Summary report of school-based research 1
School-based research and development is a continuous and endless work. The society is developing, the times are advancing, and the characteristics and problems of students are constantly changing. As educators with a sense of responsibility, we must discover, study and solve new situations and problems in student education management with a high degree of sensitivity and consciousness, master their characteristics, discover their laws, and do a good job dutifully, so as to complete our sacred historical mission.
We educators need to keep learning to meet the new requirements for people and society. This semester, starting from the reality of self-study, I have formed the habit of self-study and self-reflection. Looking for a breakthrough in self-study, in order to promote self-study to a new level in the future, it is summarized as follows:
First, I can participate in school-based training activities on time, keep records, write my experiences carefully, and constantly enrich myself and improve my theoretical literacy in my study. Carry out research on effective classroom teaching to improve the quality of classroom teaching, seriously carry out research on effective lesson preparation, effective classroom teaching, effective homework design and correction, and be strict with yourself. After listening to the class every week, everyone will discuss and analyze, learn from each other's strengths and express their opinions. This has benefited me a lot.
1, concentrate on class discussion, sum up advantages, find shortcomings, and gradually improve; Let yourself become mature, inject more vitality into the classroom and get more benefits.
2. Self-reflection and case reflection are effective ways for teachers to improve their teaching level. Reflect on whether they have encountered any difficulties in preparing lessons, whether they have adjusted the teaching materials and why; Reflect on whether there are unexpected problems in class and how I deal with them in time; Reflect on yourself. What are the satisfactory points or shortcomings of this course? After continuous reflection and accumulation, I really mastered a lot of "first-hand information" and realized some truths, which enriched and improved my classroom and mobilized students' learning intention and initiative to the maximum extent. Moreover, we should pay attention to the class records and organize them into written materials in time.
Second, take part in various training modes, improve your own quality in an all-round way, participate in online training with your heart, look at your colleagues' understanding and thinking about classroom teaching reform, comment on topics you are interested in, communicate with bloggers in time, increase your self-knowledge, broaden your self-vision, and let yourself know the outside world more timely.
1, autonomous learning mode. I study teaching theory, reflect on myself, find out my own shortcomings, and then make a self-training plan and implement it to make up for my shortcomings and improve my potential.
2. Colorful training materials, strengthen the cultivation of teachers' morality, teach and educate people, take teachers' morality as the foundation, seriously study the provisions of "Professional Ethics of Primary and Secondary School Teachers" and "Professional Ethics Cultivation of Teachers in the New Period", and combine the education of teachers' morality with various activities of the school, so as to be law-abiding, professional model, self-respecting, self-disciplined, honest and cooperative, enterprising and innovative, and become a model for teaching and educating people, students and parents.
3. Research on the new curriculum concept. This semester, we will continue to study, practice and verify the new curriculum concept as the key task of teacher training. Strengthen general study, so as to reflect on the differences between old and new textbooks, how to infiltrate the concept of new curriculum reform, how to implement three-dimensional goals, and what teaching strategies to use. Before class; According to teaching practice, reflect on how to adjust teaching strategies; After class, we should reflect on what goals we have achieved, what teaching strategies we have used, what successes we have, etc., to help teachers discover the advantages and innovations of classroom teaching, find the existing problems and shortcomings, and capture the educational ideas hidden behind teaching behavior.
In short, at work, there are joy and confusion in gaining trust. The road is long. I will go up and down, and dedicate my life to this most glorious cause without regrets.
Summary report of school-based research II
The new curriculum reform requires teachers to change from a simple "teacher" to a conscious "researcher", an active "practitioner" and a serious "reflector", that is, teachers are required to learn to learn, reflect and innovate. With the gradual progress of basic printmaking curriculum reform, the contradiction between the professional development of rural school teachers and the lack of professional guidance is becoming increasingly prominent. The improvement of teachers' professional quality only depends on the guidance of experts, which is far from adapting to the development of the situation, and it is unrealistic to send teachers out to study on a large scale. Therefore, it is particularly important for schools to explore a school-based teaching and research model suitable for school development and teacher growth. Looking back on the work in the past year, our school has made remarkable achievements in strengthening school-based research, which are summarized as follows:
Overview of basic work results
(A) leaders attach importance to strengthening the management of school-based research.
