The students in this seminar are composed of 86 backbone teachers in 8 disciplines of junior middle school in our county, including Chinese, mathematics, foreign languages, physics, chemistry, politics, history and biology, 4 teachers in county normal schools, 4 teaching and research staff in teaching and research section, and 36 leaders in various disciplines in our county. Teacher Li Xiangrui and Director Deng Shuanggui, the directors of Qingshui County Teaching and Research Section, personally designed the training scheme and gave guidance to all subjects in this seminar.
The three-month training activity ended today. Let's briefly review this training.
I. Concept and Pursuit The main purpose of this training activity is to improve teachers' teaching behavior and improve their research ability through study, training and practice.
The idea of training is to make teachers become teaching practitioners with research ability, and to integrate teaching and research into one, which becomes the normal state of teachers' work.
The method adopted is "going into the classroom to do research". Teachers participate in research activities as researchers, learn to research and improve classroom teaching in the process of actively participating in research, and enhance the professional level of teaching and research guidance ability.
In the whole training process, tutors and students learn from each other, theory and practice are closely linked, and they grow together in cooperative training.
In the whole training process, instructors and students are pursuing * * * practice.
1. Improve the practical ability of classroom teaching: Through observation, diagnosis, on-site guidance and other activities in classroom teaching, as well as the study of lesson cases rooted in the practical problems of curriculum reform, improve the ability of key teachers in teaching design, teaching implementation, after-class reflection and continuous improvement.
2. Improve the ability of classroom teaching and research: through special reports, systematic self-study, literature research and action learning, improve the discipline quality, learn and master the basic skills and methods of teaching and research, and become a middle school.
Through "practical reflection, peer assistance and professional guidance", we strive to "do what we know and speak what we do well", and develop and sort out valuable special research reports and research guidance reports in four disciplines with lesson examples as the carrier, which has improved the classroom teaching and research ability of key teachers.
Two. Contents and Methods The characteristics of this seminar are: modular learning content and thematic practical research, which closely combine theoretical study and thematic research with the improvement of teachers' teaching behavior and research ability.
Under the guidance of four thematic modules (school-based research topics, subject teaching research topics, classroom teaching diagnosis and improvement, and classroom teaching research skills), the research activities are implemented in two stages.
The first stage: research and analysis of special case.
We will study intensively in Shanghai for about 2 weeks, and invite teaching experts, subject experts, researchers, experienced famous teachers and principals from all over the country and Shanghai to give special reports.
During this period, students are required to seriously study advanced theories and research methods, sort out the framework of lesson analysis with their tutors, go deep into the base school in Minhang District, and cooperate with the teaching and research group of the school to set up research courses.
Each student independently analyzes the wonderful lessons under the guidance of the tutor, and each subject group forms an analysis report of the sub-subject lessons.
The second stage: theme learning with lesson examples as the carrier.
From 20 10 to 20 10, eight subject groups carried out lesson learning respectively.
Tutors of various disciplines and all students in this discipline choose three or four class research topics and conduct class case study in the way of "three stages and two reflections". * * * cooperated with each other to complete the collective teaching design, comprehensive problem diagnosis and continuous practice improvement of a research class, so that the cooperative team witnessed the whole process of action research and formed a typical class.
At the same time, students from other schools choose topics that are in line with the actual situation of their own disciplines to carry out research in our school and form an effective analysis report on teaching and research activities, and the tutor group will give professional guidance.
Each lesson goes through the following steps: (1) Determine the research topic and make the lesson plan; (2) Prepare lessons independently, take part in the first round of classes, and the tutor group and the students in this group will attend lectures, attend lectures and evaluate classes, and the students will cooperate with the tutor group to design the second round of classes; (3) In the second class, the tutor group and the students in this group attend lectures, attend lectures and evaluate classes, and the students cooperate with the tutor group to design the third class; (4) In the third round of class, the tutor group and the students in this group attend classes, attend classes and evaluate classes; ⑤ Students prepare the outline of the lecture report on the theme research, discuss the first draft of the lecture report in groups, and the tutor group puts forward specific suggestions for modifying the lecture report; ⑥ Students' lecture report on completing theme training; ⑦ Each student answers the lesson research report and lesson research guidance report of Yuhang tutor.
In this process, three intensive training days were organized to exchange the training situation of each group.
Professor Gu Lingyuan visited the training site twice and gave a special guidance report, which further improved the training quality of all the students.
