Investigation report on classroom teaching
Education quality is the lifeline of school work, and classroom teaching is the main position and channel to improve school education quality. To pay attention to the quality of education, we should first pay attention to the quality of classroom teaching, because teachers are the leaders of classroom teaching, so paying attention to the quality of classroom teaching naturally focuses on teachers' classroom teaching behavior and process. At the beginning of the new three years, our school has resolutely focused on classroom teaching among many work choices. In view of the fact that young teachers under the age of 35 account for about 50% of the teachers in our school, they are not only the main force in our school's education work, but also their current professional growth affects the future development of our school. Accordingly, at the beginning of the school term, the school decided to investigate the classroom teaching status of young teachers under 35. The purpose is to further understand the actual situation of teaching, explore the highlights and characteristics of teachers' teaching, find and point out the problems existing in teachers' teaching, and thus promote teaching, teaching research and teachers' professional growth. At the same time, do a good job in basic work for the development of the school and the research of new topics. I. Research Methods and Contents
In order to ensure the smooth progress of the research work, the school set up a research working group, which is mainly composed of the principal, members of the evaluation team and the head of the teaching and research team. The research mainly adopts the method of "lecture-evaluation-communication-reflection", and adopts the way of pushing the door to attend classes, mainly to investigate the normal state of classroom teaching, as well as teachers' teaching plans, students' homework and classroom notes. The lecture focuses on the efficiency of classroom teaching and mainly examines the index system. See appendix 1. The research group must be divided into three groups, among which there must be discipline professionals. After listening to the class, the research group commented on the class and then communicated with the teachers who were listening to the class. Finally, after the teacher communicates, he should reflect on the course and complete the reflection form online.
Second, the current situation evaluation and analysis
The school lasted two months, attended 32 lectures, talked and exchanged 32 times, received 30 lesson plans and 23 reflection questionnaires. The subjects and grades of the respondents are as follows: (omitted)
This two-month survey has the characteristics of wide coverage, deep concern, strong reflection, meticulous evaluation system and rapid rectification of problems. Wide coverage refers to the full coverage of young teachers under the age of 35 and the full coverage of subjects. Deep concern means that the focus of the investigation is the current situation of classroom teaching, but it needs to radiate from the problem of a class to the whole process of teaching, from the individual behavior of a teacher to the ecology of young teachers' professional growth. Strong reflection refers to in-depth discussion and communication with the teaching teacher on the teaching content and teaching strategy after class, and the teaching teacher deeply reflects on the teaching content and aspects. Detailed evaluation system refers to the concrete, operable, comparable, relatively comparative, reasonable and scientific evaluation index system of classroom attendance. Quick rectification of problems refers to timely rectification and correction of problems found in lectures.
In the summary and analysis of the survey, we found that the evaluation of the present situation of young teachers in our school has an obvious feature, that is, there are four paradoxes, which can be summarized in four sentences:
(A) focus on curriculum reform, has begun to take shape, but the real qualitative change in teaching behavior will take time to continue efforts.
