which were well received. In April, Xiangyang District Teaching and Research Section held a regional seminar on the curriculum reform of Chinese and mathematics in our school. Four teachers in our school attended the demonstration class, and more than 400 teachers in the whole district observed the demonstration class. The district teaching and research section promoted the demonstration classes of four teachers in our school in the whole district.
Of course, in the process of practical exploration, we still have many puzzles that need further study:
First, the new classroom teaching model does not attach importance to modern teaching methods, and is completely replaced by the surrounding exhibition boards. This is not conducive to students' situational education and the cultivation of students' spatial thinking. Of course, the role of the exhibition board is irreplaceable, but in the process of learning, if you can use multimedia bowls to show it, the effect will be better.
Second, the new teaching model does not attach importance to the inheritance of experience. In mathematics teaching, some good problem-solving methods will make students understand faster through the teacher's teaching. Some touching articles will make students more moved through the teacher's language. Therefore, when applying the new teaching mode, teachers' exemplary role should be considered more, so that teachers can play a more active role in correction, imitation and demonstration.
In a word, the curriculum reform in our school has achieved initial results. We should take this opportunity to find out the existing problems while combing the research results of the previous stage. In the future work, we should be down-to-earth, be brave in practice, actively explore, sum up experience in time, develop our advantages, overcome our shortcomings, face difficulties, push the teaching reform to a deeper level, and strive to make the curriculum reform work in our school reach a new level.