Summary of sending teachers to the countryside 1 In order to give full play to the leading, demonstrating and radiating role of backbone teachers, promote school-based research in township schools, improve the teaching level of township schools, narrow the gap between urban and rural areas, and further promote the classroom teaching research of "learning-oriented, classroom meeting standards", according to the work plan of the Ministry of Education of the Primary School of Continuing Education, from March 65438 to the end of April 20xx, we aimed at slate,
Different from the previous activities of sending teachers to the countryside, this activity is mainly divided into the following steps: first, we choose a backbone teacher from the supported school and a backbone teacher from the counterpart support school, and lead the leaders and backbone teachers of the supported school to attend classes and have a discussion in the supported school on March 17, so that the two schools can pair up two teachers and conduct training and teaching research on the backbone teachers in an interactive way. Since mid-March, two pairs of teachers have gone to two schools to participate in on-the-spot activities (lectures, seminars and collective lesson preparation) * * * 1 1 time. In the activity, the two teachers learn from each other and make progress together. I think the two paired teachers will gain a lot in this activity, especially for the future growth of the aided teachers. This on-site class is a good illustration, and the aided teachers have made great breakthroughs in both the renewal of ideas and the transformation of teaching methods. In the classroom, students' dominant position has been implemented at night, and students are active in thinking and can actively carry out effective cooperative inquiry learning. The learning environment of the whole class is relaxed, the relationship between teachers and students is harmonious, and the interaction between students is full and effective.
As a counterpart support school, Experimental No.2 Primary School has made unremitting efforts from leaders to teachers. Paired teachers discuss lesson preparation plans with each other, and President Dong attends lectures, evaluates lessons and guides lessons in person, and puts forward reasonable suggestions for classroom teaching. After careful preparation, self-reflection, combing teaching ideas and studying teaching methods, teachers have shown us a good classroom teaching. Here, I would like to express my heartfelt thanks to everyone for their hard work.
This activity has set an example in the pairing activities between urban and rural areas in our city, and it is also a microcosm of the "Central Preparation Group Activity" of the Chinese subject in primary schools in our city. I hope it can be a good start and play an important role in promoting the "learning-oriented, classroom-standard" Chinese teaching in urban and rural areas in the future.
Summary of sending teachers to the countryside 2 According to the arrangement of the further education school of the District Education Bureau, the teachers who sent teachers to the countryside came to my hometown on April 26th, 20xx to send teachers to the countryside. "Sending teachers to the countryside" is an effective way for excellent teachers to pass on their experiences and provide demonstrations. It aims to promote mutual learning between urban and rural teachers, so that teachers can learn from them and learn from them, so as to achieve mutual benefit and win-win results. The purpose is to help and serve rural areas, establish a teaching and research hotline for mutual assistance between urban and rural areas, enhance the awareness of front-line teachers in teaching and research, and set off a teaching and research upsurge in their hometown.
First, careful organization and reasonable arrangement.
In order to effectively carry out this activity, our township has set up a leading group of "sending teachers to the countryside", with Comrade Han Peimo as the leader, Comrade Liu Finland, who is in charge of junior high school teaching in the township central school, as the deputy leader, and the principals of each school as the members. Following the special meeting on "Sending Teachers to the Countryside" held in Yuci District, leaders of all schools were convened to discuss, and it was finally decided that Guojiabao Middle School would send teachers to give lectures. Relevant teachers from the whole town would concentrate on Guojiabao Middle School to carry out lectures and evaluation activities, and determined heterogeneous teachers in the same class, requiring them to prepare lessons carefully, and Guojiabao would undertake all the preparations for lectures and evaluation, requiring careful organization and proper arrangement.
Second, raise awareness and clarify tasks.
The purpose of "sending teachers to the countryside" is to better convey advanced educational and teaching concepts and methods to villages and towns, so as to optimize educational resources and realize the balanced development of teachers' profession. District teachers' further education school organizes district academic leaders and teaching experts to send teachers to the countryside-to send advanced teaching concepts and methods; Promote teachers' professional development through interactive discussion ... teachers are well prepared and sincere in service, which is well received and welcomed.