The way out for education lies in curriculum reform, and the main force of curriculum reform is teachers. Therefore, strengthening teachers' awareness of curriculum reform is the driving force of curriculum reform. The survey shows that young teachers in our school pay more attention to the curriculum reform subjectively, which is mainly manifested in the following aspects: teachers' awareness of role change has been fully reflected: most teachers in classroom teaching have reflected the awareness of role change required by the curriculum reform, from simple knowledge transfer and copying textbooks to guides, promoters and organizers of students' learning, actively exploring teaching methods that adapt to students' learning and actively develop, adapting to local conditions, creating conditions, and adopting group cooperative teaching and classroom discussion. Three-dimensional goal consciousness is gradually formed: the lecturer can basically understand the three-dimensional goals embodied in the course text, such as knowledge and skills, processes and methods, emotional attitudes and values, and strive to embody them in the classroom teaching process. Paying attention to the process of students' autonomous learning, cooperative learning and inquiry learning is not eager to give ready-made answers, but to stimulate students' active dialogue and thinking and encourage students to practice and experience, which is becoming a pursuit of teachers. The dimensional goals of emotional attitude and values seem to be relatively easy to embody in liberal arts teaching. What is commendable, however, is that in the process of teaching "the nature of sequence limit", the math teacher Ge lost no time in guiding students to be human beings, which played the role of finishing touch and improved the class taste. The problem consciousness is reflected in different degrees: 90% teachers have reflected the problem consciousness in different degrees in classroom teaching. Basically, all classes can guide students to find problems actively and independently in the learning process, and generate new problems in the problem dialogue, thus cultivating students' problem awareness and improving their ability to analyze and solve problems. All these show that our young teachers are trying to keep pace with the times and adapt to the development of teaching situation. But after all, our teachers are all inbreeding from traditional normal colleges, and it is difficult to become teachers under the influence of traditional education methods. This situation often occurs in teaching, that is, the new strategy in the preset has unconsciously returned to the old road when it is implemented, which shows how powerful the old thinking inertia is. But what is gratifying and valuable is that our teachers have been working hard to move towards the ideal realm of curriculum reform and firmly believe that time will change qualitatively.
(2) Pay attention to presupposition and be fully prepared, but the truly effective design needs to be broken through.
Paying attention to presupposition and adequate preparation are the most striking features of this survey. This feature first comes from the summary of lecture evaluation data. More than 85% of the lectures in the summary are fully evaluated before class. Secondly, these evaluations come from the actual feelings of the lecturers: the teaching content is rich in information, the quoted materials are vivid and cannot be faked, and it is impossible without a lot of desk work before class. Teachers' confident teaching attitude, orderly deduction and meticulous analysis in class can't be done without adequate preparation. Many teachers basically don't read textbooks and lesson plans in class, because they are familiar with these things, and everyone is equal before the new textbooks. No matter whether it is new or old, you can only take the new textbook twice at most. Obviously, this can't be done without adequate preparation. I am prepared, so some classes are really done in one go. But at the same time, we find that quite a few classrooms still lack really effective design, and the class is very smooth, and everything needs to be taught, but the effect is not ideal, because students seem to understand, or understand in class, but not after class; I understand when I listen to the teacher's explanation, but I don't understand when I do it myself. We believe that no matter whether you are prepared or not, the effect is different (because in the investigation, it is found that the water injection class, the perfunctory class and even the unprepared class have not disappeared); Whether the preparation is targeted or not, the effect will be even different. Therefore, we feel that the effective design of preparing lessons for young teachers before class needs to be broken through.
(C) Focus on the process, bright spots, but the formation of a real personal teaching style still needs efforts.
Due to the improvement of quality and efficiency awareness, most young teachers pay more attention to the implementation process of teaching, so they can try their best to make the classroom perfect in teaching. Therefore, they spent a lot of effort and brains. Therefore, in the investigation, they also found many wonderful classes and wonderful fragments, which can be described as bright spots: the classes of Fu Yazhen, Sun Liqiu and their teachers are large in capacity, high in density, focused and diverse in means. Although Mr. Ye Ming is having a test paper analysis class, his steady teaching attitude and humorous language have his own unique views on knowledge, which often cause students to laugh knowingly. Mr. Yuan Wenjie and Mr. Gu Ruohui have clear lectures and smooth connection, and the teaching methods are diverse but concise and practical. Teacher Zhang's lectures are interesting, skillful, knowledgeable and effective. Teacher Wang Xiaohua's analysis is thoughtful and thorough, and so on. Obviously, there are many bright spots and great potential. But the bright spots are scattered, and it will not form a sunny day after all. That is to say, the teaching style with lasting and fixed personality charm has not yet been formed, or we have not found it yet. It should be said that it is unfavorable to their personal and school development.
(D) Pay attention to methods and use them properly, but the overall teaching quality needs to be improved.
