Since 1997, our school has paid attention to the research of Chinese education, promoted the self-cultivation of young backbone teachers, and inherited and carried forward the teaching experience of "reading a lot, reading a lot and writing in advance" in the 1960s, making the educational experience of Lu Xiao Literature Society orderly, systematic and scientific. Therefore, our school focuses on the education and research of "Chinese", vigorously promotes the construction of teachers, and reports to the Teacher Education Department and Scientific Research Department of Shanghai Municipal Education Commission, which has become a self-training base in Shanghai and an educational research topic in Shanghai. Looking back on the practice in the past two years, it is mainly: ① set a goal, ② grasp two approaches, ③ grasp three relationships, ④ pay attention to four strategies, ⑤ strengthen five links, ⑤ grasp six practices, and ⑦ implement seven measures.
First, set a goal.
According to the educational development goal of Songjiang District in the Ninth Five-Year Plan, our school aims at improving the national quality, focusing on cultivating innovative spirit and practical ability, taking improving ideological and political quality as the soul, promoting quality education and promoting the coordinated development of students' morality, intelligence, physique and aesthetics; The spirit of becoming an ideal, moral, educated and disciplined builder and successor of the socialist cause. "Based on the actual situation of our school's goal of striving for a first-class primary school in the suburbs of Shanghai, we decided to promote the construction of the teaching staff with the' Great Chinese' educational research' self-training experimental base', so that teachers can learn to design action steps according to the goals in the process of great Chinese research, and then implement them step by step, constantly try and practice, and constantly approach and realize new educational research goals, so as to achieve the goal of cultivating the teaching staff. At the same time, according to the requirements of quality education and the principle of seeking truth from facts and training on demand, our school trains teachers in academic qualifications and post knowledge, so that they can learn from each other, learn from each other, tackle key problems collectively and work together to form an overall joint force to solve problems in educational practice, and form a high-level and high-quality teacher team that can implement quality education, integrate theory with practice, complete disciplines and reasonable structure.
Second, seize two ways.
In order to strengthen the construction of self-training base, our school adheres to the principle of walking on two legs: First, it closely relies on the district teachers' training college (school). Under their guidance, our school strives to improve the implementation plan of "Great Chinese" research, and organizes relevant experts and experts to demonstrate the topic. Under their guidance, the Chinese education research in our school has implemented the radiation strategy of "step by step implementation-independent promotion-hierarchical requirements-block rolling", which has helped the school solve many problems in the understanding of Chinese education research and the construction of self-training bases. Second, schools should give full play to their subjective initiative and rely on their own strength to strengthen the construction of "self-training" bases. (1) school self-cultivation. Optimize self-training environment, strengthen self-training mechanism, standardize training work, transform self-training contradictions, strengthen self-training methods and purify self-training mentality, so as to achieve the purpose of training teachers. (2) Teachers' self-cultivation. For sustainable development, teachers should learn self-awareness, self-participation, self-cultivation, self-exercise and self-motivation, and Qi Xin should work together to gradually achieve the state of "self-improvement and self-development".
Through practical research, our school tries to organically combine the advantages of the two universities, learn from each other's strong points, and give full play to their combination efficiency, that is, apply the knowledge and theory learned by the further education college (school) to the school's education (learning) practice, and at the same time, through continuous screening, optimization and promotion, make the experience and practices summarized in work practice scientific and normative.
Third, grasp the three relationships.
In the construction of self-training base in our school, we should correctly grasp the relationship of "paying equal attention to teachers' morality and business, giving consideration to education and teaching, and unifying teaching and scientific research". Actively promote the construction of teachers.
(1) Pay equal attention to teachers' morality and business. The implementation of "Great Chinese" education and scientific research in our school to train a group of key teachers requires them to have high political and ideological literacy and strong professional ability, which plays an exemplary role in teachers' morality, style and teaching business. Teachers should not only lead by example, but also have profound knowledge and cultural accomplishment, and play the role of answering questions and consulting in teaching work.
