In order to ensure the smooth progress of activities, it is often necessary to make an activity plan in advance, which is a written plan for specific activities to be carried out. How to make an activity plan? The following is my regional teaching and research activity plan for reference only. Welcome to reading.
Regional teaching and research activity plan 1 I. Guiding ideology
Under the guidance of xx Education Bureau's 20 1x opinion on deepening curriculum reform and the spirit of the conference on art and sports work in teachers' further education schools, school-based teaching and research is the first choice to promote the process of curriculum reform. In order to strengthen the implementation effect of non-examination subject courses and improve the management effect of "2+ 1" professional training courses; In order to promote the balanced development of teaching and scientific research in the region and enhance the complementary advantages of schools; In order to solve the problems faced by schools and teachers in curriculum construction, a platform for exchange and interaction between teaching and research should be built.
This semester's regional teaching and research work aims at innovating the content and methods of work, seeking truth and being pragmatic in the process of work, and creating a new situation in school education and teaching. Xx city regional teaching and research activities plan is formulated as follows:
Second, the activity objectives
Taking regional teaching and research as the main position, mobilizing the enthusiasm of all teachers to participate in curriculum reform as the premise, building a teaching and research platform with full participation, cooperation and interaction, and showing individuality as the starting point, exploring the strategies of interest classroom teaching and the development of school characteristics as the principle, and solving the problems of interest classroom teaching as the basic task, we will finally optimize educational resources, improve teaching and research efficiency, promote inter-school exchanges and interaction, promote the common growth of teachers and students, and gradually improve the school-based curriculum system with characteristics.
Third, the theme of the event
Cultivate students' personality and highlight the characteristics of running a school
Four. Activity content
Taking interest classes as the carrier, according to the situation of teachers, students and special education in each school
Resources, implement school-based courses such as music, physical education and fine arts with characteristics, strengthen the cultivation of students' "2+ 1" personality, focus on exploring effective strategies for the implementation of research interest classes, and develop and implement school-based courses that highlight our school's characteristics.
Verb (abbreviation of verb) activity form
Watch the discussion class and discuss it in classes.
Preparing lessons-Instruct teachers to determine the topics of lectures and discussions, and then prepare lessons with relevant teachers in our school before class.
Discussion in class-teachers are required to listen carefully, take the initiative to discuss the classroom, solve the problems existing in teaching activities, and explore interesting strategies for classroom teaching and the development of school characteristics.
Duration of intransitive verb I-word
Late April (exact time to be determined)
Seven. Venue
Wuchang city time primary school
VIII. Organization of the Organizer
Team leader: Wang Guoqiu
Deputy Team Leaders: Hu,,, Li Zhichao.
Member: Yuan Jiang, Liu Xiaoxue and Li Zhichao.
Nine. Activity arrangement
1, organization and implementation arrangement of regional teaching and research activities (omitted)
2. Arrangement of regional teaching and research activities on that day
X. Requirements related to activities
1. Leaders and teachers attending classes in all schools should report to Times Primary School on time.
2. The teachers who participated in the activity took teaching examples as the research object, conducted classroom discussions, and then solved the problems in teaching in a targeted manner, and explored the strategies of interest-based classroom teaching and the development of school characteristics.
3. Leaders in charge of each school and teachers who are interested in classroom teaching need to participate.
Plan II of Regional Teaching and Research Activities This kindergarten-based teaching and research activity starts with the organization of regional activities, the guidance of teachers, the distribution of materials and the evaluation of games, and combines the content of teaching and research activities with teachers' actual work experience (classes must have at least three regional activities every week), and then carries out some collisions and sharing in combination with actual work. Through the observation of teachers, we can master the organization process of regional activities, which is most helpful to improve teachers' educational behavior and ideas. Teachers' reflection in teaching and research can more effectively promote all teachers involved to acquire new knowledge and make new attempts in future practice, thus promoting your common professional growth.
Common defects in activities:
1, some class spaces are not reflected.
2. The class's regional materials are relatively simple, not rich, and do not reflect the hierarchy. The operation value is not high.
3. Children play games in the district, and the teachers don't observe enough. Many classes don't have record sheets, which can't well reflect the actual development level of children.
4. The teacher doesn't have enough understanding and grasp of the current training objectives of the children in this class, and there is no targeted guidance. Teachers did not intervene in time to help and support the needs of individual children.
5. Teachers are general in regional evaluation, and they are not targeted. They use heuristic guidance to guide children's evaluation.
Suggested measures:
1, teachers can use class activity space for reasonable planning, use toy cabinets and floor mats to distinguish regional space, or use corridors and aisles to create space.
