A new round of curriculum reform has been officially launched nationwide, which is a huge teaching reform and a far-reaching learning revolution. It will affect and touch the traditional way of thinking, it will pay more attention to the development of learning subjects and the change of learning methods, and it will certainly promote the development of quality education and basic education. Our school actively implements the spirit of the higher-level documents, actively explores the road of curriculum reform in combination with the actual situation of the school, and crosses the river by feeling the stones. In order to steadily push forward the new curriculum reform, this scheme is specially formulated.
I. Guiding ideology
Based on the outline of the basic education curriculum reform of the Ministry of Education and in accordance with the requirements of the competent departments of cities and counties, we will actively organize curriculum reform training, update educational concepts and means, reform the single evaluation model, further promote quality education, actively and steadily explore new ways of curriculum reform, and strive to be the first goose in the county.
Second, the organization of curriculum reform
Team leader of curriculum reform: Zhan
Deputy Team Leaders: Hu Suggestion, Xiao Benchu, Wang Wan Li and Shu.
Members: Yue Baicheng, Sun Education, Liu Bing, Dell, Wang Fulin, head of Yu Teaching and Research Group.
Three. Objectives and tasks
1, understand the spiritual connotation of curriculum standards, and put forward your own unique opinions.
2. Understand the content, style, structure, characteristics and use strategies of the new textbook. On this basis, carry out school-based research and develop local curriculum resources to serve education and teaching.
3. Carry out research on teaching methods. Teachers should change the traditional teaching concept, abandon the phenomenon of "cramming" with chalk, actively explore teachers' role consciousness, be "guides" instead of "actors" in class, study the classroom teaching structure and process, and form a personalized teaching style.
4. Study on learning style. Actively cultivate learning methods that advocate autonomy, cooperation and inquiry, guide students to develop their individual potential, and change passive learning methods.
5. Formulate scientific evaluation concept and mechanism, and establish a set of evaluation system suitable for Changchong Middle School.
IV. Measures and methods
1, vigorously carry out learning and training activities. Any reform must go through the ideological barrier first, that is, the concept comes first, which is the guarantee of reform. We organize three-level training, the first level is upper-level training, and excellent teachers are sent to provinces and cities to participate in backbone training. The second level is to organize all teachers' general training and subject training; The third level is to organize training by the school and strengthen learning repeatedly at fixed time, especially to observe the demonstration classes in the experimental area. Through the three-level training, the concept of all teachers will be completely changed, and the phenomenon of "wearing new shoes and taking the old road" will be put an end to.
In addition, learning and training are promoted in stages, that is, teachers are selected in batches to participate in training and course discussion activities organized by provinces, cities and counties; Train teachers in batches, that is, teachers who are still teaching old textbooks should also be trained, so that they can use new ideas and methods for classroom teaching and follow-up training; Teachers in the initial grade still need to carry out textbook training in the follow-up stage to truly achieve the goal of comprehensive training and all-round training.
2. Implement collective lesson preparation activities, and set up lesson preparation groups and grade groups for follow-up supervision in all subjects and grades. Each lesson preparation group should have a guiding teaching plan, time arrangement and activity arrangement. The lesson preparation team should carry out collective lesson preparation activities. Every time you prepare a lesson, there must be a central spokesman, and the members of the lesson preparation team actively participate in the discussion, give play to the collective wisdom, and explore new ways of curriculum reform. The lesson preparation team should also regularly carry out activities such as observation, speech and class evaluation, so as to really learn from each other's strengths and improve progress.
3. Improve the relevant system of curriculum reform. Promoting curriculum reform should also be constrained by the system. We decided to study and formulate the learning system of curriculum reform, classroom teaching evaluation system and curriculum evaluation system, so that all teachers' body, mind and energy can be directed at curriculum reform, and teachers and students in Changchong Middle School can be integrated into the torrent of begging in the shortest time.
4. School leaders, middle-level cadres, teaching and research team leaders and lesson preparation team leaders often attend classes to discuss and study teachers' teaching behavior and students' learning behavior. Strengthen the management and monitoring of the experimental process, put an end to outdated teaching methods and behaviors, and use new textbooks to adopt old teaching methods.
5. Explore the changes of teachers' teaching methods.
Teaching process is an interactive process between teachers' teaching and students' learning. It is by no means a one-way transmission in which the teacher teaches the students to listen or the students concentrate on listening to the teacher. Classroom interaction determines the change of teachers' roles in the classroom. Teachers are no longer masters of the classroom, monopolists of knowledge and givers of teaching materials institutions, but should be equal participants in students' learning activities and active guides and promoters of students' inquiry. The structural model of the classroom will also be completely changed. Learning is no longer based on teaching, but on learning. Teachers' excellent teaching is to provide services for students to study better. Therefore, teachers must straighten their position in the classroom and reposition their classroom roles. Only in this way can we truly achieve the harmony between teaching and learning and the unity of learning and teaching.
