First, strengthen moral education and improve its effectiveness.
Moral education is always the primary task of school work and the top priority of quality education. Chengnan primary school clearly realizes that the ideological and moral education of students is a long-term work, which can not be ignored or perfunctory at any time; Every faculty member in the school is a moral education worker, and moral education must be infiltrated into their own work. In recent years, the moral education in Chengnan Primary School mainly starts from the following three aspects:
1. Strengthen the construction of moral education culture and optimize the educational environment.
Moral education culture is the carrier of moral education and an important guarantee for students to form good moral quality. The construction of moral education culture in primary schools in the south of the city includes the construction of campus culture, the development of moral education activities, the formation of moral education system, and the construction of moral education network in schools, families and society.
Campus culture is a hidden course of moral education, which has a subtle influence on the formation of students' good moral character. Chengnan Primary School has created a rich cultural atmosphere by using the characteristics of new school buildings. A clean and beautiful campus, carefully arranged windows, blackboard newspapers and lush flowers and plants give students beautiful enjoyment and spiritual purification. Campus network, closed-circuit television, library and red scarf broadcasting station have broadened students' horizons and improved their understanding.
Colorful moral education activities create conditions for avoiding moral preaching, so that ideological and moral education can be carried out in activities and students can complete self-education in moral experience. The moral education activities in Chengnan primary schools are divided into two levels and two forms. The two levels are school-level moral education activities and class moral education activities, and the two forms are routine moral education activities and theme moral education activities. School-level moral education activities include flag-raising ceremony, art festival, sports meeting, eagle competition, social welfare activities and so on. Class moral education activities are jointly decided by the class teacher and the students. Chengnan primary school pays special attention to class moral education activities, and the school allocates special funds for this activity. At the beginning of the semester, the class teacher is required to make a class activity plan, and the brigade department organizes the backbone teachers of moral education to check the implementation of the plan from time to time, and urges the class teacher to carry out class moral education activities; Teachers are required to hand in activity records at the end of the semester. The school regards the development of class moral education activities as an important part of the work assessment of the class teacher.
Moral education system is an important part of moral education culture and a moral education resource jointly constructed by teachers and students. The formation of moral education system in Chengnan primary schools can be realized through two channels. First, according to the national moral education documents, some moral education systems have been formulated and passed by the teachers' congress, such as the moral education objectives of southern primary schools and the handbook for class teachers. The second is the moral education system that all students need to abide by according to the class convention formulated by students in each class, such as "Detailed Rules for the Evaluation of Civilized Classes" and "Daily Work and Rest of Pupils". Chengnan primary school always embodies democracy and autonomy in the formulation of moral education system, and strives to give full play to the hedonic function of moral education and try to avoid the stylization and superficiality of moral education system. Students have achieved the goal of self-education in the process of formulating individual "I can do" and class "we can do".
Only by forming a good family, social and school moral education network can we achieve good moral education results. Chengnan primary school has formed a relatively perfect system in this respect. The first is to run a good parent school. 1993 parent school was established in chengnan primary school, and it has been 10 years. Parents' schools make teaching plans every semester, and exchange experience in teaching guidance on a regular basis. During 10 years, dozens of educational experts, celebrities and model tutors came to teach in parents' schools to help parents improve their tutoring level. In the first half of 2002, the parent school founded by Chengnan Primary School was awarded as "Wenzhou Model School for Parents". The second is to establish a home-school contact system. The school stipulates that there must be three parent-teacher meetings at the beginning, middle and end of each semester, and each teacher must visit home more than three times each semester. Through parent-teacher conferences and home visits, the school establishes regular contact with students' parents, exchanges information in time, understands students' ideological trends, and listens carefully to parents' opinions and suggestions on school management, education and teaching. The third is to strengthen contact with the community. The school employs community legal experts and educational experts as off-campus counselors to jointly develop community moral education resources; Cooperate with community neighborhood committees and police stations to optimize the surrounding environment.
2. Carry out mental health education and shape a good personality.
Psychological quality is an important part of human quality. Without a healthy mind, there is no happy life. In recent years, the lessons of neglecting mental health education in primary and secondary education are distressing. Primary school students are in an important period of physical and mental development. With the development of physiology and psychology, the expansion of social experience and the change of thinking mode, they will have all kinds of psychological confusion in their study, life and interpersonal communication. Therefore, developing mental health education for primary school students is the need of students' healthy growth and the inevitable requirement of promoting quality education.
