It is a great honor to represent the China Teaching and Research Group and exchange school-based research with teachers here. In recent years, under the care of school leaders, our Chinese group has been growing and developing. Below, I will make a brief report on the school-based research of our teaching and research group:

I. Introduction of Basic Information

There are 6 teachers in our Chinese teaching and research group, including 5 over 50 1, 5 over 40/,Harbin backbone 1, Acheng scientific research backbone 3, and teaching rookie 1. Chinese teaching and research group is a harmonious group with unity and mutual assistance, dedication and love for students, courage to explore and initiative. We carry out the teaching and research concept of "being the best of ourselves" and take "student development as the guiding ideology of education and teaching. We respect each other, help each other, learn from each other and have a high enthusiasm for work. In education and teaching, we should be rigorous in our studies and do our best. Actively participate in the reform and practice of education and teaching, seriously study modern educational theory, and learn and master modern educational technology. Thanks to our efforts, the Chinese teaching performance of our school has been steadily rising, and the Chinese scores in the senior high school entrance examination in recent years are among the best in towns and villages. Six Chinese teachers, all class teachers, are half of the school management and the backbone of education and teaching. It can be said that our China delegation is a united and effective team.

Second, school-based research activities

1. Strengthen theoretical study and implement the spirit of curriculum reform.

If teachers don't study, teaching and research activities will become "rootless trees, passive water". In order to effectively promote research and improve quality, our group adopts the school-based training mode of "self-study+peer assistance". Emphasizing self-study--teachers' personal reflection. All teachers in our group insist on writing teaching reflection, express their understanding of education through reflection, and increase teachers' thinking and perception. Peer assistance is to lead individual research to collective research, which is also the basic organizational form of our teaching and research group. Our peer assistance can be divided into two types: daily and regular: (1) classroom discussion and teaching.

Teacher pairing and question consultation are the daily behaviors of peer help among teachers. (2) Regular peer assistance includes open class discussion. In these activities, teachers conduct in-depth and detailed discussions around typical problems in education and teaching to improve the effectiveness of teaching and research activities. In addition to the traditional school-based training, we study information technology hard to meet the new teaching requirements. During the training and study, we also strive to practice in various teaching and research activities at all levels to promote our professional growth. During the three years of 20 1 1-20 17, our teacher Li Jingbo participated in the Harbin Candlelight Cup Classroom Teaching Competition on behalf of Acheng District and won the special prize. Mr. Guo Yu won the first prize, Mr. Cao Zhiyong won the first prize in the classroom teaching contest of "Writing Chinese Characters with Chinese Characters Pronunciation" in Acheng District, Mr. Meng won the first prize in the teaching contest of "Exploration Cup" in Acheng District, the first prize in the reading instruction class "Homesickness" and the first prize in the classroom teaching contest of "Yulong Cup" in Acheng District. Through continuous training, study and practice, we will grow and mature slowly.

2. Establish topics and form teaching and research characteristics.

According to the spirit of "Cultivation and Exploration of Humanistic Spirit in Chinese Teaching" in Harbin and Acheng Continuing Education Conference, the focus of teaching and research in this research group-composition teaching research was established. After determining the teaching and research topics, under the leadership of the leaders, a variety of teaching and research activities were carried out in the form of "class" and "research".

First of all, under the principle of "four decisions" (time, place, content and main lesson preparation), the lesson preparation team fully played a leading role, and the quality of lesson preparation activities quickly improved the teaching level of young teachers. At the same time, the leaders' hands-on activities have promoted the effective development of our lesson preparation group. In addition to the "four determinations", teachers have also achieved "three unifications" (unified progress, unified difficulties and key points, unified examinations) and "two preparations" (preparing textbooks and students). Due to the fruitful activities of the lesson preparation team, not only the teaching ability and level of young teachers have been rapidly improved, but also the lesson preparation activities have been truly implemented.

Secondly, teach the "three lessons" well and reflect on learning in mutual listening and evaluation. "Three classes" are ordinary classes, seminars and demonstration classes. After class, all staff participate in the evaluation, learn from each other's strong points, constantly reflect and accumulate, and improve to

The theme is open, and the qualitative sublimation of characteristic display. For example, every time a classroom seminar is held, the teaching and research team leader will inform and make arrangements to ensure that all teachers in the group will attend. After class, the teaching and research team leader presides over the organization and evaluation of the class. Because they are all front-line teachers, they know each other very well, and they can make an outspoken evaluation and correction in the course evaluation. Therefore, after each teaching and research activity, teachers can have a wide discussion, and countless sparks of teaching inspiration collide in the discussion. This is not only a help for teachers in class, but also a study for other teachers to improve their teaching level again and again. It should be said that the effect of each teaching and research activity is relatively good. Our teaching and research activities are a stage for teachers to learn from each other and show each other; It is also a case in which teachers accumulate materials for teaching and scientific research.

3. Vigorously carry out extracurricular reading and enrich comprehensive Chinese activities.

The Chinese Curriculum Standard for Compulsory Education emphasizes cultivating students' extensive reading interest, expanding reading scope, increasing reading volume, advocating doing fewer questions, reading more books, reading good books and reading complete books, stipulating that the total amount of extracurricular reading in compulsory education should be more than 4 million words, and reciting more than 240 excellent poems in ancient and modern times. In order to effectively implement the concept of the new curriculum and comprehensively improve students' Chinese literacy, we usually ask students to study hard, accumulate well and write down their experiences. The teaching and research group and the guidance office organized a wealth of reading competition practice activities, which cultivated students' sentiment and improved their interest in learning.