First, the same strain, clear direction.
On April 2nd and 3rd, 20 14, our school sent a team with Vice President Xie Yingping as the team leader and key teachers as the team members to the city training center to participate in the counselor training after receiving the notice from Chuxiong Education Bureau about the implementation plan of the second round of school-based training. Under the guidance of expert training in the teacher training center of the city, the problems and shortcomings in the first round of "How to do lesson study" in our school were discovered, and the direction of the second round of school-based research on "How to do lesson study" was clarified in combination with the reality of our school.
Second, leaders attach importance to it and the mechanism is sound.
1, set up a leading group. In order to make the school-based research on how to do a good job in the second round of lesson study in our school orderly and efficiently, and strengthen the overall planning and leadership of the school-based research, Xishelu Town Central Primary School set up a work leading group with principal Zhou Yongxing as the team leader, vice principal Xie Yingping as the deputy team leader, and members of all departments, principals and key teachers at all levels as the team members to take charge of the unified leadership of this lesson study.
2. Set up seven training teams. In order to better carry out this lesson study, our school has set up a central primary school study group which is responsible for lesson study. The team leader is Vice President Xie Yingping who is in charge of teaching, and the team members are composed of teachers Lu, Dai Dongchuan and Zhou Pichao who have participated in the training of counselors in our city. The central primary school lesson research group is specifically responsible for the centralized training of lesson research, the review of research topics and the inspection and assessment of each research group. There are 9 primary schools under the jurisdiction of our town, with a large geographical span, insufficient teachers, heavy workload of teachers and inconvenient transportation. According to the reality of our school and the requirements of carrying out lesson study, nine primary schools affiliated to our school are divided into seven study groups to carry out lesson study according to local conditions. Details are as follows:
The first training team: Li Haizhong, captain of Qingshuihe Primary School (primary school principal), Li Hongcong, the backbone teacher, and all primary school teachers.
The second training group: the captain of Lan, Anledian Complete Primary School and Ono Complete Primary School (the principal of complete primary school), the backbone teachers and all the teachers of Hu Wu's team.
The third training team: Zhou Hua, captain (principal) of Baodian Primary School, Letaief, the backbone teacher, and all primary school teachers.
The fourth training team: Zhu Fujun, captain (principal) of Pingshan Primary School, Che Yan, the backbone teacher, and all primary school teachers.
The fifth training team: Wang Yanxing, leader of Longgang Primary School (principal of Longgang Primary School), Wang Bimei, the backbone teacher, and all the teachers of Longgang Primary School.
The sixth training team: Li Hongming, the headmaster of Xinhua Complete Primary School and Deborah Complete Primary School, Zhou Pichao, the backbone teacher, and all the teachers of the complete primary school.
The seventh training team: Guo Pigao, the leader of the central primary school (the principal of the primary school), Li, the backbone teacher, and all the primary school teachers.
3, the implementation of leadership team members contact team contract system. In order to achieve the goal of this case study in the whole city, make this school-based study more effective, avoid the problems in the first round of case study, and strengthen the overall planning and leadership of the study work of each study group, the school leadership team implemented the group responsibility contact system. The details are as follows: Dean Zhou Yongxing is responsible for contacting the seventh research group, Secretary Wang Hengshun is responsible for contacting the fifth research group, Vice President Xie Yingping is responsible for contacting the third research group, Vice President is responsible for contacting the first and second research groups, Chairman Yang Chun is responsible for contacting the fourth research group, and the director is responsible for contacting the sixth research group. Responsible leaders are required to always pay attention to the development of all training activities of the training team in charge and participate in training activities as much as possible for guidance. Each training team shall report the progress and situation of lesson training to the responsible liaison team leader in time.
Third, centralized training, solid and effective.
According to the requirements of "Notice on the Implementation Plan of the Second Round of School-based Training" issued by Chuxiong Education Bureau, combined with the actual situation of the school, our school started the second round of school-based training on how to do a good job in lesson training on April 2, 20654381,and quickly set up a leading group and various training groups, formulated a scientific and reasonable implementation plan, and organized solid and effective centralized training.
1.20 14 (Friday) On the evening of April 24th, the leaders and backbones of the training teams were trained for the second time. Let the specific leaders and backbone teachers of each training team know the importance, specific methods and requirements of this school-based course, and then let them know their roles and responsibilities in this study.
2.2065438+On April 25th and 26th, 2004, our school organized all the teachers in the town to conduct the second round of school-based training (the third training) on how to learn lesson cases well. In the centralized training activities, school leaders organized the opening ceremony and made a training mobilization speech. Vice President Xie Yingping summarized and analyzed the achievements, experiences and existing problems of the first round of training, and learned the implementation plan of the second round of school-based training in Xishelu Town. Lu trained and studied the design and theme determination of class case study activities, the design and application of observation scale, the writing of theoretical summary and study report, the submission of materials for class case study and the explanation of assessment methods. On behalf of Mr. Dongchuan, he was trained in the writing of lesson plans, class attendance, discussion, pre-class meeting, after-class reflection, the determination of improving classroom teaching strategies, the problems that should be paid attention to and the initial innovation of "three exercises and two reflections" mode. This intensive training has refined the training process, defined the tasks in each stage, and made the whole school teachers have a further understanding of the "three exercises and two reflections" mode of lesson study, a deeper understanding of the benefits brought by lesson study to teachers themselves, and a clear understanding of the purpose and requirements of school-based lesson study.
