Summary Report on School-based Research of the School 1
Based on the reality of our school, guided by the school-based research opinions of the Education Bureau and the College of Continuing Education in the 11th Five-Year Plan, we actively implement the concept of people-oriented, teacher development promoting school development, conscientiously implement the concept of autonomy, interaction and * * * enjoyment, carry out school-based research in a planned and step-by-step manner, strive to create a learning atmosphere of mutual learning, exchange and develop with each other, actively build a platform for teachers' professional development, and make every effort to build both ability and political integrity.
Description of the overall situation of training work:
My school-based semester focuses on the cultivation of teachers' morality and the efficiency of teaching behavior.
1. In the aspect of teachers' morality cultivation, the training activities on the theme of "being a teacher that students love and people are satisfied with" were carried out. By watching the video "Saint-Deji Island, Great Love Makes a Teacher's Soul" and learning articles such as "Enlightenment from Forty-six Home Visits", I learned Yang Aijun's spirit of devotion to education and improved my self-cultivation and personal accomplishment.
2. The efficiency of teaching behavior is to carry out efficient thematic research in various disciplines, and to carry out efficient classroom research through the guidance of principals, expert lectures, backbone teachers' lectures, book reports, subject competitions, and efficient classroom monitoring classes.
School-based research is to train teachers through education and teaching, educational research, educational management and other activities, improve the quality of teachers' teaching and educating people, and build teachers into learning organizations.
School-based research should be based on the school, and the school should strive to become a self-training base for teacher training and give full play to its existing advantages; School-based research should also be based on teaching. Classroom teaching has always been the main channel for us to implement quality education, and it is also the main platform for improving teachers' quality, especially their innovation and practical ability in classroom teaching. Therefore, we should strengthen the school-based training of all teachers according to the actual situation of our school and the development plan of our school. Combined with teaching and research activities and efficient classroom research, we should do more detailed inspection work for teachers in our school, such as attending classes, preparing lessons, doing homework, correcting and tutoring, and strive to correct the shortcomings found in school teaching.
This school year, the school guidance office and the school expert group held teaching skill competitions among all teachers in the school, such as taking classes, giving lectures, writing teaching reflections, etc., and commended outstanding teachers through democratic appraisal and teachers' voting. I hope this activity can promote the continuous improvement of teachers' teaching professional level. In order to improve teachers' cultural background and increase teachers' education and teaching theory, the school subsidized the head teacher to buy books on the management of the head teacher, and assigned reading tasks to teachers in various subjects before the holidays. At the beginning of the semester, a reading report meeting was held. Representatives of various disciplines felt the profoundness of education with the teachers attending the meeting through their own reading reports, which benefited the teachers a lot.
In order to let teachers absorb more knowledge and experience, our school hired Wang Xinhua from No.6 Middle School and President Shi Meili from No.5 Middle School to give special reports, and President Yang Shuang gave lectures on learning experience in Beijing and Panjin, which broadened teachers' horizons and increased their talents.
3. Actively participate in all kinds of training organized by the district, and organize teachers to participate in remote video special training of various disciplines arranged by the district. At the same time, combined with the actual situation of the school, carry out various forums; Select learning materials for teachers; Do a good job of checking teachers' regular study notes and require all teachers to have school-based training records every month.
In order to accelerate the growth of young teachers in our school, we should do a good job in training young teachers. This semester, our school will still hold a mentoring activity on the occasion of Teacher's Day, initiate many mentoring pairs throughout the school, and sign a teaching agreement. Master should do a good job of mentoring, set an example and guide in time; Young teachers should study hard, ask for advice with an open mind and be good at thinking, so as to grow up quickly and be better qualified for teaching.
5. Taking efficient classroom research as the breakthrough point to lead school-based research is to ask teachers to find effective ways and methods to solve this problem around the topic, improve teachers' educational and scientific research ability, change teachers from subject subjects to teaching and research subjects, explore new ways for teachers' professional development, and strive to build a team of teachers with strong scientific research ability and high education and teaching level.