The activity of sending teachers to the countryside has played an exemplary role in sending teachers to the countryside, changing the previous teaching and research model and transferring the focus of teaching and research to towns; In the classroom, teachers and students understand the problems existing in the curriculum reform of rural schools and solve the confusion in the curriculum reform of teachers; Combining research, teaching research and teacher training, giving full play to the teaching, helping and leading role of typical teachers has greatly improved the effectiveness of teaching and research work, effectively promoted the continuous improvement of sending and receiving teachers' teaching ability and promoted the new curriculum reform.
Third, careful preparation to achieve a win-win situation.
The teachers Pan Xiufeng from Yuci No.2 Middle School and He and Han Yaping from Yuci No.5 Middle School who came to my hometown to teach this time involved Chinese, politics and physics. The main form is that the three teachers in my hometown and the three teachers who sent them to teach are heterogeneous in the same class. The content is mainly the third grade review class. The teachers who send them to class have wonderful demonstration guidance, and the teachers who listen after class have exchanges and interactions. The teacher who sent them here gave them specific guidance and enthusiastically answered the confused questions.
At the same time, a group of young teachers have been trained through teaching sending activities, and heterogeneous teachers in the same class have carefully prepared lessons and consulted materials. This activity has created opportunities to hone themselves and accumulated a lot of teaching experience by borrowing classes, which is conducive to their professional growth. The activity of sending teachers to the countryside has brought new teaching concepts, teaching models, curriculum reform information, scientific teaching methods and superb teaching skills to our hometown, and the majority of teachers have been improved in the process of mutual exchange and learning.
Fourth, strengthen exchanges and promote linkage.
Sending teachers to the countryside has built a bridge of inter-school communication, promoted inter-school linkage and the enjoyment of high-quality educational resources, and broadened teachers' curriculum horizons through self-reflection, peer assistance and professional guidance.
Fifth, promote communication and enhance ability.
Sending teachers to the countryside has given full play to the leading role of backbone teachers and academic leaders, stimulated the enthusiasm of teachers to participate in teaching and scientific research, and promoted exchanges between teachers, so that teachers gradually realize that as a teacher, they should constantly update their educational and teaching concepts and professional knowledge structure, and strive to change and improve their teaching behavior in order to promote their professional growth and development.
Summary of sending teachers to the countryside Part III In order to improve the education and teaching level of rural teachers and let rural children receive more and better education, a few days ago, our school launched the activity of sending teachers to the countryside. The activity, led by President Liu and President Wang, came to Yehe Middle School on September 25th. The posting teacher in our middle school is Zhang Wei from Siping No.2 Middle School. Teacher Zhang Wei had a lesson on "Making Posters with WORD Documents", and the effect was very good. After class, I gave a lecture on how to teach information technology well under the new curriculum, and the teachers in the class also had extensive exchanges. Through learning and communication, the teachers in the class generally feel that the teachers in the class have a lot to learn in teaching material processing and classroom control, and thus benefit a lot. After the meeting, the two sides also exchanged future contact information.
Through this activity of sending teachers to the countryside, I want to talk about some of my personal ideas:
First, the question of what to send.
If we only understand the activity of sending teachers to the countryside as a demonstration of an excellent class of urban schools to weak schools in rural areas, and want to improve teachers' teaching level, then the fundamental purpose of sending teachers to the countryside is generally difficult to achieve. Because such a drop in the bucket behavior can't fundamentally solve the problem. Therefore, I think effective activities to send teachers to the countryside should pay attention to the following aspects:
1, the idea of teaching. The concept of education is the deep-seated essence and law of basic education, the soul and fundamental guiding ideology of education, and has a decisive influence on the overall situation of education. Therefore, it is particularly important to convey advanced educational concepts to these schools and teachers. At present, teachers should be made to realize that information technology characterized by computer technology, microelectronics technology and communication technology is bringing about profound changes in education, which are overwhelming. Under this social development trend, the requirements of the future society for talents not only refer to cultural knowledge, but also include good and healthy psychological quality, strong sense of innovation and good spirit of cooperation with people. The goal of education will no longer be to impart knowledge to students, but to stimulate and cultivate students' desire and ability for lifelong learning, so that students can learn to learn. These undoubtedly put forward higher requirements for our information technology teaching. In order to conform to the trend of social development and cultivate useful talents in the 2 1 century, we must constantly update our educational concepts, strive to master modern information technology and effectively improve our teaching methods. Therefore, the educational concept has become a powerful internal motivation for teachers to improve their teaching level.