Fourth, it takes a lot of effort to standardize materials.
According to the requirements of the Notice of Chuxiong Education Bureau on the Implementation Plan of the Second Round of School-based Training, this school-based training activity no longer organizes teachers to conduct unified examinations, but directly adopts the method of comprehensive evaluation at the city and school levels. Therefore, there are many materials involved and high requirements, which are difficult for all rural training teams with poor conditions and facilities and insufficient teachers. Therefore, the central primary school training team decided to provide a relatively standardized, complete and easy-to-operate training textbook template for each training team through research. According to the requirements of the city's assessment notice, the central primary school training team carefully provided the following template materials for each training team: 2 copies of individual learning achievement books and 2 copies of team training activities flow materials (including all materials needed in the whole training process). At the same time, in order to standardize the materials, specific requirements are put forward for the editing and sorting of various materials. It can be said that it took a lot of thought.
Five, determine the theme, strict review and control.
The research topic directly determines the success or failure of the class case study. Therefore, the research group of the central primary school examines and examines the research topics of each group. Each training team is required to report the training topics repeatedly discussed and determined to the central primary school training team for review within the specified time, and training can only be carried out after the review is passed. A research topic embodies everyone's hard work, mobilizes the initiative and enthusiasm of all teachers in each research team, and at the same time controls the correct direction of research from the source.
Sixth, macro-control, grasp the trend
In order to better coordinate and lead the research activities of each research group and coordinate other aspects of the school's work, the central primary school research group has always carried out macro-control on the research activities of each research group according to the requirements of lesson study and the specific situation of the school's work, and made specific time limits for the work carried out in each stage. The details are as follows: the training theme of theme 1 must be submitted to the central primary school training group for review before May 14, and all training activities and materials must be written, collected and sorted out before June15.2065438.200101010101 The research topic of theme 2 must be reported to the Central Primary School Research Group for review before September 30th, 20 14, and all research activities must be completed before September 30th, 20 14, including the writing, collection, arrangement and evaluation of the research process of the team members. Before 20 14, 10 and 3 1, each training team must submit all the materials of the two training topics to the central primary school training team for assessment.
Seven, reflect on the summary, exchange results.
In order to further promote the development of case studies, deeply understand the specific situation of case studies carried out by each research group and broaden the research results of each research group as much as possible, our school organized an exchange meeting on the results of the first research project of each research group at the beginning of the fall semester of 20 14. At the exchange meeting, the central primary school training team organized the judges to conduct on-site quantitative assessment and scoring, and the results were included in the comprehensive assessment and evaluation of each training team. The school leaders also gave guidance to the problems exposed by the training team in communication and put forward improvement measures. Through the results exchange meeting and comparison, each training team can see the advantages and disadvantages, and all teachers can share other valuable training results except their own, which can be described as killing two birds with one stone.
Eight, evaluation, according to the evidence.
In order to reflect the fairness, justice, science and rationality of the assessment of the training teams and individuals, and avoid the phenomenon that the training teams are overhead and directly operated by the central primary school, the central primary school training team has specially formulated a more scientific and reasonable assessment plan. The school assessment, which accounts for 40% of the assessment results, is divided into four parts, namely, centralized training 3%, team assessment 10%, individual assessment 15% and teacher's personal material assessment 12%, and relatively scientific and reasonable assessment rules are formulated respectively. Ensure that the training and evaluation of each team and individual is evidence-based.
Nine, gratifying achievements, problem dependence
This school-based lesson learning, teachers actively participate in and study hard, the learning process is solid, and the discussion is enthusiastic. Finally, the school's teaching and research has developed, teachers have gained and students have benefited.
1, and successfully completed the training objectives set by the Education Bureau. The objectives of school-based training in the implementation plan of the second round of school-based training in Chuxiong City are: consolidating achievements, repeating practice, opening classrooms, sharing experiences, enhancing effectiveness and improving the level. According to the "goal", the school has carried out the second round of school-based training in Xishelu Town Central Primary School, and the goal has been achieved.
(1) Consolidate the achievements. After the second round of training, teachers in our school have mastered the theoretical essence of how to do case study, consolidated the results of the first round of learning, carried out case study in depth, kept the classroom open, studied classroom teaching in depth, obtained some teaching strategies, promoted the change of teachers' teaching behavior and achieved research results. Achieved the purpose of "consolidating the results".