The survey shows that young teachers generally attach importance to teaching methods, especially using modern information technology to assist teaching, which makes classroom teaching more intuitive, beneficial to students' situational experience and improves teaching efficiency to a certain extent. The Latin teaching method that the school is worried about has not been found. It is appropriate for most teachers to use modern information technology to assist teaching. They are skilled and some are creative. Teacher Hu Liangping's online homework and the use of feedback system. Teacher Fan Jing's animation experiment. It should be said that it represents the higher level of our school in this respect. However, we also found that the traditional blackboard writing, a teacher's basic literacy (skills), has been greatly degraded. First, decent chalk writing is rare among teachers in China, let alone teachers in other disciplines. Second, even if there is a blackboard writing, it is not designed and daubed at will, and it can't be distinguished later. This leads to the proposition of how to improve teachers' basic literacy and skills in an all-round way.
There are 32 classes in this survey, of which 5 classes are rated as A; Class b, section 26; C-class 1 class, but not D-class, which shows that according to the current evaluation index, the overall level of classroom teaching of young teachers in our school should be above average. This is the result of the individual efforts of young teachers, and also the result of the school's long-term attention to the training of young teachers. However, this situation is not commensurate with our future development as a key middle school in the region. In addition to the above four shortcomings, here are some problems to attract attention. 1, the professional foundation is not solid. 2. Classroom teaching efficiency needs to be improved. 3. The tendency of teaching arbitrariness still exists. 4. Classroom routines are neglected in management.
Third, countermeasures and suggestions:
For the growth of young teachers and the sustainable development of the school, we have four suggestions for the school:
1, strengthen theoretical study, adhere to reading activities, and improve the consciousness of curriculum reform.
2. Strengthen the study of learning situation, insist on collective lesson preparation, and improve the effectiveness of teaching.
3. Strengthen professionalism, adhere to the combination of use and cultivation, and create a teaching style.
4. Strengthen technical training, insist on peer assistance, and improve educational literacy.
We have some suggestions for young teachers:
Every young teacher should always think; What kind of model is my ideal good class and how I do well in each class, accumulate constantly and gradually reach the ideal state. Don't be satisfied with ordinary classes, but strive to pursue good classes and form a teaching style with personal charm; Don't be satisfied with having a deep understanding and mastery of subject professional knowledge and teaching methods, but strive to raise these things into subject wisdom. Here is an octave ballad to improve the teaching effect, hoping to help teachers. That is, the preset conception is high, the technical terms are accurate, the example design has gradient, the questioning and thinking have depth, the homework requirements have gradient (moderate), the feedback and reflection have speed, and individual counseling has temperature.
The second report of classroom teaching.
The efficient classroom reform in our district is in full swing. In order to know and master the progress of classroom reform in time, further improve the teaching and research work and promote the curriculum reform, under the leadership of President Cui and Director Zhang, all members of the Department of Chinese Education conducted a survey on the classroom teaching status of seven middle schools (including Kowloon Experimental Class) in our district through collective research. First, the gratifying changes after the curriculum reform
Over the past year, teachers in various schools in our district have made solid and concrete explorations in teaching reform under the guidance of the concept of efficient classroom, and have made gratifying progress in stages, which are highlighted in the following aspects:
(A) students have changed-"learn to learn, learn to learn, enjoy learning, and create learning" is reflected in daily teaching activities.
1. In the survey, we were surprised to find that students like taking classes.
During the break, we walked into the classroom and saw some children writing and drawing on the blackboard, some reading and writing, some asking questions ... how happy! This is to prepare for the next class. This is really very different from the phenomenon of trickle into the classroom after the bell rings in the past.