The practice of school-based research in this school year has made us achieve some achievements, but we have also encountered many problems. In the future work, we will overcome dispersion and strive for integration; Overcome disorder and strive for order; Carefully analyze the situation of the school and teachers, and strive to be targeted; Carefully design, strive for practical results, and promote school-based research as a whole; At the same time, pay more attention to teachers' learning and reflection, and improve each teacher's "personal growth file"; Implement the three-year development plan for teachers; Provide each teacher with space and opportunities for independent development; Improve the evaluation and assessment management mechanism, and make the school-based research work more detailed and better.
Summary report of school-based research II
This semester, according to the general requirements of provinces and cities for the continuing education of primary school teachers, our school strengthened the training of combining theoretical study with practical exploration, paid attention to teachers' professional development, improved teachers' teaching ability and scientific research level, and successfully completed the task of school-based research. The school-based research work of this semester is summarized as follows:
First, raise awareness of the importance of school-based research.
1, strengthen ideological construction.
Teachers are the main body of curriculum reform, and their quality directly affects the success or failure of curriculum reform experiments. Therefore, promoting teachers' professional development is not only the need of school development, but also the need of teachers themselves. As the first person in charge of school-based research, the headmaster fully realizes the importance, urgency and necessity of carrying out school-based research, and regards it as a systematic project to improve the quality of college teachers, so that all teachers realize that they will fall behind if they don't study, or they will be eliminated if they don't study. Really make teachers "want me to learn" become "I want to learn" and consciously complete the task of school-based research.
2. Strengthen system construction.
Continue to improve the leading institutions of school-based research. Under the unified leadership and command of the principal, the principal, vice principal and teaching director are responsible for the division of labor, carry out teacher training activities in a planned and organized way, and do a good job in supervision, inspection, evaluation and registration, so as to implement the task of school-based research.
3. Strengthen the management of school-based research.
In the process of school-based training, the school strengthens the management of teacher training, establishes personal files, and keeps personal learning records, attendance records and records of various activities.
Second, choose targeted school-based training content, reflecting learning gains and applying what you have learned.
The school combines school-based research with school-based teaching research, organically combines lecture training, interactive guidance training and "learning by doing" action, adheres to the integration of research, and combines teachers' theoretical study with teaching research, which not only improves teachers' quality, but also promotes curriculum reform experiments.
1, do a good job in teacher's ethics training. The primary link of teachers' professional ethics education is to activate teachers' professional ethics needs. Our school guides teachers to seriously study and strictly abide by the Code of Professional Ethics for Primary and Secondary School Teachers, organizes the Education Bureau of the learning area to issue relevant documents on the construction of teachers' morality and style, improves the regular system of teachers and staff, takes the construction of teachers' morality and style as the primary task of school-based research, takes teachers' morality as the guide, and internalizes noble teachers' morality into a powerful driving force for teaching reform. School leaders give lectures on the new concept of school moral education (I am a glorious people's teacher), improve the level of teachers' morality, and require teachers to teach and educate people, pay attention to words and deeds, love students, be eager to learn and make progress, dare to innovate, and achieve a win-win situation for teachers and students in the upsurge of curriculum reform.
2, do a good job of "learning the new curriculum standards, into the new curriculum" training.
Teachers are the key to the success or failure of curriculum reform. The primary goal of organizing teachers to learn new curriculum standards is to establish new educational concepts and guide their own teaching practice. We give each teacher curriculum standards such as Chinese, mathematics and English, and organize learning. Study and study one by one, and discuss the implementation of new curriculum standards in combination with your own teaching practice. Through learning, teachers have a deeper understanding of the new curriculum standards. Everyone realizes that seeking knowledge and developing intelligence is undoubtedly the fundamental task of education, but it is not the only task. The function of the course is not only to impart knowledge, but more importantly, to enable students to learn to be human, to learn knowledge, to learn labor, to learn life, to learn fitness and to learn aesthetics through curriculum standards, so that students can develop in an all-round and harmonious way.