Leaders attach great importance to school-based research, set up a leading group for school-based research headed by the principal, strengthen the guidance of school-based research, regard school-based research as an important means to strengthen the construction of teachers, and greatly improve the professional level of teachers through school-based research. The school has strengthened the management of the school-based research process, and achieved the "four implementations" of research time, content, personnel and evaluation, ensuring that tutors have classes, teachers have notes in class, schools have records and information feedback.
(B) the establishment of incentive mechanisms to promote the process of school-based teaching and research
In order to mobilize the enthusiasm of teachers to participate in teaching research and promote the in-depth and lasting development of school-based research, the school has purchased a large number of CDs and books for the new curriculum reform to change teachers' educational and teaching concepts, broaden teachers' horizons and improve teaching level. In addition, the school has also formulated "Measures for Teacher Post Assessment and Reward" and "Measures for Classroom Teaching Assessment", which link the assessment results with rewards and punishments, teacher evaluation, etc., so as to promote teachers' continuous progress, change their educational concepts, change their teaching behavior and improve their theoretical level, thus promoting school-based research activities.
(3) Adopt various training modes to improve teachers' quality in an all-round way.
1, apprentice pairing mode. The new and old teacher training school adopts the form of teacher pairing, which expands the content of mentoring teaching and endows this traditional form with new school-based research content. Teachers are mutual, and teachers are capable. For example, in order to let new teachers enter the role as soon as possible, the English group conducts "tutoring" to help them mature as soon as possible. That's what they did.
(1) Help new teachers "learn to walk". New teachers can interpret teaching materials and design certain teaching plans soon after taking up their posts, but there is a phenomenon of full-house irrigation in the classroom. In view of this phenomenon, the backbone teachers give hands-on guidance, interpret and analyze the teaching materials for them in each class, and predict the possible situation of students at the same time. According to the actual situation of students, they prepare lessons, and at the same time enter the classroom to give them a demonstration class, and then listen to it in another parallel class, summarize the advantages displayed in the classroom, analyze the problems existing in the classroom and propose improvement measures.
(2) Try to let new teachers "walk by themselves". Through the guidance of the backbone teachers in one stage, the new teachers can have a certain understanding of the interpretation of the teaching materials, let the new teachers interpret the teaching materials themselves, analyze the teaching materials and design their own teaching plans, let the new teachers think for themselves first, then the backbone teachers modify the teaching plan design to a certain extent, and then enter the classroom to listen to the new teachers' lessons for reflection and reconstruction.
(3) Let new teachers perceive different classes. Each unit of English subject is composed of different sections, each section has different functions, puts forward different requirements for teaching and presents different classes. After new teachers have the ability to learn and analyze teaching materials independently, they put forward higher requirements for new teachers, understand different class types, and concentrate on making breakthroughs in one class at a time. After less than a year of tutoring, the teaching ability of the two new teachers can be said to be a qualitative leap. Teacher Zhang Lili stood out in the film-level small class teaching evaluation and participated in the county-level small class teaching evaluation. Teacher Xu Zhenfei showed a vibrant English class to English teachers in the county on behalf of new teachers because of his solid teaching.
2. Case study mode. That is, get inspiration from typical cases and seek solutions to problems. When researchers use this model to conduct research, they must select representative and typical cases, and then organize teachers to conduct in-depth discussions. The model has strong pertinence and good effect. Through teachers' participatory discussion, teachers are guided to analyze, imitate and draw lessons from the concept of curriculum reform, and some novel teaching methods are realized to enlighten their own classroom teaching, which has achieved good results.
3. Research mode. Taking the municipal project of our school as the starting point, a series of thematic teaching and research activities were carried out.
