Experience or suggestion of school-based research (1) Teacher X is good at arousing students' interest and curiosity. In this lesson, we can see that the more children learn, the more interested they are, from being formal to actively participating, to smiling and dancing. The goal of literacy teaching in grade one and grade two is to cultivate students' interest in learning Chinese characters and their desire to read actively. Around this teaching focus, Mr. X took the students to the beautiful Moon Bay with real pictures of the sea, lively marine animals and exquisite stick figures, and guided them to read with the situation by creating intuitive and rich teaching situations. Zankov once said that once teaching touches students' emotional and will fields and their spiritual needs, it can play an effective role. Through the children's curious eyes, we feel that the choice of teacher X's teaching strategy conforms to the law of children's physical and mental development and Chinese learning.
First, students' high participation.
All the students in this class actively participate in listening, speaking, reading and writing activities, with a wide range of participation; The students are tempted, excited, happy and deeply involved in the activities. Some people criticize that our class is only above the neck and students' emotions are not involved. In this course, the students really achieved what Rogers said: "Immerse themselves in it." They are more and more involved in activities. The enthusiasm of students to participate depends on three aspects:
1, do you feel happy in your participation? 2. Does the teacher often encourage the students? 3. Does the students support it?
The language evaluated by Teacher X in this class deserves our attention:
1, the evaluation language plays a judgment role. Whether reading is not in place or wrong, the teacher clearly tells the students; 2. Evaluation language plays a guiding role. 3. The language of teacher evaluation is inspiring. In class, Teacher X kept encouraging the children: "How accurate you read!" "What a nice mouth!" "Really capable!" "How much progress you have made!" Not only that, Teacher X's classroom is a place where students are allowed to make mistakes. At first, we saw that some students failed to read Bei, and the teacher did not reprimand them, but demonstrated error correction over and over again; What's more commendable is that almost every time a student makes a mistake, the teacher invites other students to read it, giving them a chance to correct it and praising their progress. Students dare to read, students want to read, more and more people participate, and the mood of participation is getting higher and higher. It is precisely because Teacher X understands students' needs and triggers the dynamic mechanism that students' learning initiative is stimulated.
Second, students' learning methods are very good.
Chinese curriculum standards point out that one of the goals of Chinese curriculum is to "master the most basic learning methods". The guidance of methods should start from the lower grades. Students who have just entered the first grade are doing well in this class. Students learn law well because teachers teach it well. When I first read the text, Teacher X asked xx to remind me: Circle the words I don't know and spell them out with the pinyin friends below the children's songs; Words that teachers and classmates don't know; When reading children's songs aloud, the teacher pointed out: imagine the picture you see while reading, and you can read children's songs more beautifully.
Third, students have good study habits.
Good study habits are the premise of improving teaching efficiency, especially for freshmen. In the last class, some students' attention is always not focused on developing correct writing posture and good writing habits, which is the focus of literacy and writing teaching for junior students. Chinese class is a practical course, and good habits should be learned in every class and gradually developed in the practice of language and writing.
1, the teacher pays attention to reminding students to form the habit of listening. For example, when students read children's songs, the teacher said, "Wait a minute, wait a minute. Do you listen to him? " Instruct students to listen carefully.
2. Teachers demonstrate and guide effectively. There are many highlights in this class, and the most worthy of our emulation is the teacher's writing demonstration in class. We saw Teacher X sitting upright, writing in Tian Zi Gerry with a pencil in his hand. This model is intuitive and clear at a glance, and it is the best demonstration for primary school students. "Kiss your teacher and trust his way." Pupils have the psychological characteristics of learning and imitating from teachers. If Chinese teachers can demonstrate in class, write with self-regulation, symmetry and full spirit, and give primary school students a sense of beauty, they will sincerely admire and admire their teachers, and then be moved by their hearts. The resulting internal driving force is immeasurable for primary school students to practice Chinese characters well.