(2) Give consideration to education and teaching. In the implementation of quality education, teachers are not teachers, but educational experts. He can not only do a good job as a class teacher (counselor), but also manage the remedial class team, form a good class group and strive to promote the implementation of "Chinese" education. At the same time, we can strive to improve the efficiency of classroom teaching for 40 minutes, form our own teaching mode and style, improve the teaching ability and achievements of Chinese education, and strive to achieve double harvest.
(C) the unity of teaching and scientific research. While completing the teaching work seriously, young teachers should pay attention to the special topics of education and scientific research, constantly enrich and improve their teaching theories and experiences in research, and constantly verify them in practice. The two are organically unified and complement each other. As managers, they should be all-round in the process of learning Chinese, and teachers should encourage them to develop in an all-round way.
Fourth, pay attention to four strategies.
Our school takes the educational research of "Great Chinese" as the starting point, promotes the construction of teaching staff, pays attention to the study of educational strategies, and tries to explore new strategies of "hanging up, connecting up, internalizing and projecting".
(1) The so-called "attachment" means that our "big language" education research is guided by the District Teachers College, linked with the research topics of composition teaching in rural primary schools of the Central Institute of Education, the Shanghai Small Language Association, the Shanghai Teacher Training Center and the Shanghai Institute of Education, and strives for their support. Professor Wu Ligang of Shanghai Normal University, Zhang Tianruo, associate researcher of Central Institute of Education, and Wu Aiguang, a special-grade teacher of Shanghai Minhang Institute of Education, were hired as consultants to give theoretical and practical guidance.
(2) The so-called "horizontal connection" refers to horizontal connection. Our school has carried out horizontal contact in the implementation of "Great Chinese" education research, and successively contacted Nanjing Changjiang Road Primary School, Shanghai Experimental Primary School, Shandong Fushan District, Zhejiang Hangzhou Primary School, and Shanghai "Double Track" literacy teaching research unit to understand the teaching reform trends, learn from the teaching reform experience, participate in project research, and discuss the educational laws together. At present, there are 4 members of Shanghai Small Language Association, the school has become a member of Shanghai Small Language Association, 3 members of rural composition teaching research group of Central Education Institute, 4 members of Songjiang District Education Tutor Group and 8 members of subject center group.
(3) The so-called "internalization" means that individuals agree with the values and practical standards of the school's "big Chinese" education research. As part of their own Chinese teaching reform, it is divided into three stages:
(1) hue. Our school concentrates on propaganda, forms a momentum, organizes scattered people through topics, and makes teachers, parents and students gradually gather together to form an overall synergy.
(2) assimilation. It refers to letting teachers accept and absorb the educational ideas, educational concepts, implementation plans, steps and methods of "Big Language" and organizing forces to participate in research projects.
(3) internalization. On the basis of assimilation, teachers should be internalized, and the research of "Chinese" education should be regarded as a skill exercise to improve their professional level and implement quality education, so as to promote the whole teaching reform experiment, and at the same time, unite teachers' hearts, encourage them to undertake sub-projects and actively try to study under the banner of subject research.
(4) "Extrapolation" refers to the fact that our school has the function of external radiation in the implementation of "Great Chinese" education research, that is, to promote the experience summed up in its own implementation.
(1) Step-by-step implementation-adjust measures to local conditions, step by step, step by step, and gradually promote.
(2) Individual promotion-all lines and departments shall focus on promotion according to the actual situation.
(3) Hierarchical requirements-different methods are adopted for different objects, different schools and different teachers, and different requirements are put forward for implementation.
(4) Block rolling-centering on the school, radiating to the outside world constantly, forming a rolling trend.
Through the study of the four strategies, teachers' autonomous learning and self-study ability have been improved.
