First, the significance and purpose of educational practice
Educational practice is an important part of normal education, an embodiment of the principle of integrating theory with practice in normal education, and an important link in training qualified teachers to meet the needs of 2 1 century. Through educational practice, we should achieve the following goals:
1. To enable interns to consolidate and apply the basic theories, professional knowledge and basic skills they have learned, obtain full and comprehensive secondary school education and teaching training, and cultivate their ability to work independently and cooperate with others in education and teaching.
2. Make interns learn from excellent teachers in the teaching time of middle school education, understand the glorious responsibilities of people's teachers, and establish and consolidate the idea of loyalty to people's education.
3. Through practice, comprehensively check the quality of education in our school, find problems in time, and take improvement measures to promote education and teaching in our school.
4. Strengthen the connection between our school and middle school through practice, study and solve new problems in teaching in the new period, popularize and apply new technologies and means of modern education, and promote the stable development of our school and middle school education.
Second, the content and requirements of educational practice
Educational practice includes three aspects: teaching practice, class teacher practice and educational investigation.
1, teaching practice
Educational practice is the central task of educational practice, which aims to make interns master the basic requirements of all aspects of middle school educational practice. Teaching practice is carried out under the guidance of former teachers. The main requirements are:
(1) To fully exercise and improve yourself, it is advisable to attend more classes according to the actual situation of each practice school. Generally, it is required to teach 10 or more new class hours (excluding repeated class hours), including 6 independent class hours (writing teaching plans independently without the guidance of teachers). Advocate and encourage repeat classes, classes across grades, majors and schools,
(2) Every intern must seriously study the syllabus, new curriculum standards and course content of the internship subject, master the spiritual essence of the teaching materials, and strive to understand the basic theories, basic knowledge and basic skills.
(3) Deeply understand the learning situation of middle school students, determine the teaching objectives, key points, difficulties and teaching methods according to the students' reality, prepare detailed lesson plans and prepare lessons collectively. In order to ensure the quality of classroom teaching, a pre-class preparation should be done before each class, interns in the same group should attend classes, and former teachers should be invited to participate. After the pre-class, teachers and students will put forward their own opinions, interns will modify and supplement the teaching plan, and finally send it to the original teacher for approval before they can try teaching.
(4) Adhere to the system of mutual teaching and evaluation. In preparing lessons, before class and other activities, we should learn from the original class teachers with an open mind, carry forward the spirit of unity and mutual assistance, learn from each other, help each other and improve together. In particular, interns in the same preparation group and the same class must prepare lessons collectively, attend lectures and comment on each other, and carefully record lectures and comments. The situation of interns' mutual lectures and teaching evaluation will be one of the basis for examining interns' attitude and teaching ability.
⑤ After work, do a good job in correcting homework and counseling for middle school students, and carefully study the correct answers to homework, especially for more complicated and difficult questions. Make a unified and correct answer through collective research, send it to the original teacher for approval, and then start correcting homework. After correcting the homework, check each other in the group to prevent mistakes and omissions, or send it back to the original teacher for review before sending it to the students. For common mistakes in homework, collective counseling is needed, and individual mistakes are corrected face to face. Middle school students should be guided in their learning methods.
⑥ Every intern should organize and guide middle school students to carry out the second classroom activities, mainly by applying the knowledge of this subject to carry out extracurricular scientific and technological activities or knowledge lectures, and extracurricular reading materials such as literature, art and sports.
2. Work practice of class teacher
The purpose of the work practice of the head teacher is to enable interns to master the contents, characteristics and practices of the head teacher's work. In principle, when interns go to the next class, the class teacher should do the following work under the leadership of the original class teacher:
(1) In 1~2 weeks, understand and master the ideological learning situation of the whole class, and formulate the work plan of the head teacher (including the requirements of the head teacher's work objectives, the arrangement of class activities, the content of the theme class meeting, the key points of ideological and political education, and collective work measures).
(2) Leading the class collective, carrying out ideological and political education on the class collective, guiding the students' class cadres to carry out their work, and giving full play to the role of the class cadres.
(3) Each intern participates in a theme class meeting and independently organizes a class activity (including class meeting, group class, class cadre meeting, class and group activity).
