One-stage harvest summary report
First, the process of research 1. The teaching and research group organized everyone to seriously study the new curriculum concept and mathematics curriculum standards. After research and discussion, combined with the theoretical level and comprehensive quality of the experimental teachers in the research group, the cultivation of mathematical inquiry ability is determined from three aspects: the research of inquiry learning classroom teaching, the research of students' mathematical inquiry methods and the research of mathematics inquiry questions in the senior high school entrance examination. Each grade group studies a content separately. The seventh grade focuses on students' inquiry methods, the eighth grade studies the classroom model, and the ninth grade studies the senior high school entrance examination questions.
2. Organize teachers' theoretical study and improve their experimental research ability; Actively study quality education teaching theory works, education and teaching research journals, new curriculum standards, teaching materials, etc. ; Actively participate in the training of mathematics teaching and research; Focus and reflect on your study; Each group conducts collective study once a month and conducts targeted discussions and exchanges.
3. The main battlefield of education and teaching is classroom, and the research focus is classroom teaching. Experimental teachers take classroom teaching as the starting point of experimental research, and how to guide students to explore independently and learn through cooperation and exchange. Teachers reflect on the traditional teaching behavior, compare it with the teaching behavior advocated by the new curriculum standard, create vivid and interesting problem scenarios from students' life experience and existing knowledge, and guide students to acquire knowledge and form skills through practice, thinking, exploration and communication.
4. The open class of project research adopts the mode of "course setting, preparing lessons, lecturing, evaluating lessons, communicating, reflecting and evaluating", taking experimental research courses as the carrier, carefully organizing and rallying the strength of the whole group, changing students' traditional learning methods, and constructing "independent inquiry, cooperative communication" to promote students' development (watching, listening, speaking and hands-on operation) to explore, communicate and discuss Guo Qingju. This paper focuses on how to deal with the internal relations of "knowledge and skills, process and method, emotional attitude and values" in mathematical activities. During the activity, teachers cooperated to explore, exchanged and studied with each other, and the research on the topic formed a strong atmosphere.
Every teacher attends classes with full enthusiasm and brand-new ideas, and explores new modes of classroom teaching. With the participation of all teachers, experimental teachers fully guide students to think independently, cooperate and communicate, and actively explore, and cultivate students' application consciousness and problem-solving ability. Initially form an overall understanding of mathematics, deepen the understanding of related mathematical knowledge, and obtain some methods and experiences to study problems. Activities have improved teachers' ability to implement teaching and research teaching, and promoted the quality of mathematics teaching in our school, by going up one flight of stairs.
5. After each classroom research activity, teachers listen to peer review with reflection and realize the true meaning of classroom teaching. Every interaction, teachers have their own new views and ideas, and there are many different views on class evaluation. Among them, all teachers are confused by right and wrong, and have a strong desire to explore topics. Teachers who attend classes can reflect on comments in a targeted way, and teachers who attend classes can produce effective teaching knowledge and methods in listening and evaluating classes. With questions and doubts, experimental teachers listen to peer reviews and clearly learn the new curriculum standards, which is not only understanding, but more importantly, understanding and implementing; Flexible use of teaching materials is not only the key to mastering teaching materials, but also an activity field suitable for students' development. To highlight the characteristics of the subject, we should not only have specialized teaching, but more importantly, creatively stimulate students' desire to explore and cultivate their learning ability of independent inquiry and cooperation and exchange. In a series of research activities, all the experimental teachers in the research group have got good exercise and achieved outstanding teaching and research results.
Second, the formation of results.
1. The members of the research group actively write research projects, cases, papers, teaching reflections and experience summaries. After the first draft of the article is formed, discuss and communicate in this group to form the research results of the subject.
2. The change of mathematical values is the highlight of this study. There are some contradictions in teaching practice; There are more student activities, and the classroom atmosphere is active, so that students can fully experience it, but time does not allow them to reach the teaching goal; For some problems, do students need to experience and explore, whether traditional methods are more effective and so on. After more than a year's research, every teacher in the research group has established a new teaching concept, obtained a correct value orientation, changed traditional teaching behavior, improved teaching skills, and formed a classroom teaching model advocated by the new curriculum standard.
