Teaching and research activities with English characteristics 1 1. Propose a topic.
Our school is located in a border town in Xinjiang, with a population of 1, more than 400. It's a mixed school of Chinese and people, and there is little or no environment for students to communicate in English. For beginners, the teacher is the first person to teach English, and children have no conditions to learn English in other ways. English teacher is not only a profession, but also seems to be the authority of English pronouns in our school, that is, when the teacher comes, English is there; Teachers go, English goes. What students can learn from teachers is really limited. English education has not been paid enough attention, so how to cultivate children's interest and improve their English communication ability has become the primary task of English teachers in our school.
English teaching is language teaching. Language is a social phenomenon, and individual language behavior can only develop in society and communication. Therefore, people who are divorced from society will not have language. As a social phenomenon, the function of language is communication. Communication is an instinctive activity for human survival and development. Communication can be divided into verbal communication and nonverbal communication. Our teaching focuses on language communication with sounds and symbols. Verbal communication can be divided into oral communication and written communication, and communication is a means to cultivate communicative competence. Our school only has three English classes a week, each class is 40 minutes. Students have little chance to get in touch with English. Students rarely have the opportunity to listen to English, speak English and practice English. Although teachers nowadays have many innovative teaching methods, they are only in the classroom. In the final analysis, children lack the language environment for learning English.
Second, the core concept:
Communication is the essence of English teaching. First of all, teaching is the communication between teachers and students. Teaching is not that you teach me to learn, but that both sides communicate. The teaching effect depends not only on teaching, but also on learning, but on the interaction between the two sides. The number of teachers in our school is far from enough. Most English teachers undertake other teaching tasks besides English teaching. Therefore, English and teaching can't solve the problem of teachers' lack of time and energy to a great extent.
2. Practical ability is the starting point and destination of English teaching. The English Teaching Syllabus for Nine-year Compulsory Education Full-time Junior High School stipulates that the purpose of English education for full-time junior high schools in compulsory education is to enable students to acquire basic knowledge of English and the ability to communicate in English, and to develop good study habits.
Learn in one step and lay a preliminary foundation. From this, we can see the profound connotation of "for communication" in English teaching. I also see that the task of English teaching is to let students master the communicative ability of using English through the communication between teachers and students. Cultivating communicative competence is the starting point and destination of English teaching.
3. Because the primary school teaching form is lively and intuitive, and the language activities are mainly listening, speaking, acting and singing, which requires a lot of intuitive props, and the educational conditions in our school are far from this product. Most of the students in our school are rural students. Influenced by the specific environment and family education, compared with urban children, they are often more timid, taciturn, lack of self-confidence, and afraid of being criticized by teachers for making mistakes, so they are ashamed to speak English. Nowadays, the number of foreign students is increasing year by year, and it is even more difficult for them to speak English.
It is also an urgent requirement for students to cultivate their communicative competence and communicate in English. Most students have realized the importance of learning English before they come into contact with English, and they are full of curiosity, hoping to speak "foreign words" one day. However, if we can't take advantage of students' psychological advantages, vocabulary and boring grammar inside and outside the classroom will be difficult to remember and will make students daunting. It will often disappoint most students, and enjoy learning and become tired of learning, accepting and rejecting. Practice has proved that in English teaching, "communicating in English" can enable students to study and practice in a lively atmosphere; It can widely arouse students' enthusiasm and make them change from passive "asking me to learn" to active "I want to learn". This is an effective way to implement quality education in English.
Third, the expected goal of the study.
Through this research, I hope to achieve the following goals:
① Stimulate students' interest in learning English.
② Cultivate their positive attitude towards English learning, cultivate students' sense of language and good pronunciation and intonation.
③ Improve students' communicative competence.
Fourth, the content of the study
① Understand the current situation of primary school students' language practice ability.
② Analyze the reasons of pupils' poor English communicative competence, and find a breakthrough for studying and cultivating pupils' communicative competence in English teaching.
③ To study concrete and effective methods to improve pupils' communicative competence in English teaching.
④ Looking for effective ways to cultivate students' practical ability in English teaching.
V. Research object
All the students in grades three, four, five and six in our school.
Sixth, the research method of the subject.
① Action research method: adhere to the combination of theory and practice, and organize teachers to try and explore in daily education and teaching practice.
