Training program to improve teachers’ classroom teaching abilities
(Honorary Principal Feng x)
Training time: October 2013 - October 2014
Training organization: Team leader: Pan xx
Deputy team leader: Li xx Lin xx Li xx
Advisor: Feng x
Team member : Qiao xx and directors of each school year
1. Basis for the proposal:
Based on the basic requirements for teachers in the new curriculum;
Based on the Binquan Middle School teacher team The current situation is: teachers come from many schools across the county, basic classroom teaching skills and teaching abilities are uneven, the atmosphere of teaching and research is not strong, teaching behavior is not rigorous and standardized enough, and teaching routines cannot be implemented to high standards; according to the development goals of Binquan Middle School: to create Standardized famous brand school;
2. Basic principles of training:
1. School-based principle. Do not leave work, do not leave school, do not break teaching routines, do not work overtime, and do not increase the burden on teachers;
2. The principle of "integration" of teaching, research, and training. Conduct teaching and research on the actual problems that teachers encounter in teaching, and summarize the problems that require training during the teaching and research process. The trainers prepare lessons for the problems, conduct targeted training, and conduct teaching practice based on the teachers' internalization of the training content. Reflect and practice again, and strive to closely integrate the training with the actual teaching, insist on doing one thing to the end, strive for the effectiveness of the training, do not engage in formalism, and do not go through the motions;
3. The principle of improving teachers’ practical wisdom: teaching The wisdom of design, the wisdom of application of teaching methods, and the wisdom of classroom adaptability.
4. Process monitoring and evaluation principles.
3. Basic content of training:
1. Basic teaching skills training (teachers’ problem-solving ability, reading aloud, hard-pen calligraphy, blackboard writing and blackboard writing design, educational narrative, teaching reflection, etc.);
Specific requirements:
Each teacher participating in the high school entrance examination subjects will solve a set of high school entrance examination questions every two weeks; teachers of non-high school entrance examination subjects: physical education, music, and art can organize student interest groups, such as : Basketball team, football team, table tennis team, and track and field team in the physical education discipline; chorus, dance team, and band in the music discipline; calligraphy, painting, etc. in the fine arts discipline, and improve teachers’ basic skills by organizing student activities. Young teachers under the age of 30 are required to submit a regular script article every week and a blackboard design including blackboard design instructions every month. All teachers are required to submit a teaching reflection and an educational narrative every month (month or semester).
2. Regular teaching training (lesson preparation, attending classes, correcting homework);
Specific requirements:
(1) Persistence in (mathematics, Chinese, foreign language, physics) , Chemistry) in the same year and subject, prepare lessons together, two lessons per week, to achieve "three fixes" (set time and place, decide on the teacher and prepare the person, and decide on the content of the lesson preparation) and "four unifications" (unify the progress, unify the class hours, and unify the emphasis) , difficulties, unified assignments) "Five Discussions" (i.e., discussing the design of teaching links and the design of problems or activities; discussing the methods of student activities, and what are the key problems to be solved; discussing problems that teachers may encounter in the classroom, and students Problems that may arise during the learning process and how to solve them; discuss optional teaching methods and means; discuss the selection of relevant courseware)
Lesson preparation process: individual lesson preparation to form a preliminary plan - collective discussion to form a lesson plan. ——Practice in class—Reflection after class—Carry out secondary lesson preparation
Personal preliminary preparation:
Write a preliminary personal lesson preparation plan according to the division of labor and content of the lesson preparation team. The case focuses on preparing teaching materials, difficulties and outstanding strategies,
design issues and intentions, activity methods and situation prediction. Teachers in the group read through the weekly lesson preparation content, make full preparations for collective lesson preparation, and sort out difficult problems. The teachers sort out the difficult-to-solve problems encountered during lesson preparation and need to be discussed together and bring them to the lesson preparation group.
The lesson preparation teacher (lead preparer) lectures from the perspective of teaching objectives, teaching process strategies and methods, homework design and overall situation analysis of students, and must emphasize the basic requirements of the new curriculum standards for the content to be prepared.