3. This year, the experimental group carried out extracurricular activities in mathematics to cultivate students' practical ability, cultivate students' innovative spirit and expand their learning fields.
Third, students' grades.
1, students can actively participate in learning activities.
2. Students can get ideas and methods to solve problems through independent thinking.
Students can understand other people's ideas and benefit from communication with peers.
4. Students can solve problems effectively and try to think from different angles.
5. Students can reflect on their understanding of the learning process.
6. Students can use mathematical language to express their thinking process in an orderly way.
7. Students have the confidence to learn mathematics well and can avoid the difficulties and problems they encounter.
8. Students are willing to cooperate with others and exchange ideas with peers.
The second stage harvest summary report
I. Basic Information of the Project In June of xx, some members of our math group participated in the municipal project "Exploration of classroom teaching mode of primary school mathematics". In order to truly explore a set of innovative teaching mode of primary school mathematics, we should seriously study the theory of innovative education and guide practice with the concept of curriculum reform. In practice, adhere to the principle of subject research, open teaching research, and reflect on teaching with the concept of curriculum reform.
Second, research methods.
1, the combination of literature review and online discussion: through the collection and investigation of relevant literature and other theoretical research, strong theoretical support is obtained; Communicate, understand, analyze and improve through theoretical training and online seminars.
2. Investigation and analysis method: through questionnaire survey, we can understand the learning situation, determine the implementation progress, and adjust the implementation methods or steps in time. The questionnaire survey and summary of students' learning methods are completed, which provides a theoretical basis for this study.
3. Resource induction: Make detailed records in experiments or investigations, collect data and evidence to be cited when writing papers, such as original materials and photos, and compare them with experiments. If you find anything, do a preliminary analysis, induction and sorting at that time. The person in charge of the project consciously collects and saves these original records and materials.
4. Experience summary method: insist on process research such as exploration, research, summary, revision and guidance, and form phased summary in time.
Three. Work done since the establishment of the project
1. Strengthen theoretical study and improve teachers' teaching concept.
Learn innovative education theories at home and abroad, as well as modern pedagogy and psychology theories, keep reading notes, reflect after reading, and be enriched in pursuing, realizing and surpassing yourself. Organize the teachers of the research group to learn relevant teaching theories and strengthen the promotion of teachers' teaching concepts.
2. Determine the sub-topics of action research in the next stage.
On the basis of the questionnaire analysis report, the research group determined the sub-topics and arranged the next stage of action research. Through the collective research of the members of the research group, the following topics are determined as the direction of this research topic:
(1) The theme is to create problem situations and carry out effective teaching.
(2) Cultivate students' problem awareness and the ability to ask effective questions.
(3) Cultivate students' process learning methods and improve their ability of information collection and processing.
(4) Taking students' effective learning and teachers' effective teaching as the theme.
(5) The theme is to explore effective teaching modes or methods.
(6) To promote teachers' professional development or growth as the theme.
(7) How to cultivate students' communication ability and cooperative spirit.
Fourth, preliminary results.
1, active interest in learning is the premise of cultivating students' "research learning" method.
Einstein said: "Interest is a teacher", and interest always arises in a specific situation. Therefore, efforts should be made to create a good atmosphere for students in teaching, so that students can always be intoxicated, infected and motivated by this atmosphere, thus generating interest, actively learning and improving teaching quality. Especially for primary school students, creating questioning situations in the whole teaching process can always arouse students' curiosity, attention and thirst for knowledge, make students' thinking in a proactive state, be willing to participate, actively use their brains, constantly create inspiration and epiphany, and explore ways to solve various problems, which can not only learn knowledge, but also improve their ability, and promote teachers' guidance and training on the method of "research learning".