② Survey methods: The research group compiled a questionnaire for students, a questionnaire for teachers and a questionnaire for parents to investigate the students' English language communicative competence and parents' views and practices on cultivating children's English language communicative competence.
③ Educational experience summary method: The members of the research group apply the method to summarize the teaching experience, popularize the teaching experience in grades and schools, and summarize the teaching experience at the same time.
Seven, the implementation steps of the study.
This topic mainly goes through three processes:
(1) preparation stage (20xx from March to June)
1) members of the project organize to learn the exposition of educational experts on cultivating primary school students' practical ability, learn the new curriculum standards of various disciplines, and understand the current educational situation and requirements, so as to clarify the theoretical and practical significance of this study.
2) Self-made questionnaire, please ask the teachers in our research room for approval.
(II) Implementation stage (September 20xx-June 20xx 65438+1October)
1) conducted a questionnaire survey among teachers, students and parents.
2) Collect, sort out, count and analyze survey data and materials.
3) Write an investigation report.
(III) Summary stage (February 20xx to March 20xx)
1) Learn the theory and use it to guide the subject experiment.
2) According to the results of investigation and analysis, study educational countermeasures, carry out subject experiments, and explore concrete and effective methods to improve primary school students' English language communicative competence in subject teaching.
3) Write a teaching experience summary or paper.
4) Collect the experimental data and write the experimental report.
5) Summarize the research results and write a research report.
VIII. Expected results of the study
1) Compared with ordinary students, students' language communication level is obviously improved, mainly in their interest in learning, fluency in language expression and daily communication performance.
2) Compared with ordinary students, students' socialization has obvious development, mainly in three aspects: behavior habits, cooperation ability and development level.
3) The current English teaching classroom has changed from "I want to learn" to "I want to learn", and students have a strong interest in learning.
4) Students' communicative competence has made great progress, and this study will promote the development of English teaching and research group in our school.
5) The expected results are compiled into teachers' lesson plans and essays.
Teaching and research activities with English characteristics. The purpose and significance of teaching and research activities
1. Objective: Under the correct guidance of the education policy, to explore the rules of English learning in primary schools that are in line with our school's learning situation, comprehensively improve the quality of English teaching in primary schools, and implement quality education.
2. Significance: Through teaching and research activities, build a stage for English teachers to show their talents and experience, and learn to exchange and share experiences. Lead English teachers to improve teaching ideas, teaching concepts, teaching methods and means, and generally improve their professional level and teaching skills, thus promoting the rapid development of conventional teaching.
Second, the form of teaching and research activities
Take excellent teachers to demonstrate and observe the class, with the extensive participation of school leaders and English teachers, combined with the self-evaluation of teachers, the participation of teachers attending classes and the general comments of relevant leaders.
Three, observe the class should pay attention to the following aspects of guidance and demonstration:
1, focusing on the cultivation of primary school English learning interest in the enlightenment stage and the maintenance of interest in the development stage.
2, pay attention to "double basics", each grade should grasp the key points.
3. Strive to create a lively classroom atmosphere, actively create opportunities for students to communicate individually (between teachers and students or between students), and train students' oral expression ability.
4. Make rational use of multimedia teaching and fully develop classroom teaching resources closest to students.
5. Pay attention to a large number of inputs and appropriate outputs, and emphasize English pronunciation, word spelling memory, sentence pattern induction and appropriate writing to help students form good learning strategies.
6. Embody the essence and conciseness, and pay attention to the scientific, extensive and effective design of classroom activities.
7. Cultivate students' dual consciousness of loving their own national culture and learning western culture.
8, fully realize the teacher-oriented, student-centered, learning-centered, cultivate students' innovative consciousness, cooperation and communication ability and personality.
9. Pay attention to scientific and effective classroom evaluation.
10. Before the activity, guide the students at the teaching point to sing English songs and play a leading role in demonstration.
1 1, to ensure the harmony and unity of the authenticity and leading value of the observation class.
Four, the evaluation activities to achieve:
1. Relevant leaders and all teachers participated in the exchange extensively.
2. Pay attention to the combination of observation, guidance and critical improvement.
3. Let the teachers make it clear that open classes are only the epitome of regular teaching, and it is not recommended to engage in so many activities. A time-saving and efficient method suitable for your own students is the best method.
