Exploring the way of classroom teaching reform, "Go out, please come in", Loufan No.2 Middle School went to Dulangkou Middle School in Shandong, Yang Si Middle School in Jiangsu and Qingxu No.2 Middle School successively to study, struggled in the bumpy curriculum reform, constantly innovated, actively explored the teaching reform model suitable for the development of the school, and tried hard to try the "four-step operation method of classroom teaching", with remarkable results.
The four-step operation rules of classroom teaching in Loufan No.2 Middle School are as follows: after the implementation of JIP experiment in Shanxi Province, the school has implemented "1+ 1 >: based on the experiment of curriculum reform, taking the reality of school curriculum reform as the goal, combining the" four-link activity "teaching mode in Qingxu No.2 Middle School, the" three three six "autonomous learning mode in Dulangkou, Shandong Province, and the" first one "
Since Loufan No.2 Middle School implemented the "Four-step Operating Rules for Classroom Teaching", under the strong support of loufan county Education Bureau and the strong guidance of the county teaching and research section, led by the school teaching and research center and the county teaching and research section, and through the joint efforts of all the teachers in Loufan No.2 Middle School, the experiment has achieved the expected results and achieved phased results, and won the second prize of the outstanding school-based project of the third basic education in Shanxi Province in 20 10. 20 1 1 complies with the reform requirements of Taiyuan Teaching and Research Center "focusing on classroom reform and constructing' 343' classroom teaching mode", which is vigorously promoted in the whole school, accepted by most teachers and constantly improved.
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1, completely changed the teaching method, promoted the change of students' learning style, realized the goal of changing teaching into guidance, learning into thinking, guiding thinking and promoting development, and achieved the goal of cultivating students' autonomous learning ability based on students' development, further reducing students' academic burden and improving classroom teaching efficiency. At the same time, teachers deeply understand the connotation of "student-oriented", realize the transformation of the traditional classroom teaching mode of "teaching-oriented, knowledge-oriented", strengthen teachers' awareness of research, cooperation, reflection and resource development integration, and realize the activation of teaching postgraduates.
2. The classroom teaching atmosphere is active, highlighting the learning mode of "independence, cooperation and inquiry". A democratic, harmonious and interactive classroom teaching atmosphere has basically taken shape, and the role of teachers embodies the functions of "helping, guiding and promoting". Chinese, mathematics, politics, history and biology have formed their own teaching characteristics characterized by leading inquiry, produced high-quality courses and conducted demonstration exchanges in counties and schools many times.
3. Students' interest in learning is obviously enhanced. The phenomenon of consulting teachers, going to libraries and studying online has increased, and students' spontaneous participation in activities has increased. The school's choir, calligraphy and art extracurricular interest groups have won many awards. In the past four years, they have won 55 awards in the national painting and calligraphy competition, won the first and second prizes in chorus and dance in the county campus culture and art festival, 45 students won various national innovative composition awards, and 6 teachers won excellent guidance awards.
4. The teaching quality has been significantly improved. In the examinations organized by the school at all levels and the unified examinations organized by the municipal teaching and research center, the scores of all subjects have been greatly improved. The average score and "three rates" of the first class to participate in the project experiment are obviously higher than those of other classes, and the scores of all subjects in the third grade of the school are far ahead in the county.
5. Teachers' professional growth has been continuously promoted. Young teachers are constantly growing. Many teachers have passed the textbook test in a short time. Twenty-four young teachers have mastered the teaching skills of the school and made demonstrations throughout the county. In 2008, Lu Liangzhen, a teacher of our school, was awarded the title of "Teaching Expert", while Su Baze and Yin Huiwen were awarded the title of "High-level Key Teachers". In the selection of teaching experts organized by the county education bureau in 2009, our school 10 teachers won the title of county teaching experts, Han and other three teachers won the title of city teaching experts, and Suba won the outstanding contribution award of the senior high school entrance examination and the model teacher of Shanxi Province. On 20 10, 20 1 1 organized by the county, Loufan No.2 Middle School Chinese teachers Kang and Sun Xuefeng, math teachers Su Baze and Han, English teachers Lv Liangzhen, Li Ying and Qiang Jin Fang, Si Pin teacher Gao, physics teacher Wu Huixian, chemistry teacher Duan Qing and Hao, etc.