The school makes full use of the backbone teachers' resources, takes "subject series teaching and research activities as the starting point and daily classroom teaching research" as the carrier, and sets up various subject linkage groups, with the leaders of various disciplines taking the lead in undertaking the daily research of this subject, shifting the research focus to the teaching and research group, so as to organically combine teaching research with scientific research. Through the "multi-linkage" school-based research between backbone teachers and other teachers in our school, the adaptability of each teacher's educational reform can be improved.
Each discipline group establishes the research theme according to the characteristics of the discipline, and we establish the research theme based on the following considerations:
First, the problem directly comes from the teacher's classroom, which is representative and needs to be solved urgently;
Second, focusing on the research objectives can improve the adaptability of teacher education reform;
Third, in the early practice, the backbone teachers have a certain foundation of practical research and accumulated some thematic experience and practice, because the leading strength and ability directly affect the quality of research.
On this basis, carry out a series of linkage teaching and research activities with the theme of "three stages and four steps". It is divided into two levels:
First, the linkage research among backbone teachers means that for a given research topic, if the backbone teachers don't have much accumulated experience before, they will first conduct linkage practical research in the backbone teachers' classroom, first make an in-depth interpretation of relevant theories, then enter their own classroom for practice, and then gather the wisdom of the group through repeated interactive discussions and exchanges among backbone teachers to solve the problems encountered, and gradually form a consensus on this research topic, thus forming accumulated experience and practice.
Second, take the mature research topic that the backbone teachers practiced for the first time as the theme of joint research with other teachers. The specific processes and practices are as follows:
The first stage: demonstration and discussion of key teachers. It has experienced
(1) cognitive preparation (key teachers read research materials of related disciplines and develop curriculum resources in combination with disciplines);
(2) backbone demonstration (first, backbone teachers will analyze teaching material analysis and learning situation around the research topic, design flexible lesson plans, and then demonstrate the lesson plans in class).
(3) problem discussion (first, the backbone conducts self-evaluation, other backbones analyze the problems existing in the demonstration class, and finally middle-aged and elderly teachers participate in the evaluation).
(4) Follow-up expansion (backbone teachers will organize the materials accumulated in the whole demonstration process in the early stage into texts, and then let middle-aged and elderly teachers learn, and arrange one or two assignments in combination with the research theme).
The second stage: spiral discussion stage based on other teachers' practice. It has experienced
(1) Cooperative development and design (around the theme, prepare lessons collectively, and under the guidance of key teachers, gather group wisdom to design lesson plans together)
(2) Preliminary attempt (first, one teacher tries classroom practice, then carries out teacher's self-evaluation, the backbone teachers comment, and the rest teachers participate in the evaluation).
(3) Reconstruct the design practice again (the backbone teachers revise the teaching plan again, and the rest attend the reconstruction class one by one, and then reflect on the reconstruction)
(4) Reflection, summary and promotion (the coach talks about the experience in the process, the backbone teachers summarize and promote the whole activity process, and dynamically adjust the theme research).
The third stage: summarize and promote the discussion. Evaluate through network operation; Stage classroom teaching display; Summary of experience of theme activities; Improve the multi-evaluation and other steps.
Summary report of school-based research 3
I. Guiding ideology
"Ask the canal to be so clear, because there is running water at the source." It is a compulsory course for modern teachers to change themselves, learn new knowledge and teaching methods to adapt to modern classrooms, improve their professional skills and professional ethics. In order to constantly improve themselves from all aspects, improve their comprehensive quality, and constantly adapt to the needs of teacher training and teaching research in the new period, the school-based research plan for this semester is formulated.
Second, the training objectives
In teaching, we should study constantly, think carefully and practice repeatedly, improve our professional ability, temper our professional spirit, enrich our teaching wisdom and form our teaching style. Actively carry out school-based teaching research and truly become a professional expert in rural teaching.
Third, the form of learning.