Obviously, the observation class is not to show the high-quality achievements of a person or a school, but mainly to lead our regular teaching to develop in the right direction.
5. Gather good suggestions from teachers who don't teach, and realize the sharing of * * * and development resources.
6. Clear: It is necessary to translate advanced teaching concepts into teaching behaviors and implement them into the effectiveness of regular classrooms.
7. We must pay attention to the cultivation and maintenance of learning interest in regular teaching.
The effect of verb (verb's abbreviation) activity
Judging from the effect of this activity, the overall strength of English teachers in our school has been greatly improved.
Teaching and research activities with English characteristics 3. Guiding ideology
The theme teaching and research activities in university areas are guided by advanced educational concepts, based on the principle of "school-based research", led by theme teaching and research, promoted by research, assisted by teaching, promoted by research and guided by theme teaching and research. Taking discipline teaching, education, teaching and scientific research as the link, we will actively build a platform for discipline teaching and research and teacher training, give centralized guidance and training to discipline teachers, explore ways and methods to cultivate famous teachers, provide a learning exchange platform for promoting the professional growth of primary and secondary school teachers in colleges and universities, and create a new model for teacher training. In the thematic teaching and research activities, the university area will help teachers find many ideological problems that affect their personal development, greatly release their potential, and actively participate in thematic teaching and research activities, so that everyone is a researcher, everyone has a teaching and research theme, and everyone has teaching and research results.
Second, the research content
(1) Take the educational and teaching problems or puzzles with research value arising in the process of conventional teaching as the main line of thematic teaching and research, and promote the development of teaching work.
(2) Take lesson examples as the carrier to lead teachers' professional development and improve teachers' adaptability to curriculum reform.
(3) Guide teachers to actively reflect on their own teaching practice, actively explore practical problems in the teaching process, and constantly improve their teaching ability.
Three, the establishment of special teaching and research group plan
(A) to determine the theme of teaching and research team leader. According to the actual situation of the campus, the university area formulates the conditions and standards for being the leader of the theme teaching and research, and the teachers declare themselves or the member schools recommend to determine the leader of the theme teaching and research.
(2) Set up a special teaching and research group. You can recruit teachers from other related disciplines, make work plans according to the characteristics of the disciplines, and carry out related teaching and research activities.
(three) the implementation of the team leader responsibility system. The teaching and research team leader is responsible for providing professional guidance and professional guidance to members.
Fourth, the responsibilities of the thematic teaching and research group
Responsible for making work plans and member training plans, evaluating the growth and development of members, assisting the university area to carry out work and complete the following tasks:
(1) Cultivate excellent teachers. The teaching and research team leader earnestly performs the duties of tutor, and is responsible for providing professional guidance and career guidance for members to accelerate their professional growth; Establish work files, record the work process and achievements, and provide resources for the follow-up development of teaching and research groups.
(two) to carry out school-based research and research. Based on the professional knowledge of the teaching and research team leader, we will conduct special research on the key and difficult issues in education and teaching practice, and write a certain number of high-quality papers or monographs to improve teaching efficiency, promote teachers' professional growth, and effectively reduce students' excessive academic burden.
(3) Promote educational and teaching achievements. Educational and teaching research results should be introduced and promoted in the university area in the form of papers, monographs, lectures, open classes, seminars, reports, forums for famous teachers, on-site guidance and observation.
(4) Developing and integrating high-quality education and teaching resources. Use the information exchange platform in the university area to establish your own column, making it the center of work dynamic release, achievement radiation promotion and resource generation and integration, and realizing the enjoyment of high-quality education and teaching resources through interactive communication.
Verb (abbreviation of verb) research goal
(1) In the process of implementing the new curriculum, it is necessary to build a special research management network and a corresponding activity platform, so that teachers can actively participate in learning and discussion activities and improve the level of classroom teaching.
(2) Explore the operation mode and specific methods of thematic research in primary school teaching, and form a thematic research mode of "theme-driven-lesson-guided-practical reflection".
(3) With the help of the activity platform of special research, teachers are guided to self-reflect, self-correct and self-improve, and finally form the ability of self-adaptation to curriculum reform. Improve the pertinence of teaching and research activities and the effect of classroom teaching reform, implement quality education for students, promote the development of schools and lead the professional growth of teachers.