3, teaching basic skills training
In order to truly change teachers' concept of education and teaching, greatly improve teachers' basic teaching skills and research ability, and realize the combination of school-based research and self-initiative training, our school actively organizes teachers to carry out multi-level educational and teaching reform practice activities. The school builds a platform for teachers, organizes various competitions, and allows teachers to fully display themselves, thus gaining a sense of value and investing in training with higher enthusiasm. For example, the school organized out-going training, and in the case of tight funds, it organized 10 backbone teachers to participate in professional training organized by the city and district, which gained a lot. Every teacher who participated in the study can combine the advanced teaching concept with his own practice, fully display his own advantages, and internalize his own experience into his own new information, thus reforming classroom teaching and playing a pioneering role for teachers to learn and implement the new curriculum standards.
Third, establish an incentive-based assessment mechanism to improve the enthusiasm of teachers to participate in training.
1. Establish a perfect school-based research and evaluation mechanism, strictly and scientifically manage teachers' participation in training, and improve the quality of training.
2. Teachers should fully affirm the enthusiasm and initiative of teachers to participate in training, and give affirmation, encouragement and recognition to teachers who have completed school-based research and assessment with good quality and quantity.
Fourth, the training results are gratifying.
Since the first semester, dozens of teachers have won provincial and municipal awards for their educational research papers. One of the teachers' papers was published in the magazine of education and teaching, and many teachers won prizes in the district competition class.
In short, various forms of school-based research have been adopted this semester, which has effectively enabled teachers to learn the new concept of new curriculum standards, made new steps in classroom teaching reform, and made new achievements in school quality education.
Summary report of school-based research 3
Our school is an ordinary rural primary school. Compared with the castle area, teachers are slow to accept external information and update their ideas relatively slowly. In addition, we have introduced five new teachers this semester, so it is particularly important to carry out effective school-based research activities. In view of the reality of our school, our school focuses on the curriculum reform (small class education), focuses on the quality of classroom teaching, and takes the classroom teaching objectives as the guide, conducts in-depth teaching research, strengthens collective discussion, makes full use of the time of teaching and research activities, and discusses, exchanges, talks, listens and helps each other on the effectiveness of teaching, as well as the understanding of some puzzles in teaching, the solutions to various difficult problems, and the contents of classroom teaching reform, so as to make. Guide teachers to practice in learning, learn in practice, summarize in research and improve in summary.
First, change ideas and update them.
School leaders set an example first. In order to really stimulate the enthusiasm of teachers to participate in school-based research, the school leaders took the initiative and the principal personally served as the leader of the school-based research leading group. At the first teachers' meeting, organize teachers to study relevant documents, so that teachers can make it clear that as a teacher, they must constantly improve themselves, enrich themselves, have rich knowledge and solid teaching basic skills, otherwise they will be eliminated by the times and enhance their sense of urgency, crisis and responsibility in learning. Establish the educational thought of "student-oriented development" and constantly update the teaching concept. Teachers' teaching behavior and students' learning methods have changed to some extent, so I want to study for myself.
Second, it is diverse and pragmatic.
Our school adopts a combination of centralized research and teachers' autonomous learning to conduct comprehensive training for all teachers. At the same time, school leaders also try their best to create various conditions to build a service platform for the growth of teachers.
1, "Please come in" and "Go out" are to actively participate in open classes and seminars organized by further education schools and inter-school consortia, and to participate in various professional meetings to increase their knowledge. In the past school year, we conducted a public teaching at the county level and a number of public teaching at the film level.
2. Special lectures. Our school is an experimental school for small class education. Teachers have learned some theories about small class education through various channels, but they have encountered many problems in the actual teaching practice. Therefore, combined with the hot issues of education and teaching reform, we gave a special theoretical lecture on the * * * problems and directional problems existing in school development. In order to help teachers solve practical problems in practice and lay a solid foundation for future teaching.
3. Autonomous learning: The school requires teachers to read an educational masterpiece every semester. Teachers can independently choose and determine the learning bibliography and learning content according to their own professional development stage and problems, read carefully and write down their reading experience. The school recommends the number of studies or articles to teachers, and organizes teachers to carry out exchanges and discussions on the basis of self-study, share and improve.