2. Send teaching experience. Teaching experience is a kind of knowledge or skill acquired by teachers in teaching practice, which often needs long-term accumulation and is a valuable asset for teachers. Judging from the current situation of some schools with relatively weak information technology teaching in our region, what they lack most is not the input of teaching hardware, but the lack of teaching experience. They are also studying textbooks, but in the end they all get nowhere; They are also exploring teaching methods, but in the end they are not scientific enough; They even paid more labor than city school teachers, but the effect was not satisfactory. Therefore, in the activity of sending teachers to the countryside, teaching them some advanced mathematics teaching experience can get twice the result with half the effort for improving the overall teaching level of teachers in weak schools in mathematics teaching.
3. Develop teaching methods. If the educational concept and teaching experience transmitted in the activity of sending teachers to the countryside are regarded as a rational and abstract behavior, then the transmission of teaching methods should be perceptual and concrete. Classroom teaching is the foundation of school and teachers' teaching activities, and it is also an important place for teachers to teach and educate people. Whether the teaching method is advanced and appropriate will directly affect the quality of teaching and educating people. Therefore, teaching teaching methods is the highlight of sending teachers to the countryside. Teachers should take the classroom as the carrier, use modern educational theory, choose appropriate teaching methods, and show their teaching process directly to the teachers, so that teachers can get inspiration and insight from the listening process, thus improving their teaching level.
Second, how to send it.
In order to improve the effect of sending information technology disciplines to the countryside, the following methods can be adopted on this issue:
1, observation class. Teachers with decent ideological style, rich teaching experience and high teaching level should be selected to undertake teaching tasks. At present, teachers should create a democratic and harmonious teaching atmosphere in classroom teaching, guide students to actively participate in classroom teaching, take the cultivation and development of students' ability as the ultimate goal of teaching, change "receptive learning" with the purpose of inheriting knowledge into "research learning" with the purpose of cultivating ability, and try to let students learn to collect, analyze and judge a lot of information through active exploration, discovery and experience to improve their thinking ability.
2. Special lectures or classroom evaluations. For rural schools, although the observation class has the characteristics of intuition and imitation, it only brings some perceptual knowledge to the participants. If you don't point out or prompt some new methods and ideas in class, it will appear foggy. Therefore, the observation class with special lectures or comments will help teachers internalize these concepts and methods, and help them upgrade their understanding from perceptual stage to rational stage. However, we should also pay attention to pertinence, that is, the content should be consistent with the theme of the activity, so that listeners can feel that the content is part of the activity of sending teachers to the countryside, and it is the refinement and concentration of the theme of the activity; Only in this way can we achieve good results.
3. Introduction of experience. The transmission of teaching experience may be as important as witnessing an excellent observation class for teachers in some weak schools. Because it can point out the direction of teachers' efforts, reduce ineffective labor and improve teaching effect. Moreover, the first-line teacher's experience introduction is the most convincing, and it is the easiest to arouse the mood of the teacher. Therefore, if we arrange a certain period of experience introduction in the activities of sending teachers to the countryside, it will get twice the result with half the effort to improve the overall teaching level of teachers.
Third, the continuation after delivery.
As far as the time to send teachers to the countryside is concerned, it is generally very short, and it is impossible to solve many problems at once. Therefore, in order to give full play to the maximum benefit of sending teachers to the countryside, we must also do a good job in continuing our activities. For example, school leaders should organize teachers to summarize the activities, let everyone talk about their experiences and gains after participating in the activities, and encourage everyone to digest and absorb the spirit of the activities. On this basis, we can also organize relevant teachers to carry out some attempts and innovative courses to apply what they have learned in concrete practice. In the future, we should strengthen the connection between urban schools and weak schools in rural areas. Doing this can effectively change the face of weak schools and truly realize the goal of "sending one class to the countryside to drive one side".