In class, students are full of energy. When I study alone, I concentrate on reading and think seriously. When I encounter something I don't understand, I will take the initiative to ask the other members of the pair or group for help and discuss with each other, so as to actively learn and show, and no one wants to fall behind. Even the English classes that most students don't like to learn are unprecedentedly active. For example, in the English class taught by Mr. Jin in Qiupigou Middle School, students' participation is very high. Every student goes all out. After a class, even the worst students in the class can master 3-5 words and use them, and students of different levels have improved relatively.
More importantly, what we see is that children are showing themselves happily and confidently. They no longer regard learning as a burden, but enjoy it. They no longer regard the classroom as a cage, but a stage for them to show themselves.
2. After one year's practice, we found that the comprehensive quality of students has been improved to some extent.
Students' appearance is neater, their behavior is more standardized, their courage is greater, their self-confidence is enhanced, and their language expression and communication skills have made great progress, especially their ability to analyze and solve problems has been improved to a certain extent. In class, students face the task of group presentation, brainstorm, show their strengths and be brave in innovation; Dare to question different opinions; Learned to reflect; Be able to objectively evaluate yourself and others; Wait a minute. These can be seen in United Middle School, Qiupigou Middle School, Daxing Middle School, Kowloon Experimental Class and Nuantang Middle School.
Students have these abilities, do we still have to worry about grades? Students with good grades may not have these abilities, but it should not be a problem for students with these abilities to get good grades.
(2) Teachers have changed-subject teachers and efficient classrooms have grown together.
1. The teacher's educational philosophy is really in line with the efficient classroom. At the beginning of the curriculum reform, teachers' interpretation of efficient classroom was not thorough enough, and they were skeptical or even disgusted. A teacher said: "I said, some students can't, can't talk, and can't!" "After more than a year of reform practice, teachers' ideas have changed greatly, students' learning potential has been affirmed, and the connotation of efficient classroom has been recognized. Through continuous reflection in practice, teachers' professional happiness has been found.
We can no longer see the phenomenon of chatting and doing private things in the office. When we entered the office, the teachers were burying their heads in writing a tutoring plan, or reading materials, or the students were discussing and communicating ... "Students are forcing us to learn to teach!" " -This is a sentence from Cui Jia, a political teacher in Gao Qiao Middle School. Yes, since the implementation of efficient classroom reform, we have advocated the 16-character mantra of "believing in students, liberating students, using students and developing students". In this way, the potential of students is greatly stimulated, and many unexpected things will be produced in the classroom. If you don't make more presuppositions, you can't successfully control the classroom. We really see that efficient classroom not only cultivates students' ability, but also improves teachers' professional quality.
Our teacher has learned to "leave" and "be invisible". In traditional classes, teachers always talk and students always listen. Therefore, in the early stage of curriculum reform, teachers can't help but "grab words" and even rudely interrupt students. After more than a year of study-practice-reflection, we can see that our teachers have made progress, and it is a great progress! For example, Gao Duo, a Chinese teacher in United Middle School, and Ling Zhou, a political teacher, are both very good at grasping the breakthrough point, always giving appropriate guidance when students are confused, and adding a question when knowledge mining is not in place to boost students' autonomous learning.
Second, the problems in the curriculum reform
Curriculum reform is always on the road. Although our curriculum reform practice has been going on for more than a year, there will inevitably be some problems in the process of reform:
1, individual teachers' teaching ideas change slowly, and they still think with old ideas to guide their own education and teaching work. Compiling the study guidance plan into a test paper not only fails to guide the study, but also increases the academic burden of students.
2. Some teachers don't trust their students enough to be "quiet" in autonomous learning and "stable" in their presentations. They can't wait for students to think about the results of their own inquiry, so they are always eager to "point out the maze" and even blurt out a unified answer.
3. Some teachers have a sense of reform, but they don't know enough about Du Langkou's teaching mode, so they find a new way and create an original mode, which leads to the confusion in the classroom process, the difficulty in achieving teaching objectives and the inability to complete teaching tasks. Some teachers only see the superficial phenomenon, without in-depth research, leaving the teaching to two students (small hosts), and the classroom has nothing to do with themselves. This is a wrong interpretation of efficient classroom.