Experience or suggestion of school-based research (2) Under the impetus of the new curriculum reform, school-based research came into being and flourished! It is the need of new curriculum reform, the call of front-line teachers, an effective way to ensure the in-depth development of new curriculum experiments, and a solid ladder for teachers' professional growth! With the spring breeze of school-based research, I came to Baoji University of Arts and Sciences to participate in the ten-day "Training of Key Leaders of School-based Research of Geography in Senior High Schools in the Province". By listening to experts' academic lectures, I not only improved my theoretical knowledge, but also got a baptism in the case teaching of experts, and my teaching ability was well improved. After listening to the expert's lecture, I really understood the core of school-based research-school-based research is a teacher's professional development behavior which integrates learning, teaching, research and training, is based on teachers' teaching practice, comes from teachers and serves teachers. After this period of intensive school-based training, I have benefited a lot. I write down my school-based research experience for everyone to share and guide, so as to encourage me.
First, through training, I fundamentally changed my concept.
1. In the past, traditional teaching activities and research activities were divided into two parts. Teachers' task is only teaching, and teaching research is the "patent" of experts, which has gradually formed an embarrassing situation: First, although teachers are doing educational and teaching research in their posts, they dare not publicly state and express their research, and no one pays attention to their so-called research. Second, even if you take part in some teaching and research, you are often only in an auxiliary position. If you don't really participate in the research process, the teacher certainly doesn't benefit.
2. Nowadays, in the wave of new curriculum reform, the traditional format has been broken, and it is specifically proposed that teachers are the main body of education and teaching research. Being a researcher makes me understand that engaging in education requires enthusiasm, and more importantly, every teacher needs to seriously study and learn all aspects of students, including interests, hobbies, academic foundation, study habits and learning methods, and design the most practical teaching methods and models for students.
Second, develop good study habits.
Today's society is a learning society. With the continuous progress of science and technology and the rapid development of economy and society, the teaching profession is undergoing unprecedented changes. Two of them are very important: from inheritance to innovation, from dedication to development! Teachers are no longer just spring silkworms and candles, but should conform to the development of the times, form the habit of active learning, learn to learn and learn for life, and become the main force in the construction of a learning society! An excellent teacher is both a good teacher and a good learner. Only by constantly learning and absorbing nutrients can he instill knowledge and learning ability into students. School-based research has played an important role in promoting the new curriculum reform and teachers' professional development. In my school-based research, I always combine teaching research with education and teaching closely, which not only promotes teaching research and education, but also reduces my workload.
Third, form the habit of reflection.
American scholar Posner once summed up the law of teachers' growth very concisely as "experience+reflection = growth". But I think the "reflection" here is not a "review" in the general sense, but thinking, reflecting, exploring and solving the problems existing in the teaching process. To some extent, it actually has the nature of research. Our teachers should not only complete and carry out teaching tasks, but also reflect on their own teaching as a conscious thinker in constant self-questioning. Am I ready for class? Did I motivate the students? Besides knowledge, have students gained anything in ability, method and emotion? Is my teaching goal set properly and how to implement it in the classroom? What are the unsolved problems in my teaching? What adjustments need to be made in teaching methods and means to be more effective? Is the learning style passive or cooperative? ..... These are all problems worthy of our reflection and solution.
Fourth, teachers should form the habit of lifelong learning.
This is a very different place for me in this training class. The strong learning atmosphere in the training class infected me. School-based research must be guided and supported by advanced educational theory, so as to overcome the inertia and disadvantages in previous teaching, achieve mastery through a comprehensive study in classroom teaching, and turn it into conscious teaching behavior. Therefore, from now on, I will persist in theoretical study, improve my theoretical level, pay attention to the combination of theory and practice in my study and research, establish a good style of study, study hard, keep learning new knowledge and explore new laws of education and teaching. Study teaching materials, write every lesson plan well, attend every class well, listen to the classes of colleagues in the same group, and learn more from the advantages and strengths of others.
Fifth, pay attention to school-based research in classroom teaching.
Teaching and research comes from the classroom. In my opinion, teaching is teaching and research, so that the time of teaching and research comes from the classroom. To solve the problem of teaching and research time, I think classroom teaching is not a simple operation, but a process of using art and full of wisdom. The art and wisdom of classroom teaching depend on teachers' immediate observation, analysis, judgment and thinking. In other words, it depends on teaching and research. Therefore, the teaching process itself is also a teaching and research process. I just take the form of classroom teaching and research, which is more conducive to finding and solving problems in time and making teaching and research get twice the result with half the effort. I realize that learning and teaching is teaching and research, and its greatest advantage is that it increases the opportunities and time of teaching and research without adding extra burden, making classroom teaching more effective.