Chengnan primary school began to carry out mental health education in an all-round way in 2000. The school has set up a mental health education leading group, a psychological consultation room and a mental health education plan. The level of mental health education of part-time psychological teachers and class teachers can be effectively improved by sending personnel for further study, inviting experts to come to the school for guidance and conducting research on mental health education. In the specific counseling process, actively combine science with pertinence; Facing all students and paying attention to individual differences; Respect, understanding and sincere empathy are combined; Combination of prevention, correction and development; Teachers' scientific guidance is combined with students' active participation; Help others and help yourself.
The mental health education in Chengnan primary school has achieved certain results. Through mental health education, help students deal with contradictions in interpersonal communication and make their relationship with parents, teachers and classmates more harmonious; Through mental health education, students can effectively adjust the contradictions in self-knowledge, stimulate self-confidence and cultivate a sound personality. Mental health education creates a democratic and harmonious teaching atmosphere for schools and lays a foundation for students' all-round development.
3. Reform the evaluation method of moral education and establish an incentive mechanism.
In recent years, Chengnan Primary School has reformed the teacher-oriented moral education evaluation. First of all, through learning, we can guide teachers to change the concept of moral education evaluation, and make it clear that the function of moral education evaluation is not to identify, classify and determine, but to help, guide and motivate, so as to build an open evaluation system with students' self-evaluation as the main body and teachers, classmates, parents and society participating together. Secondly, the school has formulated the Detailed Rules for the Evaluation of Moral Education for Pupils, focusing on cultivating students' good moral behavior, paying attention to students' practice, and combining students' moral understanding with moral behavior; Pay attention to the unity of conduct and combine qualitative evaluation with quantitative evaluation. Third, reform moral education comments. The original comments are monotonous, boring and lack of emotion, which can't inspire students. The school actively promotes the reform of comments through activities such as teacher evaluation and students' "I'll write comments". The comments after the reform have three remarkable characteristics: first, concreteness. Combine the provisions in rules and regulations and moral education rules with students' specific activities and performances to make the comments objective, concrete and vivid. Second, personalization. Comments are highly targeted and can be described according to the characteristics of students, avoiding one thousand people. Third, emotional. Comments are the expression of teachers' true feelings, which can resonate with students, thus combining guidance with affirmation, education with encouragement.
Effective moral education creates good conditions for the healthy development of students in Chengnan primary school and provides a strong guarantee for the sustainable development of the school. The school has been named as the first batch of primary school students' daily behavior standard school in Wenzhou, the red scarf demonstration school in Wenzhou and the civilized unit in Wenzhou.
Second, build a training model to stimulate teachers' growth.
The growth of schools is inseparable from the growth of teachers. Building a team of high-quality teachers has always been the key to school work. Over the years, Chengnan Primary School has always put teacher training in an important position and invested a lot of money in teacher training. In the past three years, teachers have invested 6.5438+0.2 million yuan in studying abroad. In the course of many years' training, Chengnan Primary School has broken the traditional teacher training mode and built a three-dimensional school-based training with "interaction, experience and diversity".
1, diversity training
The traditional training method is simple and the training content is narrow. In order to change this situation and make school-based training move from single to multiple, Chengnan Primary School has actively explored the training methods and training contents, and formed a training method suitable for Chengnan Primary School teachers.
(1) Group activities. In the group teaching and research activities of Chengnan primary school, Chinese and mathematics are based on the level, and other subjects are based on the school-level teaching and research group. The contents include: planning, teaching material analysis, theoretical study, subject research, snowball-style open class, etc. Every activity can be planned, themed and recorded, and all members of the level group take turns to preside over it. As a routine teaching and research activity, group activities provide opportunities for teachers to exchange and cooperate, explore and solve practical problems in teaching, and play a very good role in enhancing teachers' sense of cooperation and improving their practical ability. Especially for teachers who use new textbooks, this level of teaching and research activities is indispensable.
