Research opening report

Dear leaders, experts and teachers,

The key project of Suzhou educational science research declared by our school in April 20 10 was approved in February 2017. The topic is "How to use the wrong resources in classroom teaching" (subject batch number: jky 10093). With the approval of the leader, I started to work today.

First, the background of this study.

The new curriculum reform requires looking at classroom teaching from the perspective of life and dynamic generation. The teaching process is the process of students' understanding and development, from ignorance to understanding, never having meetings, from imperfect personality to gradual improvement. In this process, it is normal for students to say something wrong and do something wrong. Dynamic generative teaching pursues truth and nature, dares to "expose" unexpected situations, and reproduces the original life scenes of teachers and students in the classroom. However, in the actual classroom practice, what we often see is another scene. Errors in the classroom are often overlooked. Some are because the teacher's excessive expectation of the correct answer makes him turn a blind eye to the mistakes, and some are because the teacher thinks that the mistakes of individual students are treated with precious time in class and wasted for other students. ..... A large number of valuable error resources are finally left untreated and forgotten for various reasons. Based on the above understanding, we believe that teachers should give students ample opportunities to complain when dealing with mistakes, conform to students' thinking and explore the innovative factors behind them. Students' mistakes are also good teaching resources, and handling them well will make the whole class icing on the cake! Based on the above understanding, we suggest that

This paper introduces the topic "How to use the wrong resources in classroom teaching", aiming at changing that students' wrong questions should be regarded as valuable teaching resources at present and guiding students to reflect on where the wrong questions are. Why is it wrong? Then let the students make targeted corrections, make the mistakes play the greatest educational effect, and at the same time turn the students' error resources into rare teaching resources for teachers and valuable learning resources for students.

Second, the conditions of this study.

The participants in this project are math teachers in our school. Many of them have engaged in research and have a strong sense of scientific research and reform. At the same time, the school has leaders in charge of mathematics. The research work of this project will be implemented smoothly. The research period of this project is two years. Before drawing up the scheme, we have had a special discussion and research on how to use the wrong resources in classroom teaching. Some articles written by teachers have also been published in provincial and municipal journals.

Multimedia classroom in school. Advanced teaching methods such as electronic classrooms also provide a strong guarantee for our research.

Third, the objectives, main contents and methods of this study.

(A) the expected objectives of the study

1. Describe the formation track of teachers' ability to capture and utilize students' error resources, and form a certain theory and concept of capturing and utilizing classroom error resources.

2. According to students' learning mathematics, study different mistakes in classroom teaching, study the utilization rate and effect of various mistakes as teaching resources, and improve classroom teaching efficiency.

3. Improve teachers' ability to capture and use students' error resources and self-thinking ability, and form a team of teachers who make rational use of classroom error resources.

(B) the main content of the study

1. Study the causes and types of students' mistakes.

2. Research on the influence of wrong resources on teaching and its status.

3. Research on the countermeasures to effectively use the wrong resources.

The main methods used in this study are: investigation, diary and literature.

Fourthly, the progress plan and stage achievement table of this study.

(1) schedule

This project will be completed in two years, from April 20 10 to March 20 12.

1, 20 10 to August 20 10 is the preparation stage.

2. The experimental study period is from September 2065438 to September 2065438 +0 1.

3. March from 20110 to 20 12 is the summary stage.

(2) the form of stage results

1. The result of the preparation stage is investigation and analysis, and the implementation plan is formulated.

2. The result of the experimental research stage is the classroom experimental research, mainly through the teaching demonstration of experimental teaching cases.

3. The result of the summary stage is to collect data and write experimental research reports and papers.

(3) The related work and research division of this topic.

1. Organization leader: Du

2. Investigate, collect and sort out the preliminary materials of the research project: all members of the research group.

3. Write a research project: Li Haixia.

4. Write a topic opening report: Liu Bing.

5. Determine the experimental level: 2-6.

6. Action plan: formal questionnaire and data analysis: Du, Li Li,.

Division of research results

1. research paper: all members of the research team.

2. Write the mid-term research report of the project: Du

3. Education and teaching cases, action plans and education and teaching papers: all members of the research group.

4. Write a research report entitled: Du Meihua.

5. Diary and wrong question set: all the students in the experimental class.

V. Research funds and management

1. Budget items: expert consultation fee, information fee, exchange fee, conference fee and activity fee;

2. Source of funds: the unit's own research funds;

3. Fund management: the research group declares funds, and the school manages them in a unified way to ensure the smooth arrival of funds and the implementation of the project.

Leaders, experts and teachers: The research of this topic has been highly valued by school leaders, and it has given strong support and guarantee in terms of manpower, material resources and financial resources. All members of our research group are confident and determined to complete the research task of this topic.

20 1 1 March