Sixth, continuously improve the ability of cooperation.
Today's school-based research emphasizes the collective role of teachers, professional exchange, coordination and cooperation among teachers, as well as mutual learning, mutual support and sharing of experiences. Because teachers' professional cooperation is one of the most practical and effective ways for teachers' professional development. In the cooperation of teachers, it can also promote teachers' self-realization, make teachers get rid of professional loneliness and form educational synergy, thus adapting to the development of basic education curriculum reform. For example, our project research, collective lesson preparation, class evaluation, open teaching class, etc. It is the embodiment of our cooperation consciousness and ability, so we should grasp it well!
In short, during this period of school-based research, I realized that school-based research is a continuous and endless work. As educators with a sense of responsibility, we must discover, study and solve new situations and problems in the management of students' education in a timely manner with high sensitivity and consciousness, master their characteristics, discover their laws, and do a good job dutifully, so as to complete our sacred historical mission. School-based research is the call of educational reform, the requirement of school development and the need of our teachers' professional growth! Based on the school, it solves the problems of school education practice, gives full play to teachers' professional ability, adapts to changes through "lifelong learning" and "lifelong education", learns to survive, and makes the road of school-based research wider and wider!
Experience or suggestion of school-based research (3) The change of learning style is related to the quality of our education, the future that the younger generation can have, the improvement of national quality and the enhancement of comprehensive national strength. Therefore, one of the focuses of curriculum reform is how to promote the change of students' learning style. With the advancement of curriculum reform, learning has become an important way to improve teaching efficiency, and the advantages of learning have been recognized by educators. Learning is a teaching form based on personality, and the leading role of teachers can not be ignored in learning. Learning can give full play to its advantages, mobilize students to participate in learning, cultivate students' self-study ability, and highlight students' dominant position, thus improving students' comprehensive quality and harmonious development of personality.
One of the focuses of curriculum reform is how to promote the change of students' learning style. The change of learning style is related to the quality of our education, what kind of future the younger generation can have, the improvement of national quality and the enhancement of comprehensive national strength. With the advancement of curriculum reform, many schools reform classroom teaching and apply learning. Learning has become an important way to improve teaching efficiency. Let's talk about the understanding of learning based on teaching practice.
First, learning is a form of teaching based on personality.
Learning refers to mutual learning in which students have a clear division of responsibilities in order to complete the same tasks in the form of groups or teams. Learning is a teaching form to acquire knowledge through division of labor, cooperation, mutual communication and comprehensive generalization. In this learning process, there are not only students' independent thinking and operation, but also information exchange and competition among students, and more importantly, students help each other, learn from each other and learn from each other's strengths. Therefore, students can understand, respect, tolerate and learn from each other not only in knowledge, but also in emotion and cooperation skills, so that students' personality can be fully developed.
Second, the leading role of teachers in learning can not be ignored.
No matter what kind of teaching form, it is inseparable from the leading role of teachers. Group learning is no exception, and the leading role of teachers can not be ignored. This is because:
1. Teachers should coordinate various relationships in classroom teaching, create a good classroom learning atmosphere, and mobilize students' learning enthusiasm.
Teachers can make a comprehensive evaluation according to students' academic level, hobbies, ability tendency, gender, etc., and then match them into several equal study groups on the principle of students' voluntariness. In actual teaching, it can be divided into two-person study or four-person group study according to the situation. Two-person learning is the smallest learning unit and the basis of other forms of cooperation, generally based on deskmate combination. In the process of combined learning, students can master learning methods, such as how to express their opinions and listen to others' opinions; How to communicate, study problems together, and so on. This kind of cooperation can be carried out frequently in classroom teaching, which can effectively shorten the cognitive distance between students, improve students' ability of understanding, analysis and expression, and promote emotional communication between deskmates. Using four-person group learning, teachers should first allocate the members of the group, the group leader and the division of labor among the group members, and at the same time coordinate the relations among students, groups and teachers and students within the group. They must allocate group members purposefully and reasonably and choose the appropriate group leader from the perspective of being conducive to students' all-round development. We should let this group have a spirit of unity and cooperation, and an atmosphere of mutual trust, mutual learning, courage to struggle and fair competition. The relationship between the group and the teacher should be mutual trust and equal communication. Suhomlinski once said: "Only by learning well can we learn well." In teaching activities, especially in the current teaching, it is more important to improve the communication relationship in teaching and improve the quality of communication activities. Therefore, this requires teachers to play a leading role, coordinate various relationships in teaching, create a good classroom learning atmosphere, and mobilize students' learning enthusiasm.