(2) Microteaching. Microteaching is one of the most effective means in normal education. Micro-training based on micro-teaching also plays an irreplaceable role in improving teachers' education and teaching level. Chengnan Primary School is an experimental school of modern educational technology in Zhejiang Province. Advanced educational technology makes microteaching develop rapidly. In recent years, all school teachers have to film their classes and analyze their videos after class to improve their education and teaching level. Specifically, there are the following ways: First, teachers' self-evaluation. As the saying goes, when a teacher looks at his class as a bystander, he often has different feelings. In class, you can clearly see what you have done well and what you have not done well by watching videos. For example, a teacher watched his classroom video and found himself asking the students "Who knows the growth of peanuts?". When a student said "I know", he ignored it and continued to play the courseware, which led to the student's constant fidgeting and drifting away from classroom teaching in the following time. After watching the video, the teacher wrote a case-"Respecting students and starting from listening carefully", which deeply analyzed his classroom teaching and improved his understanding. Teachers often watch their own classroom videos, which plays an important role in improving their teaching level. Second, special discussion. The advantage of classroom video is that you can watch it repeatedly and watch selected clips. Using this feature of video, Chengnan Primary School conducted a special study. Chengnan primary school often determines a special topic according to the common problems in classroom teaching, and studies it for several weeks. When watching the classroom video, Chengnan Primary School specially selected the pictures related to the identified topics for discussion and research. For example, Chengnan Primary School has determined topics such as "cooperative learning for junior students" and "teachers pay attention to the whole class and students participate in the classroom" for research. Thematic research under microteaching training has become an important means for teachers to collectively sum up experience, find shortcomings and learn lessons, thus improving the teaching level and scientific research level.
(3) mentoring. Mentoring is the tradition of Chengnan primary school. In recent years, the pairing of mentoring in Chengnan Primary School has achieved good results and has its own characteristics. The mentoring system in Chengnan Primary School has the following two characteristics: First, the mentoring system is integrated with other training activities. After each training activity, the master and apprentice can discuss together, and the teacher can help the disciples to reflect, which also leads to their own reflection. Mentors and apprentices form a mutual aid group, and there is no "mentoring" in the strict sense. Second, we should reorganize guidance every other year to overcome personal limitations. Every semester, the school should determine each pair of mentors and apprentices and select excellent pairs.
(4) Expert guidance. School-based training is not closed-door training. School-based training is inefficient without the guidance of experts. In recent years, Chengnan Primary School has invited educational experts and subject experts to come to Chengnan Primary School regularly for guidance every semester. Professor Cui Luan, Chairman of the National Association of Small Languages, special-grade teachers Qian Zhengquan, Huang Aihua, Chen Zuyu, Zhu Leping, Si Miaoer and other experts visited Chengnan Primary School for guidance many times. These experts go deep into the classroom to listen and evaluate classes, which not only brings new educational ideas to teachers, but also solves practical problems in classroom teaching.
(5) self-study. Self-study is mainly for teachers to teach themselves in their spare time. Of course, this kind of learning has both freely chosen learning content and learning content stipulated or recommended by the school. For example, in the last semester of 2003, Chengnan Primary School asked all teachers to read three books intensively-for the rejuvenation of the Chinese nation and the development of every student, to enter a new curriculum: dialogue with curriculum implementers and interpretation of curriculum standards for all teachers. Read the same books and discuss them in group activities combined with classroom practice. The teacher is interested and finds it meaningful. Sometimes, in order to solve practical problems in teaching, team members will look for information and read books. For example, the first-year Chinese teaching and research group specially organized several special studies to solve the problem of high repetition rate of literacy teaching for first-year students and difficult organization of cooperative learning. In this process, the teacher read a lot of books and papers about these two aspects. At the same time, in the process of establishing a learning school, Chengnan Primary School has also organized more than a dozen teachers' societies, such as literary clubs, calligraphy and painting clubs, all-staff English training classes, choirs and instrumental bands, to enrich teachers' cultural life and improve their cultural literacy.
(6) Reflecting on practice. Teachers must reflect on teaching. It can be said that there is no progress without reflection. Encouraging teachers to effectively reflect on their own educational and teaching practice plays an important role in changing teachers' educational concepts, adjusting teachers' educational and teaching behaviors and improving teachers' overall quality. In recent years, most teachers in Chengnan Primary School, especially young teachers, can keep teaching diaries, teaching reflections and case studies.
