Welcome to Yibin No.5 Middle School. I have been in Liangshuijing Middle School for more than 20 years, and served as office director, teaching director and principal 15 years. I have been studying physics as a subject, so I know that teachers are not easy, and I respect teachers and principals more and more.

From September 2065438 to September 2008, I worked in Yibin No.5 Middle School for almost three years. We discussed many educational innovations and the future.

In this process, we have strengthened our foresight, not only considered the immediate key points, but also strengthened our sense of mission and hope for the future, and strived to realize the co-construction, sharing and co-creation of quality education.

We give ourselves a little dream, and more importantly, in the years of chasing dreams, I think it is a happy process, because happiness is a struggle of symbiosis and creation. I believe that the universe will hear our voices. Let's get ready for the arrival of 202 1

? These two schools may be different from the ones you remember. Although Liangshuijing Middle School was transformed from a school that was about to merge, No.5 Middle School was also transformed from Kuangzi School. The teaching buildings in these two schools are relatively simple now. Nearly half of the students who stay behind or whose children move to cities to farm are ordinary, and some teachers are composed of substitute teachers. However, after years of continuous educational innovation, we have every reason to believe that these two schools are becoming future schools to promote the all-round development of students.

I have been in Liangshuijing Middle School for more than 20 years. Today, everyone came to this school. I came in September 2065438+2008.

What you are about to watch is the scenes of teaching clips, but what you can't easily see and ignore is the new school process of connecting teaching clips in series and the powerful system behind it.

Like everyone else, these two schools are actively pursuing education from different angles. We have also strayed into many pits, but we persisted in going all the way to the dark, persevering like the spirit of nailing until we climbed out of the pit and made many attempts. Numerous failures and puzzles have finally found a way and achieved some good results, which finally effectively promoted the educational innovation of the school and showed obvious teaching effects.

So, how did this happen and what kind of story did it go through? To sum up, we have the following experience to share with you.

First, to form a strong learning field, we must first solve the dry classroom. Classroom is the main position of the school, the most difficult place to reform and the core of educational reform. So that's where we have to make great efforts. Our approach is that school leaders do it first, from less to more, and gradually integrate into it, driving some teachers to move first and gradually integrate into various classes, presenting various scenes and existence through tangible, diverse and temperature-sensitive classrooms, so that students can be touched to think about who I am. where am I going? At first, it was not smooth sailing, but I encountered many difficulties and fell into many misunderstandings. For example, at the beginning of the curriculum reform, we asked students to explore. As a result, we found that students don't understand knowledge and have no habit consciousness of independent thinking. How to explore? Students are also required to discuss, show and share. It turns out that students' discussion and presentation are not what we want to see, and they always deviate from the direction, so the depth and breadth of discussion can't go up. It is also found that teachers' teaching and students' learning are information islands, and there is no learning community, and they are fighting for each other. As long as you don't die, you will die. Even if students are from grade one to grade two, the problems are different, which determines that the services and management methods provided should be different. Therefore, education is not control. Principals need to go from the office to teachers, students and parents, analyze the logic behind teaching and sort out the problems behind it, so as to create more possibilities for solving problems. In this way, we finally found the greatest common denominator and sorted out the way to run a school that suits us as soon as possible. Through flexible teaching and research, flexible classroom organization, starting from flattening, people-oriented, preparing lessons and attending lectures with students, and solving one problem after another with students to help them get closer to the real world, so that their natural curiosity and inner strength can be supplemented by teachers in real time, and students can be fully stimulated and awakened. When teachers and students present completely different States, a powerful learning field begins to form.

Now, the third round of comprehensive curriculum reform has begun in the fifth junior high school. We are doing the teaching of all staff and all subjects in different classes based on the information environment, solidifying and inheriting the achievements of the first two rounds of curriculum reform, hoping to solve the problems that have not been solved in the first two rounds of curriculum reform. Differentially pushing learning resources and practical resources makes the performance of stratified courses from form to content to final teaching results obviously come down in one continuous line and support each other. I hope to solve the phenomenon of collective teaching and research preparing lessons and classroom. Our practice is that if there is a collective lesson preparation, it must be tested by the open class practice, and then it will be optimized and improved before the open class practice test, until the teachers in this subject think it is satisfactory, and it will be solidified into a fixed process. Then start to make resources for the next chapter, instead of rushing to the Great Leap Forward. If we don't pay attention, we will be mistaken into the seemingly attractive and stereotyped organizational structure, which is actually a very dangerous appearance.