Sixth, research methods.
The research method of the theme is mainly action research, supplemented by investigation and statistics. Establish a special research group with the school district principal as the team leader and the principals and teaching and research backbones of each member school as the team members, formulate a special research plan that conforms to the reality of the university district, test it in practice, and constantly improve it.
Seven. Implementation measures
(A) to build an effective theme-driven model
1. Instruct teachers to find problems from practice, take realistic and typical problems as subjects, pay attention to the reality of scientific research, aim at solving practical problems, focus on the realization of new curriculum ideas, and upgrade our practice into theory. The scope of the research should be small, and the research time can be appropriately shorter, and some short and targeted teaching and research should be done. The experimental guidance group of school curriculum reform should give timely guidance.
2. In the implementation of the special research plan, teachers should give full play to the advantages of some work, and fully combine teaching research with their usual teaching practice, which can be consciously carried out by individuals in the usual classroom or through discussion activities.
3. Pay attention to the timely promotion and exchange of thematic achievements. Through reports, open classes and other forms, show the results and provide a platform for teachers to show themselves.
(B) the construction of practical lesson guidance model
1. Select excellent lesson examples around you as training models; Invite experts and excellent teachers to guide classroom teaching; Organize classmates' teachers to discuss and write lesson plans.
2. Establish a cooperation platform, invite experts, excellent teachers and teachers to cooperate in preparing lessons, attending lectures and evaluating classes, and study and improve teaching methods; Carry out inter-school cooperation, listen to excellent teachers' classes, participate in discussions based on their own teaching practice, and improve the experimental ability of curriculum reform.
(C) Explore the practical reflection mode of thematic research
1. Build a platform for teachers to learn advanced ideas and excellent methods from others and apply them to their own teaching practice.
2. Guide teachers to reflect on the whole process of behavior follow-up. Find the gap between yourself and others in reflection and further update the teaching concept. Find the gap between teaching design and reality in reflection, and gradually improve your teaching behavior to meet the needs of the new curriculum reform experiment.
Eight, the implementation principle
progressive
According to the characteristics of different teaching and research stages, scientifically arrange theme research activities, so that teachers can gain successful experience step by step in the activities.
(b) Targeting
Study the practical problems faced in education and teaching, solve the doubts and puzzles of teachers and students in a targeted manner, and sum up the experience of education and teaching.
(3) Effectiveness
Taking the subject as the center, adopting various research methods and paying attention to actual results, we strive to transform advanced educational ideas into teachers' educational behavior and actual teaching benefits.
(4) Practicality
Follow the principle of cognition-practice-re-cognition-re-practice, pay attention to giving teachers the opportunity to practice repeatedly, and realize the close combination of concept learning and teaching and research activities.
Nine. Implementation steps
(1) Demonstration and declaration stage (September 20xx1-September 30th)
Organize teachers in all disciplines to carefully refine the subject, demonstrate the subject, collect relevant information on the subject, deepen the research content, and complete the declaration.
(2) Full start-up stage (65438+1October1-65438+1October 3 1, 20xx)
After selecting and determining the subject, the subject research will be fully carried out.
(III) In-depth investigation stage (20xx year 65438+20xx year10-May 065438)
Combining thematic teaching and research with regular teaching, taking "lesson examples" as the carrier, the research is carried out according to the established plan.
(4) Summarize the promotion stage (June 20xx1-June 30th)
Summarize the research, write valuable research reports, sort out and improve the research results, and write papers.
X. Management and evaluation
(1) management
The university area is responsible for managing the special teaching and research group, establishing and improving the daily management system, strengthening the daily inspection and process supervision, and ensuring the standardized and scientific operation of the special teaching and research group.
(2) Evaluation
The evaluation of special teaching and research groups is mainly organized by each university district. The assessment is divided into a process assessment once every semester and a final assessment at the end of a work cycle (1 year). Report the results in time after the annual assessment.
XI。 any other business
(a) the theme teaching and research group is located in the member schools of the school district. Each member school should set up an independent workplace for the theme teaching and research group, equipped with corresponding facilities and office conditions.
(two) the university area should provide convenient conditions for the work of the theme teaching and research group, and give some financial support.
(3) At the end of the year, the university area will reward the subjects with outstanding achievements and outstanding characteristics in the construction of special teaching and research groups.