Third, some suggestions.
1. As a business guidance department, we will attend classes in time, help train teachers, hold more types of training classes, remedial classes or lecture activities, and do our work well. Instruct teachers to correctly write lesson plans, consolidate and improve the construction of study groups, clarify the efficient classroom teaching process, and flexibly control the classroom.
2. Schools should strengthen internal management, correctly guide teachers' education and teaching ideas, care about teachers' ideological changes, attach importance to school-based teaching research, build a platform for teachers' business exchange, establish teachers' help pairs, give full play to the positive role of key teachers and academic leaders, and jointly create efficient classrooms.
3. Schools should take the teaching model of Dulangkou Middle School as the blueprint, follow the law of "learning-practice-reflection", study hard, be brave in practice, find problems and solve problems in practice. We should use wisdom to stand on the shoulders of giants and pick up stars, instead of groping from scratch and wasting time and life.
Generally speaking, the efficient classroom reform in our district has achieved gratifying results in stages. Although there are some problems, they are inevitable in the teaching process, especially in the course of curriculum reform. According to the survey, most of the teachers in Nanpiao District are eager to learn and make progress, and a large proportion of them take the initiative to accept new ideas. Teachers are full of energy and willing to contribute. The direction of efficient classroom reform proposed by Director Ren is correct. As long as we face up to the reality, work hard together, I believe that under the macro background of national education reform, the education and teaching work in our district will surely usher in a bright spring.
Article 3 Investigation Report on Classroom Teaching
May 20 14, participated in the training organized by the city and the central school. I learned a lot by listening to experts and observing the teachers in the central school. I also realize that only by improving classroom teaching methods and guiding new teaching behaviors with new curriculum concepts can the classroom really achieve practical results. Looking back, we can see the current classroom teaching. Compared with traditional classroom teaching, great changes have taken place in the determination of teaching content, the transformation of teaching and learning methods and the application of teaching methods. In order to better improve the teaching quality, on the basis of full review and investigation, the present situation of mathematics classroom teaching in our school is summarized as follows. First, the characteristics of primary school mathematics classroom teaching in our school are: from teaching to cooperative inquiry, from accepting learning to discovering learning, from single means of blackboard chalk to the application of multimedia teaching means; Guide schools and teachers to change the way of evaluating classes, thus changing the teaching methods. Generally speaking, the teaching achievement is remarkable.
Second, the problems existing in the classroom teaching of primary school mathematics in our school
1, the classroom teaching goal is not in place. In the classroom, teachers pay too much attention to students' knowledge and neglect the improvement of students' comprehensive quality. For example, in the "Multi-digit Reading and Writing Method" class in Grade Three, a teacher designed the following teaching objectives: (1), so that students can understand and master the meaning of counting unit, digits and decimal counting method; (2) Be able to read and write numbers within 1 100 million correctly.
2. The understanding of teaching materials is not deep, the mastery of teaching materials is not accurate, and the ability to control teaching materials needs to be improved.
3. Autonomous learning is a mere formality. In our math class, new teaching methods such as independent inquiry, cooperative communication and practical operation are widely used, but the effect is not good.
4. Teaching design emphasizes teaching over learning, which is manifested in the classroom, emphasizing teaching plans and lacking tact to adapt to students' learning.
5. Middle-aged and old teachers' classroom teaching methods are outdated, and they are not enthusiastic about popularizing new teaching methods. Young teachers actively absorb new teaching ideas and are willing to practice, but they do not pay attention to in-depth reflection and are not good at in-depth research.
Third, the causes of the problem analysis
1. There are weak links in teaching management. Its performance is as follows:
(1) School leaders seldom go deep into the classroom, and they don't know the current situation of mathematics teachers' classroom teaching in our school in time, so their guidance is not strong.
(2) The review of teaching plans only pays attention to quantity and ignores quality, and fails to review and evaluate the operability and practicability of teachers' teaching plans.