The reform of teaching methods is also manifested in the interpretation and treatment of teaching materials. Many teachers are always used to the traditional teaching thinking, because in the past, there were fixed patterns in the processing of teaching materials, which were simple to operate and did not require brains. For example, in Chinese classroom teaching, paying attention to the dismemberment and analysis of texts is always inseparable from "words, words, sentences, paragraphs, languages, corrections, reasoning and texts". Mathematics classroom teaching begins with "concept"-the classroom teaching of "curriculum reform" attaches importance to spiritual education, so that students can feel and experience what they have learned in practice. This kind of teaching is not fixed, very flexible and difficult to grasp, especially the preparation of lessons is demanding and difficult, especially the "problem inquiry". Teachers should not only rely on past experience, but also give teachers an "estimate" of students' questions in class. There was a "teaching reference" for preparing lessons in the past. Now we should read a lot of books, consult a lot of materials and collect relevant information extensively. In addition, we should delete, select, process and deal with it through our true feelings. In class, teachers should always give students answers. This series of changes in the classroom teaching of "curriculum reform" will mean that teachers are not easy and difficult, and teachers need to constantly temper themselves, speed up the "running-in" and adaptation to this classroom teaching, concentrate on research and exploration. Only in this way can teachers really make a nutritious "classroom meal" for students in their own teaching.
6. Explore the change of students' learning style.
There is an important idea in the new curriculum standard: return the classroom to the students, so that the students can truly become the masters of learning. However, it is not easy for students to become the masters of learning. If we don't guide students properly in class, they will feel idle and at a loss even if we leave them some study time in class. In this way, instead of becoming the master of learning, students become indifferent bystanders in classroom learning, and students certainly have little effect in class. So how can teachers guide students to learn effectively in class? One: experiential learning. In the classroom, we should try our best to guide students to be in the learning situation of textbooks, so that students can feel and experience in this specific teaching situation, thus stimulating students' motivation to think about problems, arousing students' desire to solve problems, constantly subliming their thoughts and feelings and igniting students' sparks of wisdom. For example, in math class, to guide students to learn the knowledge of circle, we should first put them in the teaching material situation, what are the phenomena of circle in life, and what role circle has on human beings, so that students can germinate in this specific situation. Second, "dialogue learning: that is, let students talk more with textbooks, writers and life." Create more specific topic situations in the classroom, so that students can constantly collide in group communication through discussion, thus generating sparks of wisdom that can collide.
7. Actively promote research. Our school has a research topic of "innovative education" approved by the Municipal Academy of Educational Sciences. It is necessary to vigorously carry out research and experiments in various disciplines, spend financial resources, energy and manpower on experimental research, and report the conclusions to the Municipal Academy of Educational Sciences, which has strong organizational leadership, sufficient research funds, solid experimental research and excellent experimental results, and occupies the position of a model school in the city.
8. Pay attention to the integration of data and the summary and transformation of results. Teachers of all disciplines should collect first-hand information on the implementation of the new curriculum, analyze, study and summarize the applicable information, which has a certain position and influence in the county's curriculum reform, especially to introduce a number of outstanding achievements such as famous teachers, papers and materials.
Problems needing attention in verb (abbreviation of verb)
1, to prevent individual teachers from being unwilling or afraid to change and arming their minds ideologically. Students should pay attention to the guidance and training of learning methods, and should not be complacent and afraid of difficulties.
2. Lack of curriculum evaluation. There is no unified model for curriculum evaluation. Schools should formulate a teacher evaluation mechanism that adapts to the curriculum reform, and teachers should also use Scientific Outlook on Development to evaluate students. Multiple evaluation, developmental evaluation and process evaluation are the evaluation principles that should be implemented.
3. Put an end to the phenomenon of "lazy people" and "lazy thoughts". What the curriculum reform needs is "willing cows" and "idiots talking in dreams", instead of the traditional "lazy people" who spend time and sweat, and are actually unwilling to think and do things. Teachers should stand at the height of the times, keep pace with the times, keep pace with the times, keep pace with ideas, develop ahead of time, and make a difference in curriculum reform.
In a word, it is an arduous task to promote curriculum reform. We will stand at the height of "Theory of Three Represents", keep pace with the times, keep pace with the curriculum reform, promote the revolution of basic education with advanced teaching concepts, management methods, teaching methods and learning methods, and cultivate qualified talents for the country to adapt to the development of the times.