2. Rich materials can be collected through parent-child interaction. According to the arrangement of the regional plan, each class explains to parents the materials that need to be collected for the theme and the items that need to be made or provided by parents to carry out regional activities, and puts them into the area to enrich the materials in the activity area.
3. Put the materials in a planned, purposeful and hierarchical way. We put materials according to children's age characteristics, combined with recent educational goals, children's original experience and actual development level. The input of materials should be planned, purposeful and hierarchical, not all materials should be input at the same time, but in stages and batches. The hierarchy of materials is also reflected in the problems that we should pay attention to when preparing materials for children. The process of children's operation and exploration is developing and changing. The materials prepared should be adaptable to the new requirements and challenges constantly put forward by children, and should be developmental. Through constant exploration and trial, children should be helped to accumulate various experiences and improve their abilities.
4. Carrying out evaluation activities after regional activities is conducive to helping children accumulate experience and have a deeper understanding and understanding of their own behavior.
Programme of regional teaching and research activities 3 I. Guiding ideology
Kindergarten regional activities are a way for children to learn at present, and also a new form of educational activities to promote the reform of preschool education. Regional activities are also one of the curriculum organization ways for kindergartens to promote children's ability development. It makes up for the shortcomings of collective teaching with the distinctive characteristics of personalized learning, enables children's initiative in learning activities to be brought into play, personal experience and characteristics to be reflected, and enables the educational concept of "children's development-oriented" to be implemented concretely.
In view of the problems existing in the organization and implementation of regional activities by teachers in our park, this semester mainly focuses on regional activities and game activities. Through the analysis of ideas, processes, materials, on-site observation and teachers' observation and guidance skills, teachers can master the organization and guidance strategies of these regional activities and game activities from the aspects of ideas, technology and practice, and can draw inferences from others. Through this seminar and training, teachers are urged to pay more attention to regional activities and game activities, improve the ability of teachers in our kindergarten to organize and guide regional activities and game activities, and improve the quality of kindergarten games.
Second, the activity objectives
1. On the basis of in-depth study of relevant game theories, combined with the actual situation of the class, rationally plan the regional environment, explore the methods and laws of learning in regional game activities at different ages in primary schools, middle schools and large classes, and cultivate teachers' ability to guide children's operation in regional activities and a team of scientific research teachers with excellent teaching skills.
2. Through practice and discussion, learn to correctly observe and evaluate children's development in games, and explore a game recording method that is convenient for both teachers and children, and a game performance expression form that conforms to children's development level.
Third, the teaching and research theme
1, Teaching and Research Theme 1: Research on District Corner Activities
2. Teaching and research theme 2: Research on game activities.
Fourth, the active object.
All kindergarten teachers.
Verb (abbreviation of verb) requirements for carrying out activities
1. All instructors should attach great importance to their thoughts, take a serious attitude, and make good preparations for teaching as planned.
2. Instructors should go deep into teaching materials, study teaching methods, and choose the theme suitable for corner and game activities according to the specific situation of any class to carry out teaching and research activities, so as to improve the quality of corner activities and game activities in our garden.
3. In the activity, the instructor should adhere to the educational principle of games and develop children's ability in the learning activity of "entertaining through education".
4. Teachers who participate in teaching and research activities should listen carefully, take notes, reflect deeply, actively participate in class evaluation and discussion activities, and achieve the goal of learning from each other and improving together.
Research methods and steps of intransitive verbs
(1) Preparation stage: September 20xx-June 5438+10/October.
1. Through business study, the combination of self-study and concentrated study is adopted to carry out lesson analysis and theoretical lectures, improve the theoretical level, understand the theme and form of teaching and research activities this semester, and transform educational ideas into educational behaviors under the guidance of the Guide.
2. Teachers in each class choose their own teaching contents according to the research topics of this semester.
(2) Implementation stage: 20xx year165438+1October 18- 19.
The first stage: the first teaching and research activities are carried out in grade groups.
1, staffing:
Small class grade:
Middle class level:
Large class results:
2. Evaluation criteria:
According to "Evaluation Criteria for Government Kindergarten Education Activities" and "Evaluation Criteria for Teaching and Research Activities", the evaluation and quantitative scoring are carried out from five parts: activity purpose, activity design, activity preparation, activity implementation and activity effect. The scoring results are included in the evaluation results of teachers' performance and the evaluation results of key teachers and star teachers.
3. Activity evaluation:
Reflect, evaluate and study in different grade groups. According to the quantitative score, 1-2 high-quality activities are selected every year.
The second stage: the whole park observation activities.
Activity display: the annual high-quality activities are displayed separately.
The third stage: summary stage
1. Summarize the experience, experience and feelings of the research on regional game activities this semester, and form an educational narrative;
2. Selection and promotion of teaching and research achievements.