4. Observation and discussion: carry out "one person, one lesson" teaching and research activities in discipline groups and teaching and research groups, and improve teachers' professional quality in a series of activities of "speaking, doing and evaluating".
5. Network training: Give full play to the unique advantages of modern information technology, especially network technology, and promote the in-depth and extensive development of self-reflection, peer assistance and expert guidance activities with the help of platforms such as teacher education blogs.
6. Research: In order to encourage teachers to actively participate in educational research, improve teachers' theoretical literacy, make research better guide teaching practice and improve the quality of education and teaching. The school requires each teacher to decide the sub-topics of personal education and teaching research according to their own development reality and around the general research topic of the school, and try, accumulate, summarize, improve and improve in the usual teaching practice, so as to timely transform the research results into teachers' education and teaching practice and promote the improvement of education quality and teachers' own growth.
7. Teachers' moral education. This semester, we will continue to carry out the activity of reaching the standard of teachers' morality. We have set an advanced model among teachers who love their jobs and are committed to teaching and educating people. First, armed with theory, improve teachers' ideological and political literacy, and firmly position teachers' world outlook, outlook on life and values in the post of teaching and educating people; Second, pay attention to professionalism and improve teachers' sense of responsibility and mission; Third, we should set an example of teachers' morality around us and establish a good teaching style and school spirit. This semester, we also formulated the evaluation standard of teachers' morality in combination with the actual situation of the school. We investigated students, teachers and parents in the form of self-evaluation, mutual evaluation and questionnaire, and made careful records.
Third, highlight the key points and implement them separately.
Over the past school year, the focus of "small class" education in our school has continued to organize teachers to carry out various forms of theoretical study and active practical exploration on the basis of previous work. Combined with our school's topic "Research on Personalized Teaching Practice of Small Class Education in Rural Primary Schools", the specific work carried out is as follows:
1, adjust the grouping and determine the key focus.
As the saying goes, "know yourself and know yourself, and you will win every battle." At the beginning of each semester, each of our teachers will carefully analyze each student's current learning situation, and reasonably stratify the class students and readjust the study group according to their learning interests, hobbies, daily learning methods, learning habits and existing learning level. On this basis, combined with the relevant difficulties in this semester's textbooks, the individualized teaching objects (3 excellent students and 3 poor students) are determined, and the corresponding counseling plan is formulated.
2. Organize theoretical study and solidify the concept of small class education.
On the basis of our study practice in previous semesters, we continue to organize teachers to study the classification and differences of students with learning disabilities, the methods of counseling and education for students with learning disabilities, the characteristics of teaching evaluation in small classes and the common methods of teaching evaluation in small classes. At the same time, the guidance office printed and distributed these materials to every teacher, encouraging teachers to read frequently, solidifying teachers' concept of small class education and improving teachers' teaching theory literacy.
3. Conduct classroom teaching seminars to improve the ability to control classroom teaching.
With the theme of "personalized teaching", our school conducted five classroom teaching seminars, namely, Chinese 1 time, English twice, music 1 time, and physical education and fitness 1 time. We encourage teachers to actively participate in every activity. During the activity, we asked teachers to take the concept of small class education as a guide, pay attention to the individual students, start from the individual needs of students, and teach at different levels to let the sun shine on every child. Teachers should pay attention to teachers' classroom teaching, and make a scientific and reasonable evaluation according to the requirements in the Evaluation Form of Classroom Teaching in Small Class Education and the Observation Record Form of Classroom Teaching in Small Class Education. In the process of listening and evaluating each other's lessons, teachers' educational concept has been further improved, and the teaching level has also been improved accordingly.
4. Write teaching examples to improve the implementation ability of small class education.
According to the evaluation activity of "small class education" organized by the teaching and research department, at the beginning of the school term, our school took advantage of the opportunity of a large group of teachers to make a publicity campaign, asking all teachers to participate. At the same time, the school-level evaluation activities were also carried out, and some excellent lessons were sent to the training department to participate in county-level evaluation.
