This push-door class school takes improving teachers' comprehensive quality as the core of its work, focusing on improving classroom teaching efficiency, and taking the refined management of teaching process as the starting point to enter the young teachers' classroom and promote the professional growth of young teachers. The next week, under the leadership of President Xie, Director Yan, the teachers who had no classes walked into the classroom of the second-grade teacher together. In two days, the school administration attended eight classes, and got a preliminary understanding of how teachers prepare before class, how classes are taught, and how students attend classes efficiently. At the same time, in the classroom, managers also saw that old teachers can display their teaching with ease, the backbone of backbone teachers is rigorous in teaching work, and the newborn calves of young teachers are not afraid of tigers. In addition, some teachers also need to improve during class: some teachers are not fully prepared before class, have lesson plans, but are not familiar with them; Individual teachers' classroom organization ability is slightly insufficient, and their ability to control students is insufficient, so the classroom effect is not obvious; Individual teachers have a single teaching method and lack the means to arouse students' learning enthusiasm. Taking advantage of the study time of the research group in the afternoon, the administration and teachers seriously carried out class evaluation and discussion activities, which not only affirmed the highlights of the teachers in teaching, but also pointed out their shortcomings, and the teachers also deeply reflected and summarized their own teaching process.
Through administrative classroom activities, teachers' teaching ideas are collided, teaching classics are widely publicized, teaching deficiencies are corrected in time, and teaching ideas are effectively guided, thus effectively implementing the teaching monitoring work of "innovative second primary school", and the teaching and research atmosphere is spread harmoniously in the innovative second primary school. In addition, the relaxed and pleasant scientific research atmosphere also provides a warm home for the growth of young teachers, so that every teacher can experience the happy life at work and the purpose of happy teaching.
The young teacher is having a class.
President Xie organized the class teacher and the teacher to discuss the class evaluation.
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Cultivation of middle school English teachers' classroom teaching monitoring ability
First, the status quo of rural middle school students' English classroom learning
1. Poor learning environment and limited conditions. Most rural areas are backward, few people can speak English, and almost no English letters can be seen when going out; Rural students can only learn English by teachers and textbooks, without multimedia classrooms and excellent recording materials; There is almost no place to use and practice English. If you encounter difficulties, you can only ask the teacher for advice. In this case, students can only learn English by memorizing English pronunciation and knowledge. Most of them learn dumb English, and there is no way to use it as a tool for communication.
2. Students are not interested in learning. Now, many students have obvious resistance to English. Some students said, "I am not interested in English by nature"; Some people don't want to open English books in class at all; Some students have no choice but to learn English, even if they learn English or do well in English. It is precisely because they have a strong interest in English that they have no choice but to learn English. However, being interested in learning English is the first step to learn English well.
3. Students are seriously polarized. My school is a rural junior middle school. Many students can't even read and write 26 letters, let alone spell English words and read texts by themselves, and have no interest in learning English. To them, English is like a "gobbledygook". Even if there are students with good English, it is rare. Therefore, it is difficult for them to improve their interest in learning English, especially in the second grade of junior high school. Most students have completely lost their interest in English.
Faced with such a difficult teaching environment, it is particularly urgent and important for teachers to improve their professional level and strengthen the cultivation of teaching monitoring ability.
Second, the teaching monitoring ability
Teaching monitoring ability refers to the active planning, inspection, evaluation, feedback, control and adjustment of teaching activities in the whole process of teaching. The teaching process is a systematic structure, which includes the steps of determining objectives, analyzing teaching materials, understanding students, designing courses, conducting teaching and evaluating feedback. Teachers are the designers and operators of this teaching process. In a certain sense, the smooth progress of the teaching process and the realization of the teaching purpose depend to a great extent on whether teachers have good classroom teaching monitoring ability.
Third, the composition of teaching monitoring ability
According to the different performances in different stages of the teaching process, the teaching monitoring ability can include the following aspects.
1. That is, before classroom teaching, we should make clear the teaching content, students' interests and needs, students' development level, teaching objectives, teaching tasks and teaching methods and means, arrange and plan the teaching process reasonably, and predict the possible problems and teaching effects in teaching.
2. Classroom organization and management. That is, adjust the teaching process reasonably according to the students' reaction, strive to arouse students' enthusiasm for learning, and be ready to deal with classroom emergencies effectively at any time.
3. Introduction of teaching materials. It is the core of the teaching process. In this process, teachers should consciously reflect on their teaching process, teaching methods, students' participation and reaction at any time, and adjust their teaching activities in time according to these feedback information to achieve the best results.
4. Verbal and nonverbal communication. In classroom teaching, verbal and non-verbal communication between teachers and students is very important. Teachers should try their best to infect students with their positive attitude, encourage students to study hard in various forms, and be sensitive and critical of the communication between themselves and students. Once problems are found in the communication process, we should find ways to solve them immediately.
5. Evaluate students' progress. The effect of teachers' teaching ultimately depends on students' mastery of knowledge and the speed and level of ability development. Therefore, teachers with a high level of teaching monitoring will certainly understand students' learning situation very seriously and take various methods to evaluate students' progress in order to improve their teaching. At the same time, in the process of evaluation, they will not only evaluate students' development from multiple levels and angles, but also pay attention to the possible impact of evaluation methods on students.