Group discussion:
Each teacher explains to the person in charge the goals, key points and difficulties, and the rationality, accuracy, rigor and quality of the problem design based on his or her own lesson preparation experience. We discuss the effectiveness of courseware usage and student activity methods, and provide each other with the relevant information they have collected. The lead preparer writes the results of the discussion in the lesson preparation group discussion record, and forms a lesson plan to prepare for class.
After completing the lesson preparation for key chapters, we must also pay attention to individual differences. We will discuss and solve the difficult problems encountered by other teachers in their personal lesson preparation, so as to highlight the key points, take into account individuals, and satisfy everyone. Teachers have different needs for teaching.
Practice in class - reflection after class - secondary lesson preparation
Discipline integration:
Use collective subject preparation to achieve integration and communication between disciplines, and provide Each teacher provides a space for thinking collision and mutual deepening of their original ideas, creating conditions for the further development of teachers' personalized thinking and methods. Turning passive collective lesson preparation management into collective participatory learning activities is a beneficial way for teachers’ professional development.
Reorganizing and processing individual additions and subtractions to reflect personalization
On the basis of collective lesson preparation, teachers make personal additions and subtractions to the content of collective lesson preparation based on the situation of students in the class, and reflect on the initial plan And after modification, a lesson plan with a personal unique style is formed. This is our school's "new curriculum standard" trial lesson plan. The content of the lesson plan strives to reflect the new concepts, new curriculum standards and basic requirements for classroom teaching.
Teaching plan writing reflects the following aspects:
(1) Teaching goal design, goal setting basis and teaching preparation.
(2) Design of teaching process, including content, design intention and time-consuming estimation.
(3) Teacher and student activity problem design
(4) Teaching blackboard design and teaching insights, reflection and reconstruction
A good teaching plan has five Features: Teaching content is problematized, discussion questions are contextualized, problem conclusions are diversified, goals and tasks are stratified, and method choices are diversified.
Reflect on reconstruction and improve teaching wisdom
(1) Personal reflection
Teachers reflect on their teaching behavior according to monthly teaching and research themes, and find out the success and success of their own classrooms Where failure occurs, new teaching plans are reconstructed.
(2) Collective reflection
Follow the lead preparer to the classroom to listen to the lesson, and then collectively reflect on the lesson preparation, so that the teaching is full of collective wisdom and fully embodies the teamwork spirit among teachers .
In the process of practice, reflection and inquiry, teachers’ research awareness is gradually enhanced, truly embodying school-based teaching and research.
Lesson preparation is the main way to activate school-based teaching and research, an important guarantee for improving teaching quality, and a necessary condition for school development. The four processes of lesson preparation build a platform for teachers’ communication, interaction, mutual improvement, and mutual development, and also lay a solid foundation for our school’s development goals.
Class flow: reflect the "five rings", create situations - present goals - all participants - highlight key points - take into account the media. Highlight the "five qualities" of classroom teaching: a teaching situation that attracts students' participation; a guarantee of time for students to participate in activities; the cultivation of humanistic spirit, innovative spirit and practical ability; an atmosphere of equality and free discussion between teachers and students; and modern education The effectiveness of technology in the teaching process.
The homework correction process is: the teacher makes corrections and makes corrections - which reflects the correction process, - teacher evaluation - students' self-evaluation and correction.
3. Course type training:
Use one year of training: new teaching, review classes, test paper review classes and other basic class types, so that teachers can provide good routines in a more standardized manner class.
4. "Demonstration class" training for the backbone teacher team:
Carefully build a backbone teacher team, and carefully craft each "open class" of each backbone teacher to make it truly effective. "Leading" role.
4. Training safeguards:
Continue to adhere to the school-based training model of "lesson examples" guidance, special discussions, class practice, and post-class reflection, and establish a regular management system;
Build a teacher practice platform and carry out various activities suitable for teacher development, so that teachers at different levels have opportunities to display; incorporate training content into school work plans and conduct regular assessments;
Establish Class listening and evaluation system for leadership team members
Timely evaluation, timely improvement, timely reporting, and timely motivation.