Five, strengthen the five links
Cultivating teachers and improving their professional level is the key to the implementation of quality education "Great Chinese" education research. The so-called teacher training means that the school relies on its own educational backbone to train teachers, so that they can think, study, explore and practice with problems, and strive to avoid detours in the implementation of the "big Chinese" education activities and improve the efficiency of scientific research. To this end, our school has strengthened five links.
(1) Learn to ask questions.
In other words, teachers should learn to find problems in implementing quality education and promoting the teaching and research activities of "big Chinese". Ask questions only when you find them. For example, the teacher asked what a "big language" was, why it was mentioned, and what was the difference between it and a "small language"? How to carry out "Great Chinese" education research? What is the relationship between "Great Chinese" education research and quality education? Such problems urge teachers to look for information, think positively, carry out a series of discussions, express their opinions, inspire each other and improve together.
(2) learn to assume.
We should not only ask questions, but also solve them. Therefore, we ask all teachers to offer suggestions and suggestions in the research, and put forward many golden ideas and good methods to implement the "big Chinese" education research, so as to contribute to the improvement of the implementation plan. If someone thinks: "Big Chinese" is a "big Chinese" with the connection inside and outside the school, the coordination inside and outside the class, the infiltration and extension of various disciplines; Some people think that "Great Language" is a humanistic, instrumental and basic science, and it is a three-dimensional rolling and rich connotation of "seeing, listening, speaking, reading, writing, thinking, words, sentences, paragraphs and articles". According to the different opinions of teachers, we make a comprehensive analysis and select more effective opinions to be included in the scheme for your reference, study and practice.
(3) Learn to solve problems.
The so-called problem-solving means that the teachers in the school solve problems on the basis of scheme design around their own problems. The key to solving the problem lies in the teacher's experiment, exploration and summary. To this end, each grade in our school is undertaken by a grade leader. For example, the list of sub-topics of "Great Chinese" education research in all grades of Zhongshan Primary School:
grade
Group leader
Sub-topic content
Number of participants
end time
Form of achievement
one
Xi hongqun
Read a lot, read and write in advance.
eight
99、6
thesis
two
Layla
Read and write a lot.
eight
99、2
thesis
three
Yin zhirui
teaching & research in writing
eight
99、6
thesis
four
Xie jiangfeng
Study on the Classroom Teaching Mode of "Promoting Writing by Reading"
10
99、8
thesis
five
Xue chunhong
Principles of "Great Chinese" Education
nine
99、2
thesis
six
Yuan yuejin
A Study on the Communication Strategies in and out of "Big Chinese" Class
nine
99、6
thesis
These sub-topics don't just stay in the scheme, but are accepted and absorbed by every teacher and put into action in teaching practice. We use the methods of "snowballing from point to area" and "encouraging" to encourage teachers to invest. The general operation method is:
(1) Learn the educational theory of Great Chinese, study the key problems to be solved in your own design scheme, and find relevant theoretical support.
(2) According to this view, prepare lessons collectively, discuss and improve collectively, form a more reasonable plan, recommend one person to "try teaching", and then make a collective analysis.
(3) Take classes by turns, that is, on the basis of classes, study how to master the same textbook and the same teaching method among different students and different teachers, how to embody their own unique style, and strive to find several teaching modes such as "different textbooks, the same teaching method, the same textbook and different teaching methods", so as to promote every teacher to have the opportunity of "learning-practicing-learning-practicing again".
(4) Finally, analysis and evaluation. After class, we ask the class participants to talk about the intention of the class, the design of the scheme, the choice of teaching methods, the use of educational wit and teaching strategies. Then we recommend a teacher to give a targeted lecture (make some adequate preparations in advance and be familiar with the teaching materials, teaching methods and Chinese, especially the core essence of this topic). )。 In the evaluation process, we should not only affirm the achievements, but also point out the shortcomings and raise hopes; It is necessary to evaluate both theory and practice, especially the ingenious combination of theory and practice; We should not only evaluate the teaching mode, but also evaluate the educational tact, teaching strategy and teaching style, and persist in seeking truth from facts. Finally, let each participating teacher talk about his experience and feelings. In this way, teaching learns from each other, learning theory and knowledge from practice, being sublimated in practice, and finally returning to practice to test its scientificity.