5. Theme forum, * * * enjoy the happiness of small class education.
On the basis of theoretical study, classroom practice and lesson preparation, our school organized a special forum on "I practice, I grow-personalized teaching" in late May. This forum involves six subjects: Chinese, Mathematics, English, Morality and Society, Nature and Fine Arts. Based on their own teaching practice, teachers talked about their experiences in small class education from interactive teaching, hierarchical teaching, changes in spatial organization forms, group cooperative learning, and stimulating learning interest. In the meantime, all teachers have to do it themselves, so the cited examples are real and vivid.
Throughout this school year's work, we have made some achievements. Different forms of theoretical study have further consolidated the theoretical foundation of teachers' teaching in small classes, and different forms of special research activities and classroom teaching seminars with disciplinary characteristics carried out by schools have prompted more teachers to actively explore teaching methods in small classes. In our daily class patrol and listening, we are delighted to find the changes of teachers: cooperative teaching, hierarchical teaching, interest teaching, autonomous teaching, activity teaching and multimedia teaching are organically integrated with group teaching, individual guidance, five senses experience, game teaching and hands-on operation, and achieved ideal results. In addition, teachers can seize the favorable opportunity, pay full attention to individual students before, during and after class, and strive to make every child "jump to fruition" and get the best development in the "nearby development zone".
Fourth, strive to improve and strive for perfection.
Although our school has made some achievements in school-based research and development, there is still a lot of work to be strengthened and improved. In the future, we will work harder and make unremitting efforts to build a qualified, stable and professional teacher team.
Shortcomings:
1. In classroom teaching, some teachers are eager to catch up with the teaching progress, ignoring the generation of classroom teaching resources and paying insufficient attention to students.
2. Due to various conditions, teachers' participation in the forum is not extensive.
3. Although school leaders attach great importance to this work, due to their limited professional ability, the guiding and driving role has not really been reflected, which needs to be further improved.
Follow-up thoughts:
1. Continue to strengthen teachers' quality awareness and theoretical study to make school-based research more scientific, institutionalized and standardized.
2. Strengthen the training of key teachers and build a group of key teachers. Schools create various opportunities to build a growth platform for teachers.
3, school leaders to strengthen learning, through going out, please come in and other ways to guide and lead teachers.
Very long.
4. Deepen education and scientific research, form a scientific research atmosphere of "everyone participates in scientific research and everyone has a topic", and strive to form a school-based scientific research system of "research, training and integration".
In the future work, we will overcome dispersion and strive for integration; Overcome disorder and strive for order; Carefully analyze the situation of the school and teachers, and strive to be targeted; Carefully design, strive for practical results, promote school-based research work as a whole, and make school-based research work more refined and better.
In short, school-based teaching and research is the focus of our school's teaching work. Through school-based teaching and research, combined with solving practical teaching problems and teachers' growth, teachers' teaching ability and professional level can be effectively improved, thus steadily improving the teaching quality of our school.
Summary report of school-based research in schools 4
A teaching and research group is a complete circle, and every teacher is an indispensable part of this circle. This semester, our second-grade mathematics teaching and research group is United and cooperative. While gradually exploring the student-centered classroom teaching mode, we tried the application of micro-courses in mathematics classroom teaching. Through a semester's exploration and practice, our students have changed and the classroom teaching effect has been improved obviously.
1, students' interest in learning has been greatly improved.
Students learn by reading math textbooks, which is particularly boring, easy to distract attention and reduce their interest in learning. The micro-lesson is played in the form of video, which is easy, interesting and easy to understand. It is more vivid with music and pictures, which just satisfies students' curiosity. Taking advantage of this, we introduce micro-lessons into classroom teaching, which can not only stimulate students' interest and enthusiasm in learning instantly, but also make students learn knowledge easily. Therefore, the use of micro-courses in mathematics teaching has become a golden key to stimulate students' interest in mathematics learning.