2. Give students knowledge and study guidance.
Although learning is students' autonomous learning, and finally acquiring knowledge through cooperation is the main form, the whole learning process cannot be separated from the guidance of teachers.
(1) knowledge guidance. Before learning, teachers need to design the review content according to the characteristics of teaching materials, teaching emphases and difficulties, and cognitive rules, so as to pave the way for new courses and build a bridge for learning new knowledge, and then show the self-learning thinking problems that permeate the teaching objectives, so that students can learn the teaching materials by themselves with questions. At the same time, teachers should constantly collect information about students' self-study. According to these feedback information, adjust and guide accurately and timely. After self-study, students discuss in groups and express their opinions. They need to be guided to summarize and draw conclusions according to their own opinions. Then apply the conclusion to solve practical problems. Summarize the learning situation of this class, what knowledge you have gained, what knowledge you have mastered, where you have learned better, where you have not learned well, what problems you have, and comment on which classmate or group has learned better.
(2) Guidance of learning methods. The guidance of learning the law is not only to produce inspiring self-study thinking, but more importantly, to let students learn the words "fishing skills" and "learning methods", that is, to let students learn. This requires teachers to guide students to master learning methods. Students should be guided to understand what they have learned through "reading, drawing, hands-on operation and association". It is necessary to teach students the ability to acquire new knowledge with the help of existing knowledge. It is necessary to guide students to find out the connections and differences between old and new knowledge, and to transform new knowledge into old knowledge so as to master new knowledge. When students see, feel and come into contact with things they don't understand, they should check and review their knowledge base, throw out all the knowledge that can solve current problems and think comprehensively, and do everything possible to let students actively explore the process of new knowledge, so that students can develop actively and achieve the goal of paying equal attention to knowledge and wisdom. Grasping the connection point between old and new knowledge (the changing law of products), transforming new knowledge into old knowledge, assimilating new knowledge with old knowledge, enriching and expanding the cognitive structure of original knowledge, improving students' cognitive strategies and cultivating students' inquiry ability. In short, the way to teach is to guide. Only with the correct guidance of teachers can students take the initiative to learn. Therefore, the leading role of teachers in learning can not be ignored.
Third, the problems that should be paid attention to in learning
Learning is a learning method worth advocating, but we should also consider whether the role of "group" can be fully played and whether the means of "cooperation" can be fully used. These are two key issues that reflect whether group learning is worth developing, so we should pay attention to the following issues.
1. The problems discussed should have the value of inquiry, avoid the phenomenon of "putting on airs" and "going through the motions", and adopt them reasonably according to the difficulty of the problems and the actual ability of students. Some teachers blindly adopt it in pursuit of "fashion", which will only waste time and lose its real meaning.
2. Give students as much discussion time as possible, but also limit it appropriately. We often make this mistake in class or in our own class. Sometimes students in the group shout "stop" as soon as they discuss the teacher. Or it is not advisable to interrupt students' thinking and let them discuss endlessly when they see students discussing enthusiastically. Teachers should arrange time in advance to ensure good results at the right time.
3. Handle the relationship between independent thinking and learning.
Learning is based on students' independent thinking. In practical teaching, after the teacher puts forward the learning task, he can give the students some time to think independently and then discuss it in cooperation. Carrying out cooperative inquiry learning can provide more opportunities for all students, especially those with learning difficulties, to participate in the classroom, and transform the achievements of individual independent thinking into the cognitive achievements of the whole group or even the whole class.
Facing the practical experience and actual situation of learning, we need to pay more attention to the new topic of "learning" and practice it by ourselves. Give full play to its advantages, mobilize students to participate in learning, cultivate students' self-study ability, and highlight students' dominant position, so as to improve students' comprehensive quality and harmonious development of personality.