2. Improve students' ability to find and ask questions by various means.
The ancients said: "Small doubts make small progress, big doubts make great progress, and those who are good at doubts must be good at learning." The new curriculum standard also advocates giving students the initiative to ask questions, and also gives teaching its true colors. However, in teaching practice, we find that when students ask questions by themselves, they often can't grasp the theme, the questions are fragmented and irrelevant, or they are just entangled in some details, and even the questions raised have nothing to do with or run counter to this class, which leads to the difficulty in completing the teaching plan and the loose teaching process. Therefore, the teachers of the research group pay attention to guiding students to put forward the "question string" of sorting out the goals, which not only protects students' "whimsy" and unique opinions, but also encourages students to talk freely about the practical problems they hope to solve; It also organizes students to enter an effective and orderly state in time, and asks questions closely related to the core content and knowledge. Only by stringing the "question string" on the "growth point" of knowledge and the "extension point" of thinking, and making the sorted goals into questions that students are willing to experience and explore personally, can students devote themselves to the complete system of new knowledge. Through early efforts, students have gradually adapted to this model and are willing to accept this learning method.
3. Dig out the contents suitable for "inquiry learning" in the teaching materials and carry out research on the subject.
In the process of teaching, we must implement the principle of "doing what we can". This requires us to make good use of teaching materials and give full play to their special role in teaching. The premise of this research is to study the teaching materials and dig out the contents suitable for "research learning" to ensure the purposeful development of the project. To this end, the teachers of the research group summarized the experiment while studying and studying in the teaching, and explored the experiment by "running in small steps". By constantly adjusting their teaching methods, the teachers of the research group have greatly improved their professional level and gained more insights into the use and treatment of teaching materials.
4. Students' interest in learning mathematics is obviously increased, and their autonomous learning ability is obviously improved.
Effective classroom teaching has brought more happiness to students, and students' learning attitude and learning effect have changed obviously. They can actively participate in autonomous cooperative learning.
Five, the main problems in the study.
Although our research group has done a lot of work, it has also done some theoretical exploration. However, due to our limited scientific research ability and theoretical literacy, the content of this study needs to be further explored and the research methods need to be further improved.
1. The process data is not well preserved. Everyone pays attention to classroom teaching and has done a lot of work, but the collection and arrangement of process data is not timely. For example, the excavated "research learning" content has not been sorted out; Video lessons and pictures are blank.
2. The research progress is not very smooth. Due to the heavy tasks of the teachers in the research group, the enthusiasm of participating in the research has not been fully mobilized; The research on this topic is not deep enough. The research that leads to the subject is only superficial, with "movement" and no "ripple".
Main measures for further study of intransitive verbs
1, actively develop the quality of teachers and promote the depth of research.
In the future research, we will create a good research atmosphere through continuous theoretical study and classroom teaching, and make periodic evaluation; Usually do more thinking, give more lectures, accumulate more, communicate more and summarize more. On the basis of the original research results, we will continue to conduct in-depth research on the subject, review and reflect on the research status quo, analyze the shortcomings in previous research, fully understand our own research intentions, and lay a solid foundation for in-depth research on the subject.
2. Further strengthen the understanding of the model and cultivate self-awareness.
In teaching, it is far from enough for teachers to mechanically apply models. It is necessary to solve the contradiction between the application of mode and the diversification of teaching methods, and the contradiction between the singleness of mode and the complexity of teaching content, so as to make the research of the subject more effective, finally realize teachers' conscious teaching behavior and improve classroom teaching efficiency.
3. The research results should be displayed in time.
Three-stage harvest summary report
With the leadership and support of the teaching department, the project of our school has gone through two academic years. From the first school year's application, scheme determination, concept planning, theoretical study and preliminary investigation to the implementation of this school year, we have carried out in-depth teaching and research activities, and we have really heard our own growth footsteps in the real work of learning, practice, discussion, exchange, improvement and adjustment. Our project research has entered the later stage. How to combine the new curriculum teaching concept, carry out in-depth project research in more ways, and reflect and show the experimental situation and effect of this project in many ways is the focus of our project research this school year. Although we are nervous about our work, we feel full. Although we are busy, we are growing. The joy of success and the confusion of research coexist. The work progress, activities and practices of the research group in the later period are reported as follows:
Theory is closely related to practice.