(3) There is no learning platform and teaching and research space for teachers to "send out, please come in".
2. The interpretation of curriculum standards, textbooks and teaching books is superficial. Its performance is as follows:
(1) The ability to interpret "Curriculum Standard" and teaching materials is low, and it is impossible to accurately grasp the requirements of "Curriculum Standard", the writing intention and characteristics of teaching materials, and the explanations and suggestions of teaching materials.
(2) Ignoring the context of the textbook, the understanding of the position and role of this lesson and this unit of knowledge in the primary school mathematics system is not comprehensive, and the grasp of teaching difficulties is not accurate.
(3) Without careful teaching design, you can't "tailor-made" your own teaching plan.
3. Teachers' classroom teaching methods are outdated and their teaching ability is low.
(1) Cognitive bias. First, as long as you can recite the concept, it is enough to solve the problem with formulas and rules. Second, new learning methods such as "serious inquiry, hands-on operation and group cooperation" are considered as "flower shelves" and cannot be effectively implemented.
(2) psychological growth of not wanting to "grow up". Teaching by experience leads to poor learning initiative. Did not develop the good habit of reflection. Lack of communication or communication can not find the object.
(3) Only "test" heroes. Only pay attention to the examination and ignore the usual teaching function, only pay attention to the conclusion of knowledge and ignore the formation process of knowledge.
(4) Usually, the teaching requirements are not strict, and bad teaching habits are formed at will, and the teaching ability is gradually lost unconsciously.
Fourthly, thoughts and suggestions on improving the classroom teaching of mathematics in primary schools;
1, change ideas to meet the requirements of curriculum reform and accelerate self-growth.
First of all, we should find the right direction, don't rush for success, and start with the improvement of classroom teaching bit by bit. You can start by reflecting on your past teaching behavior. Secondly, from the perspective of promoting their own professional development, learning+practice+reflection = teachers' self-growth.
2. On the basis of creative use of teaching materials, enrich students' learning resources.
First of all, look at the textbook. Through repeated reading and consulting related textbooks, the position and purpose requirements of each part of the teaching content in the whole teaching material system are clarified, and the internal relations between them are understood. Secondly, we should thoroughly understand the teaching materials. On the basis of preliminary study of textbooks, the knowledge structure in textbooks is transformed into teachers' own cognitive structure of subjects.
3. Strengthen lesson preparation and change teaching design from "teaching plan" to "learning plan"
(1) Define the learning objectives and know what students will learn and what they will get after learning.
(2) Understand the current situation of students, analyze what knowledge students have when learning new knowledge, what life experiences they have, and how teachers can make use of students' existing knowledge and life experiences.
(3) Do a good job in activity design, which corresponding activities can be prepared or designed for each knowledge point, so as to provide students with rich opportunities for operation, discussion, communication and experience, and finally achieve the predetermined teaching objectives.
(4) Pay attention to what problems and difficulties students may have in the process of learning new knowledge, and how teachers should deal with them individually.
(5) knowledge application expansion, what are the actual situations in life that correspond to new knowledge, and how to infiltrate or hint students in the classroom.
4. Actively study effective mathematics classroom teaching methods.
5. Diversified evaluation methods should be advocated.
6. Strengthen school-based training and attach importance to the construction of middle-aged and elderly teachers.
Among the front-line teachers in our school, middle-aged and elderly math teachers account for a large proportion. They are conscientious in their work, rich in teaching experience and solid in basic skills, but there are also some shortcomings: low enthusiasm for training, slow change of ideas, low enthusiasm for curriculum reform experiments, and unwillingness to attend demonstration classes, seminars and open classes. These phenomena urge us to pay special attention to the construction of middle-aged and old-aged teachers in various training activities in the future, so that they can understand that curriculum reform is not only a matter for young teachers, not for one or two people, but a sacred duty entrusted to every teacher by history. They must keep learning and dare to meet challenges.