20 12,11June, in order to give full play to the exemplary and guiding role of backbone teachers and build a platform for school teachers to exchange and learn, under the organization of the teacher training section of the mining area education bureau, our school organized the activities of sending famous teachers from mining areas to school in June of 5438+03. Four famous teachers from brother schools came to teach in our school. They are: Chen Xiaolin from Hongchenghe Primary School, Li Zhenying from Shatai Primary School, Tian Chenxian from No.18 Middle School and Ren Sanqing from Honglingwan. During the activity, we were deeply impressed by the wonderful teaching presentations and heated exchanges and discussions between teachers and students in our school.

This activity is undoubtedly of great positive significance to our school. Our school is located in a remote place with a small number of teachers, so it seems that the atmosphere for organizing teaching activities at ordinary times is insufficient. This activity of sending teachers to school has brought new things to our teachers, so that we can communicate face to face with famous teachers at close range and carry out teaching and research. This kind of atmosphere is very rare, so it is strongly welcomed by our teachers.

I. Basic information of activities

This activity ends on 20 12, 10 and ends on 1 10. Every school has a famous teacher to send out, and every school has a welcome opportunity. Teacher Zhao Litao who went out to teach in our school.

This teaching sending activity is organized and implemented by the teacher training department. Wherever the mission went, it was warmly welcomed and received by the school leaders and all the teachers. All schools think this activity is of great significance and very effective. Sending students to school provides the most favorable reference and guidance for school education and teaching. Teachers in all schools also generally believe that the research atmosphere of this activity is strong, close to the teaching practice of front-line teachers, and the classroom is wonderful and true, which effectively promotes the communication between teachers and improves their ability and level of implementing the new curriculum.

Second, the harvest and reflection

1, achieving a win-win situation for both the sender and the listener.

This activity was driven by the wonderful demonstration of the teacher who sent the class and the discussion of the teacher who attended the class after class. It not only plays the leading role of backbone teachers, but also is a good exercise for sending teachers. Teachers who send classes get the opportunity to hone themselves, enrich their teaching experience, and try to implement classroom teaching in different environments. Facing different types of students, the art of classroom teaching has been tempered and improved, which has accumulated rich strength for future education and teaching, and is conducive to their professional growth and benefited a lot. Teacher Zhao Litao of our school is in charge of four classes this time. Actually, it turned out to be three classes. Later, a teacher who sent a teacher to teach had something to do temporarily, so the leader of the teacher training department arranged for him to take an extra class. Mr. Zhao accepted it positively. In order to have a good class, he prepared carefully. The level and content of each class are different. This is undoubtedly a great challenge for him. Even in one class, he studied the video lessons of several teachers and designed them according to his own reality. His class was well received by the school teachers. But at the same time, I also found some shortcomings, which is a rare learning opportunity for myself. Every time I go to school, my mood is different and my results are different.

The activity of sending teachers to school has sent new teaching ideas, teaching models, curriculum reform information, scientific teaching methods and practical teaching skills to all schools, and teachers of all schools have improved together in the process of mutual exchange and learning. Teachers actively participate in after-school evaluation seminars in various schools. Teacher's curriculum evaluation is also a process of learning, thinking and upgrading. Many teachers can express their views from the aspects of textbook interpretation, teachers' teaching links, their own gains and feelings, personal thinking and so on, and the discussion atmosphere is strong, warm and harmonious. From the depth and breadth of evaluation, we can know that teachers are attentive to lectures, studying textbooks and loving education.

2. Improve the credibility of teaching observation class.

Due to the influence of various factors, many teachers are skeptical about the demonstration class, thinking that the demonstration class is just a performance class, nothing more than going through the motions, and there will be nothing wonderful. However, these teachers selected by the teacher training department are experienced teachers in the front line of teaching, and they have strong professional ethics. Every class given to teachers can be said to be a home cooking class, a real class, without any ostentation and extravagance. Teaching design is authentic, scientific and operable. This approach to reality can also give teachers the most direct and effective enlightenment. Teachers who attend lectures should think more: under the guidance of new teaching concepts, they can also succeed by carefully handling teaching materials, adhering to students' subjective thinking and trusting students. The key is to think, try, change and practice, so as to generate a positive consciousness of curriculum reform and form a strong atmosphere of teaching reform.

3. Teachers' professionalism makes the teaching concept of the new curriculum no longer abstract.

Sending backbone teachers to school has fully exerted their professional leading role, stimulated teachers' enthusiasm to participate in teaching and research, and promoted exchanges between teachers, so that teachers gradually realize that as a teacher, they should constantly update their educational and teaching concepts and professional knowledge structure, and strive to change and improve their teaching behavior in order to promote their professional growth and development. Teacher Tian Chenxian teaches the area of parallelogram. According to students' learning situation and the importance of knowledge points, he encouraged students to actively try to find out the calculation method of area. By counting, guessing and drawing, he guided the students to get the method, which reflected the students' dominant position. The teaching attitude is cordial and natural, rich in affinity, infecting students and achieving good results. Teacher Ren Sanqing's "The Meaning of Percentages", the teacher's grasp and analysis of the textbook are in place, the design is in-depth, the guidance is proper, the connection between knowledge is accurate, students are encouraged to speak actively, and the evaluation language is appropriate, accurate and enlightening. The other two Chinese teachers' classes are also colorful and have their own characteristics, which has benefited our teachers a lot. In the subsequent teaching and research activities, everyone expressed their opinions, discussed enthusiastically and interacted actively, and even forgot to ring the bell after work. The activity was extended for 20 minutes, but everyone still felt dissatisfied.

4, reflection, summary and promotion

Sending teachers to school this time has provided development space for teachers in our school to change their teaching concepts and update their educational concepts. Practice has proved that sending teachers to school is also the most convenient, fast and effective training method to improve teachers' professional level. Thank you very much for organizing this activity. We should reflect on the details of this activity and sum up valuable experience for the next activity.

Reflection 1: The gap between schools cannot be solved in a short time. Improving the standardization and systematization of activities is the focus of teaching and research work in the future. Can some teaching and research activities be carried out between schools, so that more teachers have more opportunities to carry out teaching and research?

Reflection 2: Strengthen the investigation of primary schools, further synthesize, analyze and screen problems and puzzles from the height of subject knowledge and subject development, and improve the pertinence of activities.

Reflection 3: Although the teaching is good, the time is only half a day, and the time for communication and interaction is only 40 minutes. How to establish a long-term relationship between teachers and learners? How can our teaching and scientific research work effectively play a leading and serving role?

Of course, through this activity, we need to think about problems and sum up experience. The construction of teaching staff is the key to school education, and we will make a new leap in constant practice and reflection.