Theory is the beacon of practice. Theoretical study has always been one of the focuses of our research group, because we know that without rich conceptual knowledge, our curriculum reform cannot be carried out. Therefore, this semester, we will infiltrate theoretical study into our daily study life, train the members of the research group into learning teachers and develop study habits. This habit has continued since the beginning of the project experiment. Our project teachers insist on learning related theories for a long time and realize knowledge sharing in the group. We applied for a research group online, where we can learn good articles and exchange and discuss the articles and opinions we have seen, so that we can communicate easily and reach an understanding of scientific research ideas.
Pursuing high efficiency and exploring group cooperative learning mode.
In the early stage of the project, we established the sub-project "How to guide students to interpret the text from multiple channels and angles", and conducted a one-year discussion in the Chinese classroom of the central school above grade three, and achieved certain results. In the last periodic summary report, our school made a special report. Our teachers and students have benefited to varying degrees. At the beginning of 20xx, our school decided to reform classroom teaching with the mode of "group cooperative learning" and take the lead in exploring Chinese subjects. Our group cooperative learning mode is discussed from the following parts.
First form a group, and establish a group name according to the characteristics of the group, including "innovation group, spoiler group, etc." , members of the group will communicate according to the specific situation.
The second is to set up a column called "New bamboo shoots grow steadily in the mountains", and the whole class competes for ten projects. Take the little apple as the prize, and get accumulated scores in ten items such as "class, early reading, homework, discipline, hygiene, gymnastics, safety and life" to promote the all-round development of students.
The third is to set up a column named "I am the star of my class" and select "the star of working, the star of life, the star of labor, the star of filial piety, the star of homework, the star of reading, the star of writing, the star of learning, the star of etiquette and the star of progress" within one month. Stars come from the selection of teachers from various disciplines, team leaders and teachers of research groups.
The fourth is to set up two exhibition tables, one is "pk table for boys and girls" and the other is "you fight for the exhibition table". All exhibition tables will compete and surpass in the form of groups, which truly reflects the power of collective cooperation.
The above sections are set around the classroom in the form of class culture, which is efficient, beautiful and lively.
We have carried out many group cooperative learning seminars in our school, and we have been studying, practicing and exploring constantly. In our classroom, teachers come down, get close to the children and study together. The roles of teachers and students are constantly changing. "Participants, instructors, learners, collaborators, explorers ……" Students' listening, speaking, reading, writing, thinking and distinguishing abilities have been fully exercised. In order to promote children's growth to a greater extent, improve students' cooperative learning ability, and pursue efficient classes, we have made great efforts in preparing lessons, set up a big Chinese concept, and use all available resources to "link, expand and extend", and so on. Task design has gradient, expansion and extension are skillfully combined, and classroom generation has hierarchy. In the real curriculum reform, we pursue the real excellent classroom.
Explore and promote, highlight achievements.
At present, the classroom teaching mode of group cooperative learning in our school has been popularized in various disciplines. And to some extent, it has achieved remarkable results. In the competition of fine arts and mathematics in primary schools organized by the county education institute, Zhong Lingna, an art teacher in our school, and Tian Yan, a math teacher, fully demonstrated students' autonomy, cooperation and inquiry ability in classroom teaching, effectively improved students' hands-on ability, thinking ability and expression ability, and made classroom teaching brilliant. They won the second and third prizes at the county level respectively, and in the knowledge contest of New Curriculum Standard organized by the county education department, Teacher Cheng Lizhen of our school scored 97 points in literature test.
Our project has entered the stage of inventory and data collation. Teachers' study notes, lecture notes, case analysis, excellent teaching plans, teaching reflection, term summary, etc. Is a sign of our growth. The awards in front of us are like a string of golden and full ears of wheat, which embodies our wisdom and sweat, and also carries the joy of our harvest.
The work of our research group is serious and vivid, full of difficulties and hopes. The process of project research is a hard process, but also a process full of fun. Members of our research group will unite and make efforts to make the research work of group cooperative learning more systematic and solid, so that the research results can be applied to more students and shine in the improvement and development of learning.
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