(2) Practice repeatedly. In the second round of training, our school takes "three exercises and two reflections" as the normal mode to improve classroom teaching ability. By organizing all teachers to participate, teachers can find their own problems in classroom teaching, share successful experiences by using team activities such as pre-class meeting, theme selection, classroom observation activities, observation scale, after-class meeting and reflection summary, form teaching improvement strategies, solve problems (themes) in classroom teaching and improve classroom teaching ability. At the same time, through repeated practice and training, we will build an excellent training team and a developmental training system to form a harmonious and ecological training atmosphere.
(3) Open the classroom. The new round of lesson study is to open the classroom, let teachers form a team to participate in classroom teaching, form an open classroom with students as the main body, let the teacher team solve the problems in classroom teaching, let the problems be solved in the classroom teaching process, and let teachers form a learning body in the open classroom. Our school regards "three practices and two thoughts" as the normal mode to improve classroom teaching ability. By organizing all teachers to participate, teachers can find their own problems in classroom teaching, share successful experiences by using team activities such as pre-class meeting, theme selection, classroom observation activities, observation scale, after-class meeting and reflection summary, form teaching improvement strategies, solve problems (themes) in classroom teaching and improve classroom teaching ability. Achieve the purpose of opening the classroom.
(4) share experience. The professional growth of teachers is actually a breakthrough in thinking. Teachers open their hearts and sincerely help others, and at the same time they will get help from others, share other people's experiences, break through their own thinking and keep growing. The new round of lesson study is to let teachers express their opinions on the problems in classroom teaching according to their own experience in the open classroom, and to generate sparks of ideological collision in the process of exchange and discussion around the theme (problem), form strategies to solve the theme, provide teaching strategies for teachers to encounter the same problems in their own teaching, and sublimate the experience into teaching wisdom in classroom teaching practice.
(5) Enhance the actual effect. In the second round of training, our school has made a new breakthrough in topic selection. Seven teams carried out "three practices and two reflections" training activities around the theme, studied the identified training topics (problems), and formed strategies and methods to solve the training topics, which provided effective methods for improving teaching behavior, enhancing training effect and improving training level.
(6) improve the level. Each research group combines research with the hotspots and difficulties of school curriculum reform, taking the hotspots and difficulties of curriculum reform as the research content, promoting curriculum reform with research activities, and taking renewing ideas, innovating methods and changing teachers' teaching behavior as the research objectives, constantly improving the research level and promoting the steady improvement of teaching quality.
2. Have a deeper understanding of the "training team". The second training activity of Xishelu Town Central Primary School formed seven training teams. Each group conducts training according to the selected topic. In the process of training, team members work together, without marginal teachers, and finally achieve the training goal. In the process of independence and cooperation, team members have a deeper understanding of "training team".
3. Mutual tolerance and harmonious development among teachers. Everyone has personality, everyone has advantages and everyone has shortcomings. Through several months' study of lesson cases, teachers' communication and discussion in lesson case study activities have enhanced communication and understanding among teachers, enhanced friendship, and made every teacher grow up through communication, forming a new situation of mutual tolerance and harmonious development among teachers.
4. The process is greater than the result. The process enriches things, and as a result, things have a home. Not all efforts can have positive results. The same is true of lesson learning. Not every study can achieve remarkable results, but teachers are all involved in learning, thinking and improving.
5. There are more methods than problems. The whole process of implementing lesson learning can be said to be a problem-solving process. It is difficult to form a training team. The number of teachers in the second training team (Anledian Complete Primary School and Ohno Complete Primary School) and the sixth training team (Xinhua Complete Primary School and Deborah Complete Primary School) is not enough to form training teams to carry out lesson learning, so this problem is solved by forming two complete primary schools into teams respectively. There are many such problems, and each training team relies on the strength of the team to solve them one by one.
Of course, there are also some problems in the course of lesson study.
Most of the members of each training team are primary school teachers, lacking some professional teaching theories to guide, which leads to unsatisfactory training results.
2. Lack of teachers and heavy teaching tasks. In addition, the training time is tight, the task is heavy, and the teacher has less time to reflect, which is not deep enough.
3. Due to the uneven quality of teachers in each team, the understanding of lesson study and related theoretical study are not enough, so the research results of each team are also uneven, and there are few research results with good depth and breadth and promotion value.
In a word, although every team in this class case study activity is very hard and tired, everyone thinks it is worthwhile because it has benefited a lot. Although there are achievements and many shortcomings, lesson study has indeed brought great vitality to our education and teaching, which is the key to help us out of the predicament. Through this school-based research activity, everyone agreed that in the future teaching and research work, we can continue to adopt the mode of "three practices and two thoughts" to carry out school teaching and research work. As long as there is enough time for teachers to practice and reflect repeatedly, no matter how many times, so that every teacher feels that the research is rewarding and worthwhile, it will certainly mobilize teachers' initiative, enthusiasm and creativity, solve the problems in "lesson study" and teaching in a targeted manner, improve teachers' classroom teaching ability, create an efficient classroom, and let teachers benefit from the results of "lesson study".