In addition, there are many school-based training methods such as "educational research", "special investigation", "case analysis", "action research" and "further study" in Chengnan Primary School.
What teachers are most concerned about is what happens in their own classroom teaching, and what is most confusing is the problems encountered in classroom teaching. Therefore, the school-based training of Chengnan primary school always takes action research as the carrier, pays attention to practical reflection and is based on specific education and teaching work; Pay attention to problem solving, pay attention to "learning by doing" and "learning by doing", and devote themselves to solving practical problems in teaching.
2. Humanized training
Traditional training methods often ignore teachers' emotional needs, teachers' internal motivation and teachers' development needs. In training, teachers do not actively participate, but passively accept. So this kind of training often gets twice the result with half the effort. Therefore, Chengnan Primary School takes stimulating teachers' participation interest as the main strategy of school-based training.
(1) Create a democratic atmosphere. Democracy is fertile ground for creativity. In a school without democracy, teachers can't have a sense of ownership, and they can't give full play to their creativity. Therefore, Chengnan Primary School actively promotes democratic construction and establishes the concept of democratic management. First of all, members of the school affairs committee are required to strengthen the service consciousness of management and make clear that their management serves the teaching and learning of teachers and students. Secondly, strengthen every teacher's democratic consciousness, and make it clear that all school staff are both managers and managed. Third, to overcome the one-sided understanding that "position equals business" in teaching and scientific research activities, there is no need to form a consensus in teaching and scientific research activities.
(2) Pay attention to all teachers. All faculty members of the school are the targets of school-based training. In the teacher training plan and its implementation, Chengnan Primary School strives to create equal development opportunities for every teacher, so that every teacher can develop and achieve himself in a "fair, just and open" environment. So as to avoid the marginalization of teachers and the training and teaching of individual teachers.
(3) Respect individual differences. Every teacher has the characteristics of every teacher, and that single training method is not suitable for every teacher. Before making the training plan, the leaders of Chengnan Primary School can always have a heart-to-heart talk with the teachers, study the characteristics of each teacher, and lay the foundation for training. Through different training, different teachers can achieve different success.
(4) Respect individual experience. The premise of innovation is the liberation and publicity of personality. Innovation is always associated with diversity, and diversity comes from respect for individuality. School-based training in Chengnan Primary School pays special attention to teachers' active participation and cooperative exploration, teachers' individual experience and multiple cognition, and teachers' exploration and creation.
(5) Pay attention to emotional needs. School-based training should not only stay at the technical level, but also pay attention to teachers' emotions. Everyone's success needs others to appreciate, and everyone's joy needs others to share. In the school-based training, Chengnan Primary School always treats teachers with an encouraging and developing vision, rejoicing for the teachers' little progress, so that teachers can regain their self-confidence and win self-esteem in the school-based training.
3. Institutionalized training
School-based training is a long-term work and must be institutionalized. Chengnan Primary School has set up a school-based training leading group with the principal as the first responsible person, the vice principal in charge as the team leader and the heads of all departments as the team members. The long-term plan, school year plan and implementation plan of teacher training have been formulated. At the same time, the following methods are adopted to ensure the normal training.
(1) to promote training by evaluation. The school regularly organizes various appraisal activities, such as "Young Teachers' Classroom Teaching Appraisal", "Excellent Teaching Plan Appraisal", "On-site Classroom Appraisal" and "Teaching Reflection Appraisal" to stimulate teachers' enthusiasm for participating in school teaching and research activities, so that teachers can show themselves and achieve themselves.
(2) attendance to promote training. The school stipulates that every Tuesday to Thursday is the regular teaching and research activities of teaching and research groups at all levels, and each teaching and research group must have more than one activity every week. At the same time, in the activity, there are stipulated contents, a center spokesperson and original records. All training activities adopt the sign-in system.
(3) Promote training by evaluation. All training contents should be evaluated in stages. For teachers who fail to pass the examination, the school will give help and ask them to meet the standards within a time limit. The assessment results serve as the basis for job evaluation.