Summary of Sending Teachers to the Countryside 4. I was very lucky to participate in the "National Training Plan (20xx)" Xunyang junior middle school Chinese "Sending Teachers to the Countryside" learning activity. As an ordinary teacher in a rural middle school, I have benefited a lot from this training activity:
First, pay attention to class. After listening to the lectures of experts, I was attracted by the unique teaching concept of the lecturer. After listening to Qiu Jun's two essays "Cicada" and "Shells", my thinking really diverged, and the teaching problem of "two lessons and one lesson" that had been bothering me for a long time was solved. Qiu's novel teaching design makes me feel refreshed. Although the capacity is small, the quality is high. I am deeply moved by this efficient Chinese reading teaching. In the future work practice, I will strengthen the research on teaching materials, thoroughly understand the text, optimize the design, give intensive lectures in class, reduce the burden on students and make my class efficient.
Second, summing up and reflecting, I improved this training. In every class, I listen carefully and record the lecture content carefully. After class, I also write down my own experiences and feelings and improve myself through reflection.
From Wu's Li Shihao, Liang and Fu's Three Gorges, Zhou's Night Tour in Chengtian Temple and other works, I realize that we should pay special attention to the cultivation of students' sense of language in classical Chinese teaching design. Reading plays an important role in cultivating students' sense of language. Reading a book a hundred times can help them understand what they mean, and students should try their best to recite some beautiful articles and famous articles. Accumulation is an important way to improve students' Chinese literacy. For translation, keywords must be translated. On this basis, what should be replaced and deleted should be deleted, which is in line with the habits of modern China people. Pay attention to the author's writing background, many articles are background, and it will be very helpful for students to understand if the teacher can point it out properly in teaching; Pay attention to the infiltration of classical Chinese knowledge. In the teaching of classical Chinese, in addition to the necessary vocabulary accumulation, other classical Chinese knowledge should be properly infiltrated, such as special sentence patterns, flexible use of parts of speech, polysemy, ancient and modern different meanings and so on. Although some knowledge is not compulsory in junior high school, in order to let students learn classical Chinese better, we should consciously infiltrate the teaching design.
Through study and reflection, I also realize that future education needs scientific research teachers, not "teachers". If we teachers want to change from "teachers" to scientific research teachers, we must first establish the concept of lifelong learning, constantly recharge ourselves and eliminate job burnout. Because we are engaged in education, we are faced with a group of children who are full of curiosity. It is our responsibility and obligation to educate them well.
As we all know, to give students a bowl of water, they must have a bucket of water. At the same time, if a teacher wants to become a researcher, he must constantly study, summarize and reflect, and write his own experience into the paper in time. It can't be divorced from teaching practice, and it needs research to solve the problems in teaching, that is, research in teaching activities instead of textbooks.
Third, active discussion, I have made progress. This discussion is conducted in strict accordance with five processes: preparing lessons independently, collective polishing, micro-class display, mutual evaluation within the group, and forming a plan. In order to ensure the orderly discussion, Mr. Chen also put forward five specific requirements for the activity discussion. After each class, there are lectures and group discussions, which make me feel "the sky is high and the clouds are light" and make progress in emotional communication.
The group leader organized a seminar, and everyone put forward their sincere opinions and suggestions for each class: some said that classroom teaching should not be a mere formality, but should pay attention to results; Some people say that the phenomenon of "silence" is that the teacher's lesson preparation skills are not in place and the problem design is too difficult. If this happens, the teacher should first stabilize his position and then slowly guide them to learn; Questioning should be comprehensive, encouraging evaluation should be sincere, and humanistic care should be fully reflected; Teachers should be good at guiding students to develop reasonable imagination, give play to the function of group cooperative learning and improve classroom teaching efficiency.
Everyone has his own opinion, and the feeling I got from this discussion is profound. So the progress brought is beyond the reach of any catalyst. So I want to say that without discussion, it is impossible to produce a spark of wisdom, let alone broaden one's horizons, let alone improve professional skills. By observing me, I enriched myself; I made progress because of the discussion. I believe that through on-the-job practice, I will apply my own opinions to front-line teaching, and then my work will be more handy.
Fourth, I will come back for the next national training. In a word, this training is of great significance to teachers' professional growth, which brings me the deepest experience that Chinese is not only instrumental and humanistic, but also a superb art, which requires me to keep learning, reflecting and improving. In the future, as long as there is an opportunity, I will actively participate in observation, discussion and practice activities such as "national training to send teachers to the countryside" to improve my professional level. Only in this way can I walk faster and better on the road of teachers' professional growth and make contributions to rural education.