④ Do a good job in the daily work of the class teacher, such as understanding morning reading, morning exercises, cultural and sports activities, checking teaching logs, checking hygiene, correcting weekly diaries, home visits, etc.
⑤ Do a good job in individual education. On the basis of a comprehensive understanding of all aspects of the class, each intern must deeply understand the learning, thinking and behavior habits of an underachiever and do a good job in the transformation of students.
3. Education investigation and education research
On the premise of doing a good job in teaching and educational practice, each intern arranges a certain period of time for educational investigation or research, and exercises the ability of investigation and research. Investigation and research must be carried out with the consent of the practice school, and the specific requirements are as follows:
(1) Proceed from the practice school and local conditions, and the investigation content can be selected in combination with local conditions. For example, the investigation and study on traditional teaching methods, teaching reform experience, psychological characteristics of middle school students, study habits and methods, comprehensive practical activities, quality education and so on.
(2) Educational research can make a special study on the teaching experience of outstanding teachers in a certain subject, or cooperate with the instructors of practical schools to carry out an experiment of educational and teaching reform.
(3) Write an investigation report or research paper (about 5,000 words). This achievement is one of the important bases for the evaluation of educational practice achievements. Excellent investigation reports or educational research papers can be used as graduation papers.
Third, the time arrangement of educational practice.
The teaching practice lasted from September 2005 19 to September 2005 10/13 for eight weeks. Before going to the internship school, use your spare time to get ready. After my internship, I will spend three weeks giving lectures after class, reassessing my grades and summing up my experience. The internship is divided into four stages.
1. Preparation stage: (from mid-June to September 18, after school)
(1) In the province, teachers and practice captains are responsible for the implementation of educational practice tasks and contents. The internship group outside the province is convened by the internship team leader to implement various arrangements with relevant schools.
(2) The internship captain held a meeting of all the team members to implement the individual internship tasks and contents.
(3) Convene a meeting of practice team leaders and teachers to deploy the management requirements of practice team.
(4) Learning the relevant documents of educational practice: Handbook of Educational Practice, Educational Practice Plan, Evaluation Standard of Educational Practice, Regulations on the Work of Class Teachers in Guangdong Province, etc. Interns prepare lessons, give lectures and teach microteaching according to the requirements of internship courses. All colleges and departments arrange teachers to guide students to prepare lessons, give lectures and train other teaching skills.
⑤ Leaders of all departments should mobilize for educational practice, strengthen discipline education and emphasize the image of "Chinese teacher".
⑥ Make financial and transportation arrangements.
⑦ On September 19, the practice captain can determine the departure time according to the specific conditions of the team, but not later than the 20th. Each internship team in the province should send people to the internship school one or two days before departure, assist the internship school to arrange the office, accommodation and meals for interns, and make all preparations for all team members to go to the internship school. The internship team outside the province should tell the internship school the departure time, train number and possible arrival time before departure.
2. Internship stage (from September 19 to September 24, the internship time can be appropriately reduced according to the specific situation)
(1) After you arrive at the internship school, please introduce the school situation to the leaders of the internship school, the science teacher and the class teacher respectively.
For the basic situation of departments and classes, please ask excellent teachers to introduce the good experience of education and teaching, and understand the work and various rules and regulations of the practice school.
(2) interns go to class to meet students, participate in class activities, understand the situation of students, and make the work plan of the class teacher under the guidance of the former class teacher.
(3) Listen to the teacher of the original class and participate in the teaching and research activities of the department group.
(4) preparing lessons and giving lectures under the guidance of former teachers.
There is another one, please refer to it!
Model essay on the investigation report of intern education
I. Investigation In September 2005, I conducted a survey on students' learning psychology in a provincial key middle school where I worked as an intern. Through investigation and study, the learning psychology of middle school students is preliminarily understood, which provides an objective basis for accurately grasping the current learning psychology trends of middle school students, deepening teaching reform, enhancing the pertinence of education and teaching, improving the effectiveness of education and teaching, and exploring new ways to implement quality education.