(4) Promote training by evaluation. Rebuild the teacher evaluation system, pay attention to process evaluation and independent evaluation, establish an evaluation system to promote teachers' continuous improvement, and successively formulate the Implementation Plan for Teacher Evaluation in Chengnan Primary School and the Evaluation Form for Teachers' Work in Chengnan Primary School, which has formed a correct public opinion orientation in schools. In addition, the school has also established a teacher growth record bag, and teachers can put their achievements in education and teaching or teaching and scientific research activities into the record bag. The school encourages teachers through the growth record bag evaluation.
School-based training is the main way to train primary school teachers in Chengnan, and it is also an important carrier for the growth of primary school teachers in Chengnan. In recent years, the professional level and education level of teachers in Chengnan primary school have improved significantly, and 28 teachers have been rated as rookie and teaching expert in city and county teaching circles. More than 30 teachers have successfully taught more than 100 national, provincial, municipal and county public courses, and more than 100 teachers' papers have won prizes in the paper appraisal organized by educational administrative departments at all levels.
Third, seize the opportunity of reform and promote the development of the school.
In the autumn of 200 1, when 700,000 students and 30,000 teachers from 38 experimental areas of primary school curriculum reform in China formally entered the new curriculum, the teachers of Chengnan Primary School were elated. For the development of children, teachers and schools, all teachers and students of Chengnan Primary School resolutely embarked on the road of curriculum reform.
1, save for a rainy day and lay a solid foundation for the start of curriculum reform.
In order to successfully start a new round of basic education curriculum reform in the autumn of 2002, Chengnan Primary School began to actively prepare in various aspects in the autumn of 200/kloc-0, mainly in the following three aspects:
(1) mental preparation. At the beginning of the 200 1 curriculum reform, Chengnan Primary School has always paid attention to the experimental work in the national experimental area, and regularly organized teachers to read papers, experiences and summaries from the experimental area, so that teachers were delighted to see the unprecedented impact of the new round of curriculum reform on education and deeply felt the reform enthusiasm of teachers in the experimental area.
(2) Theoretical preparation. The school sent teachers to participate in the national curriculum reform seminar and teaching and research activities in various experimental areas. Organize teachers to study the outline of basic education curriculum reform and curriculum standards of various subjects (experimental draft) in depth. Regularly organize teachers to learn the experience and understanding of curriculum reform of teachers in experimental areas. Organize teachers to go to Shanghai, Hangzhou and other places to participate in the general training and subject training of curriculum reform.
(3) preparation for action. With ideological and theoretical preparation, teachers in Chengnan primary school are eager to try, and strive to embody the spirit of new curriculum reform and new curriculum standards in their classroom teaching, and strive to practice the concept of curriculum reform in their usual teaching and research activities. The school promptly hired special-grade teachers such as Qian Zhengquan and Zhu Leping to come to the school for guidance to help teachers reform classroom teaching and form new educational concepts.
Through more than a year's efforts, the primary school teachers in Chengnan have greatly changed their views on education, students and quality, showing great enthusiasm for curriculum reform.
2. Establish rules and regulations to ensure the advancement of curriculum reform.
In the autumn of 2002, Chengnan Primary School and Wenzhou Experimental Primary School took the lead in launching a new round of curriculum reform in Wenzhou. In order to promote the curriculum reform smoothly, Chengnan Primary School has established a guarantee mechanism to adapt to the growth of the new curriculum.
(1) Formulate the curriculum reform plan. The school carefully selects the backbone teachers who have undergone general training and subject training as experimental class teachers. After collective and repeated discussions, the implementation plan of basic education curriculum reform in chengnan primary school in Yongjia County was formulated.
(2) Develop the teaching and research system. The school organized the teachers of the experimental class to fully discuss and formulated the teaching and research system for the teachers of the experimental class. The main contents are as follows: teaching and research activities are carried out twice a week, and two teachers start classes; Write teaching reflection or teaching diary every day; Write two teaching papers and one teaching reform experience every month; Hold seminars regularly.
