20xx From March 20th to March 29th, I had the honor to attend the off-the-job training for biology teachers in senior high schools in Shaanxi Province in Ankang University. The training content is rich, novel, easy to understand, vivid and interesting, which is in line with the reality of biology education and teaching. There are various forms of training, such as centralized training, group discussion, interactive exchange of students, expert lectures, etc. The education and teaching concept, personality charm and academic spirit of the training team are deeply imprinted in my heart and still fresh in my memory. After more than a month of training, we have gone through theoretical training and shadow training, and have entered the stage of reflection and summary of the return work.
In the process of returning to China, I tried to apply, reflect and summarize the knowledge gained in the training and the learning content copied in the training process in the teaching practice of biology education. The following summary is made on the return to work training:
First, strengthen the educational belief, and teachers' sense of accomplishment is constantly improving.
Keep the freshness of being a teacher, be passionate about work and have a sacred pursuit of education. Teachers should realize that it is valuable and meaningful to do repetitive work for a long time, and should strengthen their persistence in education. I deeply realize that being a teacher is not about chasing fame and fortune. Our greatest gain is to give students a good influence and grow up healthily with them. It is undeniable that when teachers reach the peak of teaching, they usually lose interest in it, but excellent teachers can be loyal. Therefore, in order to make my teaching successful, I always keep in mind that no matter how many times I teach this course, it is new knowledge for students. At the same time, keep moderate expectations for your work and be full of personal accomplishment. My specific methods are as follows: first, actively participate in teaching and research activities, self-recharge, and constantly improve their professional level. As a teacher, you must become a learner and understand that education is a process of promoting students' all-round development, not just a process of acquiring knowledge; Secondly, maintain mental health, learn to self-regulate and relieve stress. Teachers should correctly understand the pressure, face the work positively, be optimistic, reasonably adjust their emotions, overcome all kinds of psychological problems they encounter, carry out appropriate transfer control and vent control, rationally adjust the pace of life, improve bad habits such as sleeping and eating, and strengthen physical exercise.
Through the above efforts, I found that I prefer the job of a teacher, and I found happiness in my work: in the friendly and polite greetings of students, in the cheers of students when they achieved excellent results in the final exam, and in the bursts of gratitude to you after the students matured ... I burst into tears, and my happiness was beyond words, and the teacher's sense of accomplishment was full in an instant.
Second, integrating theory with practice to improve the quality of classroom teaching
Returning to work for practical training activities made me feel the powerful driving force generated by the combination of learning theory and teaching practice. Usually, my colleagues and I seriously carry out teaching research, attend lectures and evaluate classes, discuss and communicate with each other, especially on controversial and cutting-edge issues, actively exchange opinions and dare to put them into practice. For innovative teaching methods, we exchange views with each other, learn from each other's strengths and strive to improve. At the same time, actively sort out the theories learned in the training and make corresponding plans. With the support of school leaders, I boldly tried to apply all kinds of new ideas and new teaching methods I learned to my own teaching in time.
For example, in teaching design, I kept exploring and trying, actively solicited suggestions from students and colleagues, and made a teaching design for a class. According to the design of this class, I took a "demonstration class" of biology in senior high school. After the demonstration class, I actively summarized and reflected on the teaching in time, and finally completed the teaching design of isolation and speciation. Through this teaching design practice, I deeply realize that teaching design is higher than actual teaching, but it cannot be divorced from actual teaching. The teaching practice mentioned here includes not only the authenticity of teaching materials, but also the authenticity of students' learning situations. Only on the basis of full front-end analysis can we make a more mature teaching design. At the same time, I also understand that a good biology class requires a teacher to have a certain practical analysis ability in addition to solid theoretical knowledge. Only by combining theory with practice can we continuously improve our classroom and our professional level.
Third, school-based research starts from scratch.
First of all, learn while teaching, find problems and solve them. In my opinion, teaching is teaching and research, so that the time of teaching and research comes from the classroom. 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 insist on learning and teaching in class, which is more conducive to finding and solving problems in time and making teaching and research get twice the result with half the effort. After this period of practice, I deeply realized that learning and teaching is teaching and research, and its greatest advantage is that it increases the opportunities and time of teaching and research and makes classroom teaching more effective without adding extra burden.
Secondly, live with your heart and find teaching and research resources from your life. In fact, teaching and research resources are everywhere in teachers' lives. As long as we are willing, good at discovery and diligent in thinking, we can carry out teaching and research anytime and anywhere. For example, once on the road, I saw a child accidentally fall down, but he never did.
When I am willing to get up and have to ask my mother or father to help me get up, I feel that many teachers always praise students too much in the actual teaching process, which is a common phenomenon in many teachers' education and teaching at present. As a result, students are often praised for "doing well" and can't see their own shortcomings, especially the left-behind students, which encourages their complacency. This is a good teaching and research resource. It is not enough to live with my heart and find teaching and research resources from my life, but I always do it with my heart. Furthermore, insist on attending classes and evaluating classes. Insist on listening to at least 1-2 classes every week, and make a record of class evaluation, and give feedback to the teaching teacher in time after class. Every time I hear a lesson, I can gain a lot, absorb other people's wonderful lessons and make up for my own shortcomings. Seeing others' wonderful or insufficient, I always assume how I will deal with such problems when I am in this class. I always put myself in the other's shoes and learn from the teacher's experience in class. When I stand on the podium, I will think about where and what details I should pay attention to.
Finally, actively participate in the "open class" and "excellent class" competitions organized by the school to improve their teaching and research ability. While participating in the competition, I actively communicated with the members of the teaching and research group, sincerely listened to their opinions and suggestions, constantly improved my teaching links, formed my own mature teaching mode, and constantly improved my teaching and learning ability; Actively participate in the activities of the school teaching and research group, * * * enjoy resources, * * * exchange views with them, and constantly improve their professional quality.
This training provides a particularly good learning and communication platform for biology teachers in senior high schools in Shaanxi Province. I will take this provincial training as an opportunity to improve myself, be brave in exploration and enterprising, and constantly improve my education and teaching level. At the same time, I hope that the education department can hold more similar teacher training, so that every grass-roots teacher can go out of school, accept the baptism of new knowledge and new theory, and constantly improve their own educational and teaching practice ability.