6. Reflection and evaluation. After a class or a stage of class, teachers with high teaching monitoring ability will review and evaluate their lessons, carefully analyze the gains and losses of their classroom teaching, and consciously change in future teaching activities to continuously improve their teaching level.
Fourthly, the cultivation of teachers' classroom teaching monitoring ability.
Because teachers generally have the corresponding subject knowledge and reach a certain level of intelligence, the difference of teachers' teaching monitoring ability has become an important factor affecting the teaching effect.
1. Improve teachers' teaching efficiency. Teachers' ideas affect students' perception and judgment, and then affect students' classroom behavior. Recently, some researchers think (Li Tao, 1997) that teachers' teaching monitoring ability must be influenced by their educational ideas. Educational concepts include teachers' teaching attitude, attribution of teaching success or failure, self-perception and teaching efficacy. Teaching efficacy refers to teachers' confidence in their ability to engage in teaching activities. The research shows that teachers' attitude towards the class, their perception of teaching ability and their attribution to teaching success or failure affect their teaching monitoring ability through their sense of teaching efficacy, while teachers' attribution to teaching success or failure and their perception of ability affect their teaching monitoring ability through their perception of efforts. Therefore, it is an effective way to cultivate and improve teachers' teaching monitoring ability by changing teachers' teaching concepts, changing teachers' sense of teaching efficacy and their perception of efforts.
2. Cultivate teachers' teaching reflection ability. In teachers' teaching monitoring ability, reflection on teaching experience is also called reflective teaching, which is an important part of teaching monitoring ability. American scholar G.J.Posner put forward a formula for teachers' growth: experience+reflection = growth. An important feature of expert teachers' teaching activities is reflection. Through reflection, teachers can find and creatively solve teaching problems. Help teachers become research-oriented (expert) teachers; It is helpful for teachers to accumulate practical knowledge and enhance their sense of responsibility.
Therefore, active reflection on the basis of teaching activities is an important way to improve teaching monitoring ability and teaching effect and promote teachers' professional development. The methods of reflection mainly include reflection diary, watching teaching videos, observation and discussion.
3. On-site guidance. In fact, on-site guidance is to give teachers full opportunities to practice classroom teaching monitoring activities, so that they have the opportunity to contact the following activities: planning the process of teaching activities, obtaining necessary information and materials, choosing appropriate methods, evaluating their own progress and so on. Carrying out these activities will help teachers better understand teaching methods and strategies. At the same time, when teachers practice teaching, others will give them in-class guidance and grasp the first-hand information of their teaching situation, so as to prescribe the right medicine for the problems in classroom teaching.
On-site guidance generally includes three ways: members of the academic affairs office and the teaching and research section go into the classroom from time to time to understand the situation and give targeted guidance to the teachers; Invite teaching experts to attend lectures and give expert guidance; Open classes are set up to encourage teachers to listen to each other and give guidance to their peers. Through on-the-spot guidance, it helps teachers to choose the best teaching strategies for different teaching situations, so as to achieve the best teaching effect and make teachers finally realize effective regulation of classroom teaching, which is also the fundamental purpose of cultivating teachers' teaching monitoring ability.
4. receive intervention training. To cultivate teaching monitoring ability, we should not only improve teachers' own quality and adjust the relationship between teachers and students, but also help teachers improve their teaching monitoring ability through intervention training and other measures. According to Shen et al.' s research, there are two ways to improve teachers' teaching monitoring ability, namely, self-directed intervention and task-oriented intervention. Self-directed teaching monitoring ability mainly refers to the ability of teachers to regulate their own teaching concepts, teaching interests, motivation level, emotional state and other psychological operating factors. Therefore, the self-directed intervention means are mainly aimed at the training and intervention means of teachers' self-directed teaching monitoring ability, including cognitive self-directed technology, role conversion technology and attribution technology. Task-based teaching monitoring ability mainly refers to the ability of teachers to regulate and control the teaching objectives, teaching tasks, teaching materials, teaching methods and other task operation factors. Task-oriented intervention means is a kind of training and intervention means for teachers' task-oriented teaching monitoring ability. Specifically, there are strategy training (including expert lectures and observation classes), teaching feedback technology and guidance technology. The research shows that intervention training not only improves teachers' teaching monitoring ability, but also improves teachers' teaching cognitive level and teaching behavior. Therefore, conscious intervention and training for teachers in schools and other educational institutions is an effective means to improve teachers' teaching monitoring ability.
References:
[1] He Wen. Pay attention to the formation and development of students' self-monitoring ability [J]. Tianjin Education, 2005, (8).
[2] Wang Yanwen. Introduction to the study of mathematical ability [M]. Tianjin Education Press, 1999.
[3] Si Jiwei, Zhang Qinglin. Training of Self-monitoring Strategy [J]. Subject Education, 1999, (2).
[4] Wu Xihuan, Zhang Guangren. Evaluation of Middle School Students' Mathematics Self-monitoring Ability [J]. Modern Primary and Secondary Education, 2002, (8).