Second, create an atmosphere of educational innovation in the whole school and fully mobilize the enthusiasm of teachers. We are an ordinary weak school, which has no conditions to give teachers a lot of material incentives, but the school has spent a lot of time to improve teachers' sense of professional accomplishment and try to reduce their job burnout. The key here is continuous teaching innovation, and the core is that leaders take the lead and gradually integrate from less to more, instead of starting at will and pushing back. For teachers in weak schools, it is difficult to keep pushing if they just give him orders to do this and that. Because our teachers are ordinary, if we put the pressure of innovation on them, no innovation will go far. Our practice is that the school leaders go first. Innovative courses are all attempts by leaders or seed teachers, leaving the most difficult stage to themselves, and then slowly guiding teachers to join after accumulating experience. It doesn't mean that leaders should compete with teachers for honor, but from the perspective of teaching rules, leaders don't know the first-line situation without in-depth teaching. Only from the macro grasp, not pay attention to the implementation details, it is easy to appear blind command. Once or twice, teachers will soon get bored or even contradict, and the innovative atmosphere of the school will be destroyed. Conversely, when a teacher can follow up quickly and get started smoothly, he will be more and more interested in innovation. When his students' learning state has changed greatly and their grades have improved gradually, when he is invited to give lectures by other schools, or when he shares his experience with other teachers in the country through online training, his sense of accomplishment is enormous. The atmosphere of innovation forms a virtuous circle and becomes more and more energetic.

Third, make full use of the external brain, run schools with internet thinking, and link high-quality resources in all directions.

Although leaders take the lead and teachers brainstorm, our foundation is weak after all. Now educational innovation has reached the deep water area, and there are many places we can't understand or understand. What do we do is the all-round external cooperation of the external brain, such as adjusting the mentality and thinking with the Internet. Instead of simply visiting other schools and learning experiences, or inviting experts to give a few lectures, we should connect with the colorful Internet world outside, find educational innovation institutions that suit us, deepen integration, establish close cooperative relations, and jointly tackle the core issues of education. There are many institutions we are cooperating with now, all of which are very influential educational institutions in China. Some people may ask, why invite an ordinary school to cooperate with such an institution? We have no money or fame, but we have an open mind. This mentality is reflected in our willingness to actively embrace change, prove to those institutions that it is not wrong to choose us with actions, and let the cooperative institutions continue to see ideas become reality, so that cooperation will be deeper and deeper. For example, we just came into contact with Hujiang two years ago. We hope to try the internet learning mode and open online school courses to us. At that time, our school classroom didn't even have a network, so we started to unplug the network cable ourselves, and then opened the home broadband through the telecommunications department. It only took 1 1 day to open the first online course. The whole school is taught by one teacher. Now, more than 30 teachers have taught the whole country online. The second round of lectures has been held, with a total of 100 lectures. The new model of teacher training has been greatly improved. Arouse a strong desire to learn. Hujiang introduced Aika Rice Company to us, which helped us to open a new world of Internet teaching. Using Amy's teaching cloud system requires students to use tablets. We adopt the way of opening the classroom to parents, get their support, and realize the goal of co-construction of home and school. We mobilized our parents in a very short time, and started a brand-new teaching mode based on cloud platform from bringing our own equipment. Although the first-class equipment is varied and the network is good or bad, quick action is always more important than perfect design. At present, the cross-use of multi-platform and technology is being carried out, but it is not kidnapped by technology, not for technology, not to create a unified model, and everything is to serve students more effectively.

Fourth, run in small steps and upgrade iteratively.

In the Internet age, everything is changing rapidly. We should not only embrace change, but also know that change cannot happen overnight. Hope to launch a magic weapon to solve the problem once and for all, and finally failed. At present, our innovative courses and teaching models have been very rich. In the new school, it only took a period of time to realize the information-based flat-panel teaching for all students in all classes in the school, making the deep integration of subject teaching and information technology a normal state, so that students can teach in the same class in real time without leaving the classroom. Although each time is a small step, it is a fast cycle, but it is very fast.

Fifth, although overall planning and problem-oriented are small steps in operation, educational innovation will be very dangerous if you bury your head in work and dare not look up at the road in specific matters. Educational innovation is taking a road that few people have taken, and there are countless forks in the road. How to ensure less detours? The core is the need for a road map for action. This roadmap does not need to plan the action details, but it needs to determine the action principles of each key node. In this way, in the face of bifurcation, we have the basis for choice. How to determine the key points and principles? Relying on the external brain such as internet thinking, fully drawing lessons from the experience of others, we can roughly understand where the key nodes of educational innovation are. However, the specific situation of each school is different, and the principle of action will be different. To determine these principles, we need to be problem-oriented, that is, fully tap the practical problems of the school. Moreover, it is not a generalization. It is to fully sort out and discuss the problems, find the problems behind the problems, decompose and refine them layer by layer, turn big problems into small ones that can be solved, and finally determine the principles of action. Our road map has clearly described the next step, that is, through the third round of comprehensive curriculum reform, Lide Shu Ren will promote the all-round development of students, do a good job in the present, start borderless learning, and generate future schools. I look forward to seeing a brand-new Yibin No.5 Middle School next year. Thank you all