Second, the specific objectives and methods of the survey (1) the specific objectives of 1, the current situation of middle school students' learning psychology, the characteristics of current middle school students' learning psychology, the causes and countermeasures of current middle school students' learning psychology (2) survey methods: the student questionnaire covers four aspects: educational values, learning attitude, learning needs and learning objectives. The questionnaire survey was conducted in No.6 Middle School, and 80 questionnaires were sent out and 70 valid questionnaires were collected, which was close to the ideal number of valid samples.
Thirdly, the investigation and analysis of students' questionnaires show that the learning psychology of middle school students has obvious characteristics of the times.
(1) Analysis of the present situation of middle school students' learning psychology 1. The survey of educational values shows that most middle school students have clear educational values. 74% of students think that the function of learning is to improve their own quality, 10% of students think that the function of learning is to enter the university, and 16% of middle school students do not consider it.
The survey also shows that the educational values of middle school students have significant economic and social characteristics. They believe that the economic income of young people is directly proportional to their education level. Among them, 65% students think college students earn more, 25% students think high school graduates earn more, and 8% students think junior high school graduates earn more.
2. The survey results of learning attitude show that 67% of students have a high learning enthusiasm, 24% have a moderate learning enthusiasm, and 9% are afraid of learning. This is consistent with the weakening of their "college entrance examination" consciousness. It is worth noting that the number of students who are afraid of learning accounts for a considerable share. Moreover, we also found in the survey that 90% of students have their own "most annoying courses". The fundamental reasons why students are afraid to learn or hate some courses are: First, they are closely related to teachers' teaching methods; Second, it is closely related to the practical value of the course. The survey results show that 86% of the students are enthusiastic about Chinese, mathematics, physics, chemistry and other disciplines closely related to real life and practicality, and are not interested in history, geography, biology, English and other disciplines with strong academic performance. Among the courses that students hate, English is one of the core courses in junior high school, and 45% of students think that "English is almost useless for our future life".
3. Learning needs At present, "major" is a hot topic that both teachers and students are concerned about. In the survey, we found that most students have a correct understanding of "major", among which 92% students have their own interesting goals, and 52% students hope to get guidance from teachers. At the same time, 78% students want to learn more practical scientific and technological knowledge, which will help them in their future life and work.
4. The investigation results of learning purpose show that 99% students have the desire to go to college after graduating from high school.
(2) The investigation on the characteristics of middle school students' learning psychology shows that the learning psychology of middle school students is obviously different from that of the past.
1, the value of education tends to be diversified, pragmatic and utilitarian. Most of them have realized that the important value of education lies in helping them improve their comprehensive quality, enabling them to master the basic cultural and scientific knowledge needed for survival and life, thus enhancing their competitiveness in the future society. On this basis, some students with good family economic conditions and excellent grades are committed to pursuing higher education.
The other two characteristics of middle school students' educational values are pragmatism and utilitarianism. Middle school students are increasingly pursuing the economic value of future educational output. Many people measure the value of their courses from the perspective of economics, and then decide their efforts in different courses. They demand that the course teaching should be more connected with life and production practice, and more practical technologies should be infiltrated.
We know that the cognitive ability, analytical ability and judgment ability of middle school students are immature and unstable due to the limitation of age and knowledge. In fact, a considerable number of middle school students' educational values are confused. The reasons are as follows: firstly, more and more college students find it difficult to find jobs, which makes them lose confidence in entering universities; Second, the highly academic middle school cultural curriculum is difficult to meet the students' demand for vocational skills, and it is difficult for them to have intrinsic stimulation and interest-driven learning. These reasons make more and more students tired of learning.
2. Vertical multi-level and horizontal multi-objective of learning needs In the survey, we found that the learning needs of middle school students are characterized by vertical multi-level and horizontal multi-objective due to differences in personal learning foundation, educational values and expectations for the future. Vertical multi-level learning needs mean that students have different requirements for the depth of knowledge they have learned. Students who are ready for employment after graduating from high school only need to master basic knowledge; Students preparing for higher vocational or art colleges require moderate teaching difficulty and moderate academic performance; Students who pursue university education are required to master the knowledge they have learned to the maximum extent and achieve excellent academic results. The horizontal multi-objective of learning needs means that students have extensive requirements for the breadth of knowledge they have learned. They require not only to learn the knowledge of academic courses well, but also to fully cultivate their own specialties and master more practical technologies.