6. The project research has been carried out solidly, and six disciplines have produced 16 valuable research reports, 29 papers, 12 excellent cases and 10 excellent teaching designs, which have been exchanged in cities and counties. At the same time, the teaching and research newsletter was published in time, which provided an interactive platform for the research and experiment of curriculum reform in the county. In 2008, Su Baze, a school teacher, wrote the teaching case "One Branch and One Leaf Care Together", which won the first prize in the "Three Excellent" selection of the Municipal Education Bureau and the second prize in the teaching and research achievements of the Provincial Education Department. In May 2009, the "Classroom Teaching Reform Plan" implemented in cooperation with this experiment was awarded the "National Excellent Achievement Award for Education, Teaching and Scientific Research in the 60th Anniversary of the Founding of New China" by the Education Management Branch of China Education Society, and President Lei Feng won the National Excellent Achievement Award for Teaching and Scientific Research, 20 10, and Wu and Han Yan won the first prize in the National Excellent Paper Competition for Teachers. In the 20 10 First Teaching Design Competition in Taiyuan, the school Chinese teachers Kang, Yin Huiwen and Chu Meiying won the second prize. 20 1 1 Liu, the school art teacher, and Hao, the music teacher, won the first and second prizes of Taiyuan Excellent Course. 2011June 10, Yan Lihong, an English teacher at school, won the second prize of the 9th Taiyuan Teaching Expert and Excellent Course. At the 20 1 1 Teacher's Day commendation meeting, our school was rated as "excellent school with excellent teaching quality in loufan county", Chinese teacher Sun Xuefeng and chemistry teacher Duan Qing won the first place in the senior high school entrance examination in the county and were awarded the title of "excellent teacher", math teacher Wu, Chinese teacher Cai Huifeng were rated as "excellent teachers", among which they were rated as "super teachers".
Basic procedure
The basic procedures, operating requirements and time of classroom teaching can be carried out in the following four steps:
1, import indicator (1-3 minutes)
"Introducing indicators" means introducing new lessons and showing goals. The introduction should be concise and effective, and the goal should be accurate and clear. In other words, the teaching lead-in should be natural, concise and effective, the learning objectives presented should be accurate, the summary should be simple, clear and concrete, and the students' behavior should be operable, not generalized and vague. The specific expression of learning objectives can refer to the requirements of "six transformations" formulated by the goal teaching in Wuzhen North, Henan Province.
2. Guided self-study (10- 15 minutes)
Under the guidance of teachers, students begin to read textbooks, feel the text, collect information, take notes, and carry out self-study activities according to their own goals. Teachers should tour guidance, always participate in and pay attention to students' learning status, get the problems existing in students' self-study in time, and give individual explanations and guidance in time. In this link, teachers can also assign self-study tasks to the whole group or group according to the number and difficulty of goals. They can also arrange small-scale intra-group communication in time according to the learning situation, so that students can achieve the purpose of exchanging needed goods and sharing complementary ones. At the same time, it can also make full preparations for the next stage of teaching.
3. Report and communication (10- 12 minutes)
This link is a process in which students show and report the results of self-study to the whole class according to the teaching objectives, and it is also a process in which all students exchange opinions, exchange ideas, learn from others and comment on others in combination with their own self-study reality. Reports can be in the form of individual or group representatives of students, oral statements, performances, works of art, etc. , in various forms. Teachers should encourage students to express themselves boldly in their own way and not be afraid of making mistakes. In particular, it is necessary to do a good job in organizing communication, give play to the role of "threading the needle, pulling one hair and moving the whole body", give students at different levels as much space and stage as possible, realize real dialogue between teachers and students, and ensure effective interactive communication between students. At the same time, we should explain the doubts existing in the process of students' communication, and supplement, integrate and sublimate some knowledge laws after students' self-study. Therefore, when organizing classroom teaching, we should highlight students' dominant position and avoid returning to the traditional teaching methods in the past. Teachers must talk about what needs guidance and encouragement. If students are needed to teach students, let them teach and never replace them. In addition, in communication, teachers should actively create situations to guide students to think, give sincere encouragement at the right time, and let students reach a consensus and form emotional resonance. The operation of this scheme should be more flexible, and learn from the method of "teaching soldiers by soldiers" in the classroom teaching of middle schools in Yang Si.
4. Measure the knot lifting (10-15min)
On the basis of self-study and communication, teachers should flexibly use the method of test feedback or teacher-student interaction to consolidate and improve their knowledge. Teachers show pre-set standard tests or follow-up exercises before class, and arrange students to practice, which can be blackboard writing performance, pen practice or dictation according to different subjects and contents. Students can also use the method of self-evaluation to summarize and understand what they have learned. Teachers should give individual counseling according to the situation, correct and evaluate the students' completion, and also arrange students with strong ability to help correct or assist individual students with learning difficulties to complete the training. After class, the teacher can collect and evaluate the uncorrected homework, or randomly check some students' corrected homework and correct it after class. You can also ask students to write down the mistakes in the exam and evaluation and return them in the correction book. Therefore, teachers should collect and practice a large number of test questions, make a good choice of exercise questions, appropriately reduce the difficulty requirements, start with basic questions and ask questions at different levels, so as to make the examination comprehensive and gradient. There are puzzles, puzzles, puzzles and questions.
The teaching rules of "1" and "four-step" are only paradigm studies, which can only be applied to tool disciplines at present, but not to other disciplines. The personalized model of English, chemistry and other disciplines needs to be studied.
2. The subject experiment needs to be further promoted, and the measures, processes and methods of the experiment are not detailed and need to be further revised.
3. The management system of course series is not effective enough and needs to be further improved.
4. The research of the subject lacks the guidance of experts, the level is not very high, and it is still superficial, random and has not really formed a scale.
5. The development of teachers' quality and level involved in the project implementation and research is not balanced enough and needs to be improved as a whole.