Good afternoon, ladies and gentlemen

I'm Liu Shu, a primary school science researcher. The past 20 18 is 10 years since I arrived at the center. I am very glad to have the opportunity to report to you on my thinking, practice and gains in this year's research and training work. The quality of science teaching in schools is determined by many factors. In addition to the school hardware and students, there is a more critical factor-science teachers, and the quality and quantity of science teachers is exactly what I, a teaching researcher, can do. Next, I will talk about my work from two aspects: the quality of teachers and the number of teachers.

I. Work done to improve the quality of science teachers

The quality of science teachers is reflected from the professional level. In order to improve the professional level of all science teachers, this year, I mainly organized the primary school science innovation experiment skill competition, the STEM classroom teaching research based on the new curriculum standard of primary school science, the research on low-level new teaching materials, the research on micro-topics of primary school science disciplines and the research on the evaluation of low-level primary school students' scientific literacy.

What I want to report to you most is a series of work on micro-theme training. This work is the third year of unified promotion in our primary schools. Because of the experience of the previous two sessions, the organization and promotion work went smoothly. However, science subjects are quite special, and there are few science teachers in most subjects. On the basis of school-based research, I set up a research platform for schools with strong desire for research, set up a regional micro-theme research team, and carry out lesson study. After the preliminaries, I organized the schools that entered the finals for training, assisted the schools to refine their scores, wrote a copy, and showed guidance on the spot. And arrange collective training again, advocate mutual learning, pay attention to growth, dilute the results, and truly promote research by competition and training by competition.

In the final stage, the research on the use strategy of classroom record form in the first grade science class of CDZ primary school, the practical research on improving the quality of extracurricular homework in primary school science in JX primary school, the research on the method of using the history of science to carry out primary school science teaching in JLD primary school, and the research on the optimization strategy of group cooperative learning in the third grade science class of XTL primary school were all well received by the provincial and municipal teaching and research personnel who served as on-site judges. In particular, CDZ's "Study on the Use Strategy of Classroom Record Form in the First Grade of Primary School Science Class" is a practical study on the requirements of new textbooks, which was brought by provincial teaching and research staff and was invited to show in the training activities of low-level textbooks for compulsory primary schools in Sichuan Province on 20 18. This is also the only live display of the research results of the school.

Micro-topic training activities have benefited our science subjects a lot, and various training topics that teachers pay attention to provide a starting point for optimizing classroom teaching; Science teachers have accumulated research talents; As a researcher, I have accumulated experience in guiding research. Therefore, in this year, I have the courage to set foot in an area that I didn't dare to touch in 10-organizing teachers to carry out project research, and three of the main researchers of the project have won the first prize of micro-project research. With the support of the leaders of the unit and the teachers in the research room, especially with the encouragement of Mr. Bai, the district-level project "Research on the Evaluation of the Scientific Literacy of Junior Students in Primary Schools" which I presided over was successfully established and started. Through this year's research, the research group has compiled a low-level summative evaluation tool and implementation guide suitable for all schools in the region, which has played a leading role in the evaluation of students in Grade One and Grade Two in the region. It promotes teachers' attention to student evaluation and reflection on the teaching process. It is precisely because of the research of this topic that the training theme of "improving teachers' evaluation ability" has entered my field of vision.

Second, the work done to increase the number of science teachers.

20 17 after the promulgation and implementation of the new curriculum standards for primary school science, science classes will be offered in grades one to six. So the school is very anxious-there are not enough science teachers, so we have to introduce substitute teachers or transfer some teachers from other disciplines. At the beginning of this semester, I made a rough statistics and found that there are more than 20 new science substitute teachers in the whole district, and there are almost 30 new science teachers, including teachers transferred from schools. To this end, I designed a series of training for new teachers: induction training, lesson preparation training, classroom management training, and returning to work during the semester.

Induction training emphasizes that new teachers should build their own personal brands through "reliability" and "shaping teachers' image". This concept has been recognized by new teachers, and in the follow-up training, most new teachers have shown high initiative. From the final summary, the training in this period has been used in teaching practice and achieved good teaching results.

From this, I think that if we master the methods and tools of training new teachers, we can speed up the cycle of their teacher qualification. Then in the face of the shortage or loss of teachers, our anxiety can be slightly alleviated.

At the same time, we also actively contact normal universities to explore ways and means to reserve science teacher resources.

Three. Achievements made

leave out

Looking back on the research work in the past year, my science teacher and I have made some achievements, but what makes me feel more interesting is that I find that the research work is like playing a game. Solving a problem may drop a weapon or increase my ability, so that I can further attack and upgrade. Even without external rewards, you can enjoy it.

Finally, I would like to take this opportunity to thank the leaders and colleagues of the center for creating a good working atmosphere for me, so that I can work happily.

There will be a holiday in a few days. I wish you all a happy winter vacation.

Write at the end:

This is a 5-minute speech prepared for the company's debriefing, and it is also an attempt after learning the summary of Su Dai's work.

Because the time required for the speech is 5 minutes, I estimated it according to my own speech speed, and the speech can only be 1500 words. For the annual debriefing, we must not cover everything, only choose the important ones to express it. At the same time, we should be able to put forward some of our own ideas, which is helpful to leaders and colleagues.

Key points of feeling good:

1. In the process of summing up, I thought of organizing the article from both the quality and quantity of teachers.

2. After the speech, a colleague asked me for details.

This is a "work+writing, the more you write, the happier you are." practice

Disadvantages:

1. The content still exceeds 1500 words.

2. Lack of data support.