(3) Reform the evaluation system. In order to adapt to the new round of curriculum reform, Chengnan Primary School has reformed the original teacher-student evaluation according to the requirements of the syllabus, and established an evaluation system with self-evaluation as the main body and full participation to promote the common development of teachers and students. First of all, organize all teachers to study on special topics, and make it clear that the function of evaluation is to guide, summarize, motivate and improve. Secondly, discuss the formulation of "Chengnan Primary School Teachers' Evaluation Scheme" and "Chengnan Primary School Students' Academic Evaluation Scheme", which are related evaluation tables. Finally, establish a teacher-student growth record bag and thoroughly reform the report card.
The new round of basic education curriculum reform has had a profound impact on the school-running concept, school management, education and teaching work of Chengnan Primary School. Through the experiment of curriculum reform, teachers are encouraged to update their educational concepts. Teachers gradually understand and accept the concept of curriculum reform and integrate into their own actual teaching, and the roles of teachers and students in the classroom have undergone fundamental changes. The interactive and equal participation in classroom teaching has brought unexpected surprises to teachers and students. Through curriculum reform, teachers' enthusiasm for reform has been greatly stimulated. In the reform, the enthusiasm of teachers to participate in teaching and research activities, project research and curriculum resources development is more than any previous reform.
At the same time, the curriculum reform of Chengnan primary school has accumulated valuable experience and provided useful reference for Wenzhou to start a new round of basic education curriculum reform in 2004. In 2004, Chengnan Primary School was identified by Wenzhou Academy of Educational Sciences as a school-based teaching and research contact school and a Wenzhou curriculum reform contact school.
Fourth, give full play to the advantages of running a school and devote yourself to characteristic education.
Chengnan Primary School offers all-round courses according to the national curriculum, and vigorously strengthens art education, modern technology education and English education according to its own school conditions and students' development needs, making it a characteristic education of Chengnan Primary School.
1, art education
Establishing a correct view of art education is the guarantee for the healthy development of art education. With vivid and touching forms and profound humanistic connotations, art education is close to students' lives, touches their hearts, and expresses their emotions and cultural pursuits. In order to avoid setting the goal of art education as winning prizes in competitions and turning art activities into mechanical training and passive acceptance, Chengnan Primary School has taken a series of measures. First, establish an evaluation system for art education. Whether each student really likes art, enjoys art and experiences art is the main evaluation index. Second, actively carry out art education research and urge teachers to establish a correct view of art education.
Comprehensive art form is the main artistic expression of students. Chengnan primary school attaches great importance to the integration of disciplines in art education. While teaching music, physical education, aesthetic education, calligraphy and dance separately, we should pay attention to the integration of these subjects and create a mutually supportive and complementary art learning environment for students. In art teaching, art teachers guide students to express the experience of music as art, or interpret the flow of painting as music, or integrate various art forms into dance, which makes art learning more relaxed and lively, and the formation of artistic ability more natural and relaxed. At the same time, Chengnan Primary School also advocates the integration of art classes with other disciplines. For example, the integration of information technology courses with fine arts and music disciplines (web page making and image processing in information technology courses are all related to music and fine arts), and the integration of Chinese courses with fine arts courses (the "exhibition platform" in new textbooks actually embodies the concept of integration of Chinese disciplines with other disciplines).
Paying attention to students' differences is the basis of individualization of art education. In classroom activities, Chengnan Primary School pays special attention to students' participation and dynamic presentation, whether teachers fully consider students' differences and what kind of evaluation teachers use to keep students' continuous learning enthusiasm. In terms of extracurricular activities, Chengnan Primary School has set up a 15 interest group, including instrumental band, dance team, calligraphy group, field sketch and so on. Teachers guide students to join one or more interest groups according to their hobbies and specialties. In academic evaluation, the methods of "learning from each other's strengths" and "choosing the best from many excellent ones" are adopted, so that every student can show his best side.
Art education has injected vitality into the development of Chengnan primary school, and artistic literacy has become an important part of Chengnan primary school students' literacy. In the rich artistic atmosphere, students are more confident, self-loving, self-reliant and self-respecting, and know how to love life and others. More than 200 students and more than 20 collective projects in Chengnan Primary School won provincial, municipal and county individual awards and collective awards in various artistic talent competitions that students participated independently.