New lion primary school promotion curriculum reform plan
A new round of curriculum reform has been officially launched nationwide, which is a huge teaching reform and a far-reaching learning revolution. It will affect and touch the traditional way of thinking, it will pay more attention to the development of learning subjects and the change of learning methods, and it will certainly promote the development of quality education and basic education. Our school actively implements the spirit of the higher-level documents, actively explores the road of curriculum reform in combination with the actual situation of the school, and crosses the river by feeling the stones. In order to steadily push forward the new curriculum reform, this scheme is specially formulated.
I. Guiding ideology
Based on the outline of the basic education curriculum reform of the Ministry of Education and in accordance with the requirements of the competent departments of cities and counties, we will actively organize curriculum reform training, update educational concepts and means, reform the single evaluation model, further promote quality education, actively and steadily explore new ways of curriculum reform, and strive to be the first goose in the county.
Second, the organization of curriculum reform
Team Leader of Curriculum Reform: Zheng Gang.
Deputy Team Leader: Wu Fan
Members: Zheng Siqing, Yuan, Zhang, Dong Tianhui, Li Yuqiong,
Deng, Chen Desheng,,, Duan Pengcheng, Chen
Three. Objectives and tasks
1, understand the spiritual connotation of curriculum standards, and put forward your own unique opinions.
2. Understand the content, style, structure, characteristics and use strategies of the new textbook. On this basis, carry out school-based research and develop local curriculum resources to serve education and teaching.
3. Carry out research on teaching methods. Teachers should change the traditional teaching concept, abandon the phenomenon of "cramming" with chalk, actively explore teachers' role consciousness, be "guides" instead of "actors" in class, study the classroom teaching structure and process, and form a personalized teaching style.
4. Study on learning style. Actively cultivate learning methods that advocate autonomy, cooperation and inquiry, guide students to develop their individual potential, and change passive learning methods.
5. Formulate scientific evaluation concept and mechanism, and establish a set of evaluation system suitable for Changchong Middle School.
IV. Measures and methods
1, vigorously carry out learning and training activities. Any reform must go through the ideological barrier first, that is, the concept comes first, which is the guarantee of reform. We organize three-level training, the first level is upper-level training, and excellent teachers are sent to provinces and cities to participate in backbone training. The second level is to organize all teachers' general training and subject training; The third level is to organize training by the school and strengthen learning repeatedly at fixed time, especially to observe the demonstration classes in the experimental area. Through the three-level training, the concept of all teachers will be completely changed, and the phenomenon of "wearing new shoes and taking the old road" will be put an end to.
In addition, learning and training are promoted in stages, that is, teachers are selected in batches to participate in training and course discussion activities organized by provinces, cities and counties; Train teachers in batches, that is, teachers who are still teaching old textbooks should also be trained, so that they can use new ideas and methods for classroom teaching and follow-up training; Teachers in the initial grade still need to carry out textbook training in the follow-up stage to truly achieve the goal of comprehensive training and all-round training.
2. Implement collective lesson preparation activities, and set up lesson preparation groups and grade groups for follow-up supervision in all subjects and grades. Each lesson preparation group should have a guiding teaching plan, time arrangement and activity arrangement. The lesson preparation team should carry out collective lesson preparation activities. Every time you prepare a lesson, there must be a central spokesman, and the members of the lesson preparation team actively participate in the discussion, give play to the collective wisdom, and explore new ways of curriculum reform. The lesson preparation team should also regularly carry out activities such as observation, speech and class evaluation, so as to really learn from each other's strengths and improve progress.
3. Improve the relevant system of curriculum reform. Promoting curriculum reform should also be constrained by the system. We decided to study and formulate the learning system of curriculum reform, classroom teaching evaluation system and curriculum evaluation system, so that all teachers' body, mind and energy can be directed at curriculum reform, and teachers and students in Changchong Middle School can be integrated into the torrent of begging in the shortest time.
4. School leaders, middle-level cadres, teaching and research team leaders and lesson preparation team leaders often attend classes to discuss and study teachers' teaching behavior and students' learning behavior. Strengthen the management and monitoring of the experimental process, put an end to outdated teaching methods and behaviors, and use new textbooks to adopt old teaching methods.