2. Students' autonomous learning ability has been exercised.
Student-oriented education concept regulates students' subjectivity and initiative in learning. The existence of micro-lesson video not only improves students' interest in learning, enables students to fully participate in mathematics learning activities, but also enables students to experience the happiness of independent exploration and cooperation and communication with other students, and gain the satisfaction and successful experience of seeking knowledge. According to their own learning level, students can click the fast and slow buttons in the micro-lesson video to decide the playing speed, and they can go forward or backward, and they can also play things they don't understand repeatedly, so as to gradually develop the habit of deep learning, so that students can achieve the highest efficiency and get the best results in autonomous learning.
3. Optimize classroom teaching and improve teaching efficiency.
Micro-class is an effective supplementary form of classroom teaching, which is of great help to improve teaching effect and quality. Self-study through micro-courses before class can prepare for new courses. The key or difficult point of completing the task of textbook preparation and teaching content. Whether students can really learn autonomous learning before class can be reflected by group discussion, exchange and demonstration in class and in-class test. After class, students can watch micro-lessons, which can effectively review and consolidate what they have learned and deepen their impressions.
"Micro-course" allows us to find a new way to interpret teaching materials, which can "micro-generate" great wisdom from a brand-new angle. There is still a long way to learn. As we are only at the starting point of microteaching, we still need to keep learning:
1. Strengthen theoretical knowledge learning and broaden teachers' horizons. In order to expand the knowledge points, we must consult the information and enrich the content, so as not to appear vague and empty. Then, while expanding students' horizons, it also enriches our teaching resources. Teachers and students can realize "tacit knowledge" in this real, concrete and typical case-based teaching situation, realize the transmission and promotion of teaching ideas and skills, and thus quickly improve teachers' classroom teaching level.
2. Improve your ability to explain and summarize knowledge. Teaching language should be concise, logical and easy to understand. The explanation process should be smooth and compact. Teachers should consider the actual situation in the process of preparing lessons, so as to have an attractive and wonderful class.
3. Reflection to improve teachers' self-criticism ability. In the whole teaching process, teachers have experienced a gradual and spiral process of "research-practice-reflection-re-research-re-practice-re-reflection". Teachers' teaching and research level and ability are also constantly improving.
Micro-lessons will eventually let us ask questions, think, discover and change from the details of habits, and change from learners to developers and creators. Let's enjoy growth together in simple, interesting and fun micro-lessons!
Summary report of school-based research in schools 5
As the saying goes, "It's never too old to learn." I have been engaged in education for many years and need to keep learning to meet the needs of society. Since I participated in school-based research, I have been developing the habit of self-study and introspection from my own teaching practice. Looking for a breakthrough from my own teaching, in order to promote my future work to a new level, I hereby summarize as follows:
First, the guiding ideology:
I can enrich my professional quality and political accomplishment in a down-to-earth manner and make a contribution to education and teaching.
Second, the detailed objectives:
(1) enriches the educational knowledge and can skillfully use various teaching resources to prepare lessons.
② It enriches the knowledge of teaching and scientific research, and has a certain theoretical level and practical ability.
③ Use various forms to improve classroom teaching effect.
④ Better guide students to write, read and think, and further improve their comprehensive level.
Third, specific measures:
1, the main form is "peer help, self-study and reflection".
I study independently, apply what I have learned, and combine learning with application to form the habit of learning and reflection, enhance my research consciousness, analyze and solve practical problems encountered in teaching, and overcome passivity and blindness; Combine daily work with teaching, take the new curriculum as the guide, flexibly use case analysis, action research and other activities, deeply understand and solve the difficulties and problems in education and teaching in time, strive to improve the pertinence and effectiveness of education and teaching research, and achieve learning and practice, practice and reflection, reflection and improvement, improvement and improvement. When encountering difficulties that can't be solved, we should cooperate with peers to explore, constantly explore, innovate, adjust and enrich, sum up experience and improve professional level.
2. Special lectures: listen to the special lectures of experts and scholars in combination with educational hotspots and teaching practice.
3. Teaching observation: Listen to and evaluate each other with our teachers at any time, and conduct teaching exchanges.
In a word, I savor the ups and downs in education and teaching, and contribute a life without regrets to education in obscurity.
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