2. English education
With the development of society, English, an international language, is becoming more and more important. Chengnan Primary School attaches great importance to English education, with 14 English teachers. Chengnan Primary School, as the strongest English education school in Yongjia County, was named as the only English education experimental base in Yongjia County in 2002, and was designated as Yongjia Foreign Language Experimental School (to be built) in 2004. In recent years, English education in Chengnan primary schools has been explored from the following aspects:
(1) Set up English courses reasonably. Chengnan Primary School tried to offer English courses in various forms, and finally decided to follow the principle of "short time and high frequency". The advantages of this setting are: it conforms to the learning characteristics of children; It conforms to the characteristics of non-native language learning.
(2) Carry out English teaching research.
The English teaching and research group of Chengnan Primary School focuses on how to cultivate students' English quality, stimulate students' interest in learning, guide students to learn oral communication in oral communication, and actively carry out English teaching research, with lesson analysis as the main way. In the past two years, the English teachers in Chengnan Primary School have undertaken the observation and teaching of most English classes in cities and counties. In the English class of Chengnan Primary School, the traditional mechanical teaching which makes students regard English learning as an arduous task has faded out of the classroom and replaced by lively English teaching with games and activities as the main carrier.
(3) Create an English atmosphere
Without a good English environment, English teaching is difficult to succeed. Therefore, Chengnan Primary School uses various forms to create a rich English cultural atmosphere, so that students can contact and use English as much as possible. For example, put up English posters on campus, students greet their teachers in English and encourage students to communicate in English at ordinary times. At the same time, English Salon, English Corner, Holiday English, English Art Festival and other activities are held regularly, so that each student can choose his favorite activity form according to his own interests, and let students learn English in the activities.
Through several years' efforts, the primary school students in the south of the city want to speak English, love to speak English and can speak English; English conversation has become the fashion of students in Chengnan primary school.
3. Modern educational technology
Modern educational technology has brought unprecedented impact to traditional teaching and created necessary conditions for people's lifelong learning. As a provincial experimental school of modern educational technology, Chengnan Primary School has made many beneficial explorations in modern technical education.
(1) Construction of audio-visual facilities in schools
The school is equipped with all kinds of equipment according to the facilities standard of Zhejiang Modern Education Experimental School. It has invested more than 3 million yuan to build four systems: program-controlled telephone, dual-control TV, intelligent broadcasting and campus network. All offices have been equipped with two computer rooms and computers, and a courseware production room, a language lab, an electronic reading room and 25 multimedia classrooms have been built. Invested more than 800,000 yuan to buy teaching software.
(2) Improve the level of teacher education.
The level of information education is the key to modern technical education. Chengnan Primary School mainly improves teachers' information education level from three aspects. The first is skills training. Since the autumn of 1999, Chengnan Primary School has made a medium-and long-term plan for computer training, and has trained all teachers in the application of computer operating system, teaching software, office software, courseware making software and webpage making software in a planned and step-by-step manner. The second is theoretical training. Organize teachers to actively carry out modern educational technology teaching research and subject research. The provincial and municipal projects led by the teaching department, "Experimental Research on" Four Combinations "Teaching Reform of Small Languages" and "Optimizing Thinking Teaching with Modern Educational Technology" have been successfully concluded. In the process of research, teachers have established advanced modern technology education concepts and integrated modern education technology with other disciplines.
(3) Cultivating students' information literacy
Good information literacy enables students to learn in ways that were previously impossible. The application of information technology in the learning process can make students actively participate in learning and promote students to actively explore knowledge. Each class of Chengnan Primary School 1 ~ 5 has two information technology classes every week, and after class, different forms of information technology interest groups are organized, such as web page making interest groups and computer painting interest groups. Information technology courses focus on cultivating students' information literacy and the ability to acquire, transmit, process and publish information. Pupils in the south of the city have a strong interest in information technology courses. Information technology has become a tool for them to learn, explore and express their thoughts and feelings.
Over the past few years, Chengnan Primary School has made remarkable achievements in moral education, the construction of teachers, curriculum reform and characteristic education, and has successively won 38 honorary titles such as "National Advanced Group for Standardization of Language and Characters", "Zhejiang Modern Education Experimental School", "Zhejiang Green School" and "Wenzhou Civilized Unit". In 2004, the school was rated as the only "Zhejiang Model Primary School" in Yongjia County.