(4) learn to examine questions.
Learning test questions is the basic skill of every teacher, and it is also the ability that every teacher must have in practice. Only through continuous practice and summary can we continue to rise and make progress.
The so-called test refers to constantly verifying the experience, inductive methods and specific operations summarized by teachers in Chinese education practice, and returning them to specific Chinese practice to verify whether these facts, experiences and methods are universal and regular, which can improve the efficiency of Chinese education research.
(5) Learn to sum up scientific experience.
Scientific experience summary is the highest level of experience summary. On the basis of summarizing general experience, this paper makes a logical and rational analysis to reveal the essence of experience, the relationship between its main contents and its position and role in education. Through this summary, various educational experiences have been promoted to educational theories. Therefore, in the implementation of "Great Chinese" educational research activities, we let teachers learn the "experience screening method", that is, learn the thinking process of "from this and that, from the outside to the inside, from the rough to the fine, from the false to the true" from practical experience. It is a research method aimed at optimizing the research process of "Great Chinese" education.
(1) Organizing forces to put forward research plans. Analyze and summarize excellent teaching experience, such as Zhu Rongfen's "five-step" expanding reading teaching model, study its advantages and disadvantages, and then determine its research plan.
(2) organize forces to implement the plan. According to the research plan, we implement this experience in extracurricular reading teaching, that is, we purposefully reflect this experience in lesson preparation activities into Chinese teaching plans.
(3) organize component strength evaluation. For example, organize experienced teachers to make a systematic investigation and evaluation of extracurricular reading teaching site, so that every teacher can also participate in this matter.
(4) Optimize organizational strength. According to the investigation and evaluation, the original results were eliminated, developed and optimized, and now a "five-step" teaching model has been formed:
Goal orientation → reading guidance → independent reading transfer → questioning innovation → accumulating application.
The topic of today's special training research center is: "to find the intersection of reading teaching in and out of class, so that students can learn to move and learn to study independently."
(5) Repeated screening of organizational strength. We will return Comrade Zhu Rongfen's extracurricular reading teaching experience to practice for verification, and strive to be more systematic and scientific, so as to realize the second leap of "practice-understanding-practice-cognition" and let teachers learn to refine, verify, summarize and apply experience.
Sixth, do six practices well
Educational practice refers to the activities that school educators exert educational influence on the body and mind of the educated purposefully, planned and organized. This topic refers to the "listening, speaking, reading, writing and writing" activities of teachers in Chinese education. Implement the overall design step by step, grading requirements, classified guidance, independent implementation, step by step, interlocking, step by step, and gradually promote the self-construction of teachers.
(a) step by step implementation
The so-called step-by-step implementation means to carry out targeted and step-by-step research activities according to the actual situation of the school, the conditions of teachers and the current situation of original education (learning).
Step 1: We take improving the efficiency of 40 minutes in class and optimizing the classroom teaching structure as the starting point to save time and ensure that children have free reading time. To this end, we have taken a series of measures, such as collective lesson preparation, mutual lectures, lectures in turn, open classes, and class evaluation, to improve teachers' professional level, improve classroom efficiency, and ensure the implementation of quality education. It lasted for a semester, and every teacher was actively involved. )
Step 2: On the basis of optimizing the efficiency of the 40-minute class, focus on extracurricular reading and extended reading mode. We adopt the method of "from point to area", that is, we find one or two teachers as leaders in each grade, and let them carry out the experiment of extended reading according to the actual situation of the teaching materials. Then we organize the backbone to attend lectures and evaluate classes, analyze and summarize them into some kind of "extended reading" model, and finally organize the promotion, so that the majority of teachers can set an example and catch up with the direction. Has now formed.
Extended reading mode