Mainly to participate in school-based research activities, supplemented by individual independent research. Under the arrangement of the school, unify the content and progress, and study in an organized and planned way. According to the learning content, combined with the actual teaching situation, reflect on their own educational and teaching behavior and practice. At the same time of self-study, you should make focused study notes.
1, diligent in learning and establish the concept of lifelong learning.
Persist in learning and establish the concept of lifelong learning. Multi-channel earth science. Be a conscientious person, study in books, learn political and ideological theory, education and teaching theory and various professional knowledge, and enhance your theoretical accumulation; We should also learn from others' noble moral character and rich teaching experience in the "land without words" to achieve the purpose of learning from each other's strengths. Read a wide range of useful books, learn knowledge and skills in various fields, especially modern information technology, and constantly build and enrich your knowledge structure.
2, based on the classroom, good at thinking, exploring and understanding in practice.
Teaching reflection in teaching work. Reflect on your own teaching ideas and the actual effect of teaching. Explore the successful teaching mode, think about the practical problems of education and teaching, and combine theory with practice.
3. Improve business, be willing to write and make up for each other.
Strengthen basic skills training. Insist on writing every day, correct yourself first and educate others first. Constantly enrich their own connotation. Turn it into the power source of teaching.
4. Never forget to adjust your mentality and always face your work and students with a positive and optimistic attitude.
Fourth, specific measures.
1, read books on education and teaching theory, and take reading notes. Study hard and learn lessons. Read the subscribed educational magazines in time, learn from others' advanced experience, and be prepared to write every paper. Combining teaching practice and life, write learning sentiment words. Take the classics you read as a mirror, reflect on yourself and correct your education and teaching behavior.
2, network platform, actively study and discuss. Visit the education website 1 hour every day to exchange and discuss online. Use the network to write teaching logs and make continuous progress in reflection.
3. Carry out in-depth research on school-based topics. Taking practical activities as the carrier, the training experience is infiltrated into specific teaching. Make full use of the advantages of the team to carry out collective lesson preparation and collective discussion. Learn from each other's strong points to improve teaching effect. Actively participate in the classroom consultation system and learn from peers in the school. Based on the reality of the school, solve the difficult problems in the current rural mathematics teaching in order to promote teaching through research.
4. Listen to and evaluate classes carefully, and actively prepare lessons and do classes. Use the opportunity of observation and study to get to know the sage Si Qi and learn to improve. Through practice, reflection and practical teaching activities, we can improve teaching ability, optimize teaching mode and enrich teaching art.
Summary report of school-based research 4
In order to improve the school-running taste of our school, do a good job in school-based research of our school, encourage teachers to have people with thoughts, goals and pursuits, and make the campus a spiritual home for teachers and students to grow together. This year, our school focuses on the following four aspects to lead the professional growth of teachers.
First, lead teachers to study and change their educational concepts this semester.
1. The teachers in the reading class in our school read the first to seventh chapters of New Education. In the process of reading, all teachers can write their own reading experience around reading thinking and post it on the school's teaching and research blog. Hold a reading exchange meeting at the end of each month to exchange reading feelings and share reading experience.
2. Read famous teachers Zhu Yongxin, Li Zhenxi, Xu Xinhai, Wu Fei ... and Xin Education. We ask teachers to browse famous teachers' blogs frequently after work. In order to facilitate teachers to browse, we combine these famous teachers' blogs with school blogs to encourage teachers to pay attention.
Second, build a training platform, improve business skills, and encourage teachers to set up personal blogs.
1. This semester, more than a dozen teachers in our school have set up their own personal blogs, using this blog platform to collect and sort out their own teaching materials and record their own teaching reflections. In this semester's blog selection, Li Hefang, Mao Guixiang, Li Chunjiang and Dai Xiufang won the first prize.
2. The same class is heterogeneous. This semester's teaching and research activities, our school mainly adopts the same class heterogeneous form. Every activity, we should ask the teacher to prepare carefully and have a class that reflects our highest level of energy saving. In the determination of teachers in class, we adopt the form of matching new and old teachers, so that young teachers and old teachers have the same content and class hours, which is conducive to the rapid growth of young teachers.