In addition, in the learning process, students also adopt independent reading (combining the special literature recommended by experts with the literature independently consulted in the module course), discussion and dialogue (through student forums, online dialogues, special discussions and mutual learning), and students submit reading notes, reflection notes, learning experiences (online communication), blog short articles and other immediate assignments.
Today, four discipline groups also organized four graduation report classes, and let all leaders and teaching and research team leaders experience the fragments of the seminar case study.
Three. Harvest and Witness After nearly a year of training activities, students and tutors have achieved the goals of "improving the practical ability of classroom teaching" and "enhancing the research ability of classroom teaching".
Accumulated a number of valuable research results of lesson cases, and 15 research reports have been published in educational journals.
Today's six classes show the collective achievements of all students.
At the same time, the training has accumulated a lot of lifelong wealth for the students in terms of professional quality, educational concept, professional ability and research level.
Students generally feel that they have learned something.
During our three-week intensive study, from the understanding of teachers' professional knowledge structure to the "three concerns and two supports" in teachers' action research, we have to rethink and examine our original teaching methods and teacher training methods.
Experts and scholars from eight disciplines teach. Among them, there are both theoretical scholars and frontline practical experts. Starting from the characteristics of their respective disciplines, they interpret the basic problems of classroom teaching and the methods of teachers' research and development from different angles and perspectives.
Multidisciplinary exploration and mutual learning, especially their ability to grasp the key issues (key events) from ordinary problems, left a deep impression on everyone.
The reports of several experts not only let students know the research methods of classroom teaching, but also let us know that lesson study is the best carrier for teachers' professional growth, and cooperative research is the best way for teachers' team to grow together.
Here are some letters of recommendation from students and tutors.
Student Ren Yanbin: Through step by step participation, I know how to do my homework.
There are many kinds of training, but it is not as stressful as this advanced seminar.
But in retrospect, it was worth it.
The harvest is that I didn't know much about lesson learning in the past, and I stayed on finding cases and teaching plans. This time I really participated in the process of lesson study, and finally I wrote a report on lesson study. Although the report is still immature, at least I know how to do it and how to understand it, which is very helpful to improve teaching.
Student Wang Fang: Take an exquisite class and switch to normal teaching.
Learning the case is bitter, but it's worth it.
I learned new teaching and research methods and ideas.
To be honest, I haven't heard of "three paragraphs and two reflections" before, which is very helpful for refined classroom and classroom reform.
A delicate class will be transferred to other classes and will consciously or unconsciously use methods. Although the content will be different, the research methods will certainly continue.
Every class can make a little progress.
Tutor Li: The seminar grasped the characteristics of teachers' learning.
Lesson learning is a very systematic thing.
After studying theory in Shanghai, I came back and read some books, which really gained a lot.
In practice, I learned many methods, including how to attend classes and how to take notes, which I think can also be used in future training.
This kind of learning is embodied in several aspects, including ideas, practices, cases and actions, which are closely related to the characteristics of our teachers' learning, and our future training should also be done from these aspects.
In addition, some students apply the research method based on case study to the activities of teaching and research group, which promotes the in-depth development of subject teaching and research activities.
Several schools, such as Qingshui No.3 Middle School, Qingshui No.5 Middle School and Qingshui No.4 Middle School, have also established school-based training experimental alliances with lesson study as the carrier, and cooperated to carry out horizontal (interdisciplinary) and vertical (inter-school) lesson study.
Some discipline researchers organize discipline teaching and research activities in the form of lesson study.
It can be said that the results and gains of this seminar are various.
Four. Reflection and improvement Reflection on the organization, design and arrangement of this seminar can be improved in three aspects:
1. Establish a mechanism for personnel selection, so that students' training foundation is relatively neat, their learning initiative and enthusiasm are higher, and their training and quality are more prominent.
2. In the scheme design, learn while doing, alternately carry out theoretical study and research practice, and take a class immediately after learning a special topic.
As the saying goes, thinking goes hand in hand.
3. In terms of time arrangement, we can concentrate on time, energy and content to carry out research and complete a lesson.
Although the seminar has graduated, our enthusiasm for doing research in the classroom remains the same. It is our eternal goal to improve teaching behavior and research ability.
Finally, let the students in our county have a high-level student platform; I would like to express my sincere thanks to all the tutors and teachers Deng Shuanggui. It is your high-level guidance, persistent professionalism and rigorous academic attitude that infected and inspired all the students to seriously carry out research, and supported and helped all the students to improve their teaching and scientific research capabilities rapidly.
Thanks to all the teaching and research staff in the teaching and research section. It is your full cooperation and guidance that enabled the seminar and all the students to successfully complete the research task.
thank you