5. Explore the changes of teachers' teaching methods.
Teaching process is an interactive process between teachers' teaching and students' learning. It is by no means a one-way transmission in which the teacher teaches the students to listen or the students concentrate on listening to the teacher. Classroom interaction determines the change of teachers' roles in the classroom. Teachers are no longer masters of the classroom, monopolists of knowledge and givers of teaching materials institutions, but should be equal participants in students' learning activities and active guides and promoters of students' inquiry. The structural model of the classroom will also be completely changed. Learning is no longer based on teaching, but on learning. Teachers' excellent teaching is to provide services for students to study better. Therefore, teachers must straighten their position in the classroom and reposition their classroom roles. Only in this way can we truly achieve the harmony between teaching and learning and the unity of learning and teaching.
The reform of teaching methods is also manifested in the interpretation and treatment of teaching materials. Many teachers are always used to the traditional teaching thinking, because there was a fixed pattern in the treatment of teaching materials in the past, and the operation was simple without thinking. For example, Chinese classroom teaching attaches importance to the dismemberment and analysis of the text, and the text is always inseparable from "words, words, sentences, paragraphs and articles". Mathematics classroom teaching starts with "concept-formula-example", and "curriculum reform" classroom teaching attaches importance to spiritual education, so that students can feel and experience what they have learned in practice. This kind of teaching is not fixed, very flexible and difficult to grasp, especially the preparation of lessons is demanding and difficult, especially the "problem inquiry". Teachers should not only rely on past experience, but also give teachers an "estimate" of students' questions in class. There was a "teaching reference" for preparing lessons in the past. Now we should read a lot of books, consult a lot of materials and collect relevant information extensively. In addition, we should delete, select, process and deal with it through our true feelings. In class, teachers should always give students answers. This series of changes in the classroom teaching of "curriculum reform" will mean that teachers are not easy and difficult, and teachers need to constantly temper themselves, speed up the "running-in" and adaptation to this classroom teaching, concentrate on research and exploration. Only in this way can teachers really make a nutritious "classroom meal" for students in their own teaching.
6. Explore the change of students' learning style.
There is an important idea in the new curriculum standard: return the classroom to the students, so that the students can truly become the masters of learning. However, it is not easy for students to become the masters of learning. If we don't guide students properly in class, they will feel idle and at a loss even if we leave them some study time in class. In this way, instead of becoming the master of learning, students become indifferent bystanders in classroom learning, and students certainly have little effect in class. So how can teachers guide students to learn effectively in class? One: experiential learning. In the classroom, we should try our best to guide students to be in the learning situation of textbooks, so that students can feel and experience in this specific teaching situation, thus stimulating students' motivation to think about problems, arousing students' desire to solve problems, constantly subliming their thoughts and feelings and igniting students' sparks of wisdom. For example, in math class, to guide students to learn the knowledge of circle, we should first put them in the teaching material situation, what are the phenomena of circle in life, and what role circle has on human beings, so that students can germinate in this specific situation. Second, "dialogue learning: that is, let students talk more with textbooks, writers and life." Create more specific topic situations in the classroom, so that students can constantly collide with each other through discussion and group communication, thus generating sparks of wisdom that can collide.
7. Actively promote research. We should vigorously study and experiment in various disciplines, and spare no expense in financial resources, energy and manpower to carry out experimental research.
8. Pay attention to the integration of data and the summary and transformation of results. Teachers of all disciplines should collect first-hand information in the implementation of the new curriculum, analyze, study and summarize applicable information, which has a certain position and influence in the county in terms of curriculum reform, especially to introduce a number of outstanding achievements such as famous teachers, papers and materials.
Problems needing attention in verb (abbreviation of verb)
1, to prevent individual teachers from being unwilling or afraid to change and arming their minds ideologically. Students should pay attention to the guidance and training of learning methods, and should not be complacent and afraid of difficulties.
2. Lack of curriculum evaluation. There is no unified model for curriculum evaluation. Schools should formulate a teacher evaluation mechanism that adapts to the curriculum reform, and teachers should also use Scientific Outlook on Development to evaluate students. Multiple evaluation, developmental evaluation and process evaluation are the evaluation principles that should be implemented.
3. Put an end to the phenomenon of "lazy people" and "lazy thoughts". What the curriculum reform needs is "willing cows" and "idiots talking in dreams", instead of the traditional "lazy people" who spend time and sweat, and are actually unwilling to think and do things. Teachers should stand at the height of the times, keep pace with the times, keep pace with the times, keep pace with ideas, develop ahead of time, and make a difference in curriculum reform.
In a word, it is an arduous task to promote curriculum reform. We will stand at the height of "Theory of Three Represents", keep pace with the times, keep pace with the curriculum reform, and promote the revolution of basic education with advanced teaching concepts, management methods, teaching methods and learning methods.