3. Special salon. In view of the common problems or puzzles in teachers' work, our school also holds special salons regularly. Please talk about your views around the problem. Teachers may not form a unified opinion through communication and collision, but everyone will find their own answer.
4. Go out to class. The ancients said that learning has no friends and ignorance has no knowledge. Our school tries to use every opportunity to let teachers go out, increase their knowledge and broaden their horizons. This year, some key teachers were organized to participate in the annual meeting of new education; Go to Nanjing to participate in the close-range mother tongue seed teacher training; Go to Changzhou and Nanjing to participate in provincial mathematics teaching observation activities; Go to Lianyungang to participate in art teaching observation activities; In addition, we assign teachers to participate in all teaching and research activities organized by our city as needed. We ask all teachers who go out to study to write a learning experience and communicate within a certain range, so that all teachers can share their learning results to the maximum extent.
Third, do a good job in the research of the subject, make clear the training direction, do a good job in the research of the municipal subject, and ensure the smooth conclusion of the subject.
1. Our school has declared two big city projects and four small city projects, all of which have been started and are entering the investigation stage. Through project research, we can solve the practical problems encountered in our school's education and teaching work. We think this kind of research is more effective and targeted.
2. Encourage teachers to participate in the topic selection of thesis writing. In our daily work, we require teachers to be diligent in thinking and writing, and record their educational and teaching achievements in time, which provides rich materials for teachers to write papers. When these materials are accumulated to a certain extent, it is actually a good paper as long as they are slightly combed and improved. This year, many teachers' papers have been published in China Education News, Contemporary Educators, Chinese World, Principals of Primary and Secondary Schools, Basic Education, Henan Education, Colorful Chinese, Taizhou Education and Reference of Chinese Theme Learning and Teaching. There are also many teachers' papers that won the first and second prizes at or above the municipal level.
3. Encourage teachers to participate in the construction and research of micro-courses. This year, our school will combine community activities with the development and research of micro-courses. There are more than 20 clubs in our school, and each club requires tutors to customize their own content and teaching materials. In the evaluation of community activities organized by the Education Bureau of our city, many communities in our school have formed a relatively perfect curriculum system.
4. Practice and popularization of "theme learning". Our school is the first school to take part in the theme learning experiment, and six classes take part in the experiment. This year, due to the exchange of teachers in summer, the experimental work of several classes could not be continued, which is a big shortcoming of school-based research work in our school.
Fourth, establish an incentive mechanism to improve training efficiency.
In order to improve the enthusiasm of teachers to participate in scientific research, our school regularly carries out teachers' professional skills competitions. This year, our school has carried out activities such as "advanced individual selection for reading", "advanced individual selection for writing", "advanced individual selection for teaching and scientific research" and "excellent individual blog selection". These activities are not only the concentrated display of teachers' professional skills, but also the encouragement and affirmation of some excellent teachers.
In short, this year's school-based research, according to the plan, our school has basically completed the research task and achieved certain results. In the coming year, our school will further improve the shortcomings and defects in our work, and make serious thinking and efforts on how to improve the internal driving force of teachers' scientific research, so that most teachers in our school can benefit from it.
Summary report of school-based research 5
Under the guidance of the District Education Bureau, our school has fully completed the research tasks of this semester. In this semester, we creatively carried out the work according to the actual situation of the school, and achieved good results, forming a gratifying situation. The trinity working mode of individual training, collective training and various training has been established, and the overall quality of teachers in our school has been obviously improved. Now I will summarize my school-based research work in the school-based semester as follows:
First, strengthen the management of training.
The school leaders attach great importance to the research work, and the school has set up a school-based research leading group with the principal Gao Yazhen as the leader and the vice president Wang Yanhua as the deputy leader. A school-based research network of "school-teaching and research group-lesson preparation group" was constructed, and school-based research activities with collective lesson preparation and special discussion as the main forms were carried out in a hierarchical and planned manner. Do a good job in research management, carefully arrange research activities and inspection and evaluation, and make management more scientific, standardized and institutionalized.
In order to strengthen teachers' learning, the school has made great efforts to equip each preparation group with 2 1 computer, and all of them are networked, which greatly improves the informatization level of office automation. In order to strengthen network management and improve the efficiency of computer use, network administrators have been added to each grade group.
Second, the overall situation of school-based research
This semester, we will continue to focus on "guiding learning with learning plans, learning before teaching, and creating an efficient classroom for autonomous learning" to promote the application of modern educational technology in teaching. All teaching and research activities are centered around this theme. Guided by backbone teachers and based on the activities of "collective lesson preparation and discussion", we will further improve the ability and level of all teachers to implement quality education, comprehensively promote quality education and comprehensively improve the quality of education.
1. A detailed plan was made at the beginning of school. The activities are arranged in detail. The scheme is easy to operate, implement, check and manage. Four schedules were issued, namely, the schedule of school-based research activities, the list of members of the teaching and research group and the preparation group, the pairing table of middle school teachers and apprentices in Wuyiling District, and the schedule of teaching and research classes.
2. Ensure that there is at least one business training seminar every month. In view of the problems that teachers need to solve urgently in teaching, teachers in the whole school were trained in time, which improved the timeliness of training.
3. Conduct cultural course examination and cultural theory examination for all teachers in the school, and organize special personnel to mark papers, and the examination results will be stored in personal training files.
4. A pen test was conducted for all teachers in this school.
5. Due to the relocation of the school site, the computer classroom equipment in the new building was not installed in place, and the Chinese character input test planned for this semester and the educational technology test for this period were not carried out as scheduled.
6. Overcome the difficulty of insufficient funds, and send as many people as possible to participate in the training organized by the higher authorities every time. This semester, 7 teachers were sent to Jinshantun to participate in the "National Training" experience exchange meeting, and 14 teachers were sent to Tieli to participate in the quality analysis meeting of the city's senior high school entrance examination.
Another three teachers, Gao Ying, Pan Zenghua and Tian Hua, were sent to Harbin, Shijiazhuang and Beijing to participate in national training. After returning to school, all the teachers sent to participate in the training will give a report or give a demonstration class to the whole school. The harvest of their study abroad blooms everywhere in our school.
Third, the institutionalization of routine training.
1. Encourage teachers to study independently and use all available means to study. Newspapers, magazines, television, the Internet and correspondence learning have all effectively promoted teachers' research work.
2. The school stipulates to carry out group training activities at least once a week, or set the time, place and participants of school-based training by preparing lessons or teaching and research groups. Among them, the third class every Monday is the teaching and research activity time of the history, geography and politics teaching and research group; Monday's sixth language group; Tuesday, the sixth section, English group; The seventh joint metaplasia was formed on Tuesday; Friday, the third math class, in the conference room. Within the specified time of school-based training, school leaders conduct a comprehensive inspection to ensure the effectiveness of the training.
3. Arrange special guidance for new teachers and lead them to grow up quickly by taking apprentices.
This semester, under the leadership and guidance of the Education Bureau and the Teaching and Research Section, Tian Hua, Hou, Hou and teachers who participated in the national training experience exchange held demonstration classes respectively.
This semester, the mathematics teaching and research group carried out a large-scale teaching and research exhibition and evaluation activity. In this activity, Mr. Lin Zhiping was selected as the main speaker, all the math teachers evaluated the class, and all the teachers observed and wrote evaluation reports.
Fourth, characteristics and effectiveness.
The contents of our school-based semester's teaching and research activities are all around the new lesson "Our School". Teachers study the formulation and improvement of the counseling plan, exchange experience in using the counseling plan, and share students' research learning achievements. President Gao Yazhen and Vice-President Wang Yanhua gave instructions and guidance for many times, which made the effect of using tutorial system by teachers in our school develop by leaps and bounds.
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