From 2005 to the end of 2006, under the guidance of "teaching effectiveness and diversity of methods", taking improving the quality of education as the starting point, taking "effective performance assessment", "classification promotion" and "research class meeting" as the basic measures, and taking the form of after-class notes, unit reflection and teacher forum as the requirement to develop the good habit of "tracking reflection", teachers' thoughts were focused on improving their thoughts. Everyone thinks that there is a big gap between teaching objectives and achievements, and there is a big gap between teachers' efforts and students' achievements. In this way, how to make the teaching goal more in line with the students' reality and improve the teaching effect has become the most concerned issue for teachers. Therefore, teachers pay attention to the improvement of teaching links and the reform of teaching methods. On this basis, in 2007, the school issued the Selected Experiences of Curriculum Reform in Famous Schools in time, organized a semester-long study and discussion, and organized leading teachers to visit famous schools on the spot. After returning to school, we will fully deploy in 2008 when the time is ripe to promote classroom reform. Comply with the process of curriculum reform, focus on highlighting students' dominant position and enhancing teaching pertinence, take the reform of teaching evaluation standards as the guide, strengthen listening and evaluation activities as the starting point, take the selection of pioneers of curriculum reform as the incentive, take the excavation of excellent courses as the driving force, and take the observation of famous school classroom records as the reference to gradually improve teachers' ability to master new curriculum types.
With the change of teachers' teaching concept, teachers' teaching behavior is improving day by day. At present, teachers write guidance programs on the basis of fully integrating learning situations and teaching materials, conduct group construction on the basis of fully understanding learning situations, organize students to teach on the basis of taking students' differences as teaching resources, and guide and help students to cooperate, explore, question and master learning methods on the basis of strengthening the "tutor" consciousness. Through continuous improvement, students' habit of autonomous learning, group cooperation, discussion and presentation has become the norm, teachers' self-confidence has been continuously enhanced, students' grades have been gradually improved, and autonomous classrooms have become increasingly mature.
The deepening of the practice of curriculum reform continuously and profoundly enlightens us: the more we believe in students, liberate them and give them more places in the classroom, the more profound experience they can get and create more surprises; The more students are respected, used and inspired, the more unexpected teaching results can be achieved, and education can truly show her great charm. At the same time, practice makes us realize that education is facing a unique individual, and everyone has different personality, family environment and cultural foundation. Therefore, education must carefully study every object of education, so that the teaching method conforms to the growth law of students. To this end, we regard "everything in the school exists for the development of students" as the school-running concept guiding the whole curriculum reform. While carrying out "autonomous classroom" in an all-round way, we realize that we should really treat students as human beings, not only in the classroom, but also in student management. Autonomy is the core of teaching and the foundation of education. Student management should reflect students' independent consciousness. To this end, we have explored a moral education model of "self-management" for students with self-education, self-service and self-development as the core. The mode of students' independent development with "two independences" as the core has further improved the level and connotation of management.
Second, build an efficient learning classroom model with autonomous learning as the core.
"Autonomous Classroom" is a teaching model with the basic structural framework of "autonomous learning-discussion and demonstration-test feedback" and the learning plan as the carrier throughout the whole teaching process, that is, the "three-link guided learning" teaching method. With the guidance and help of teachers, students learn efficiently through autonomous learning, group discussion, exchange and display.
Since 2008, we have basically completed such an exploration, that is, the construction and implementation of "autonomous classroom" must strengthen the following measures:
1, standardization of learning plan writing and use.
Learning plan is a road map to guide students' autonomous learning and cooperative learning. Its function is mainly "guidance" and its core is "learning". Therefore, it is very important and crucial to formulate a classroom interaction scheme that can enable students to learn to learn. To this end, the school has established and improved a set of systems in the compilation, use, correction, preservation, inspection and evaluation of learning plans to ensure the quality and efficiency of compilation. In compiling, all lesson preparation groups are required to carefully study the curriculum standards, teaching materials and learning situation, grasp the difficulty, gradient and length of the learning plan, and transform the rigorous and abstract knowledge into readable, acceptable and popular specific knowledge, so that the knowledge is problematic and hierarchical; Determine the learning goals and methods suitable for students' learning practice, and give the ways and methods to achieve the goals. In use, the teacher designs the teaching according to the students' learning situation in this class, flexibly adjusts the learning plan, exchanges feedback after use, and improves in time.
2. Standardization of group training construction.
Group is the organizational guarantee of autonomous classroom, the main platform to give full play to students' subjectivity and initiative, and the main position to cultivate good study habits and learning ability. It is far from enough to understand team building as the completion of formation. Our school has formulated and implemented the regular construction system of "formation, guidance, training, assessment and evaluation", strengthened the random training guidance in practice, put forward the specific requirements of "shorter training time, fewer personnel, higher frequency and more levels", and incorporated the training situation into the teacher assessment to ensure the team to play a leading and driving role in the independent classroom.
3. Strategies for linking arrangements and rules.
It is the key to realize students' learning and learning to arrange and standardize the three links of autonomous classroom accurately and reasonably, and teachers' ability to master the new curriculum types should be reflected in this. Based on the fact that teachers have completely mastered the basic essentials of autonomous classroom operation, we put forward the strategic requirement of "grasping both ends and putting them in the middle" in time, requiring teachers to pay attention to strengthening the guidance and implementation of autonomous learning, testing the key points of feedback links and boldly letting students discuss and show them. Only by finding these breakthrough points correctly can teachers guide and guide in time and correctly, and solve problems with obvious results.
4. The application of scoring mode is flexible.
It is the embodiment and respect of students' subjectivity to let autonomous classrooms meet the learning needs of students of different grades. Different grades, different learning conditions, the same model, different requirements, our school's approach is that senior one mainly works hard on "establishment", that is, system standardization and forced transformation, and gradually internalizes the autonomous classroom model into conscious behavior, realizing the habituation and normalization of teachers' application model. Senior two mainly makes a fuss about "innovation", that is, combining with the reality, innovating the model, using it flexibly, exploring a teaching model that is suitable for students' reality, subject characteristics and strong effectiveness, grasping the "three keys", that is, interpreting the learning objectives, allowing students to clarify which links and measures to complete their learning tasks, guiding and guiding each link, and summarizing this lesson. Senior three mainly makes a fuss about "living", that is, paying attention to the college entrance examination, adjusting flexibly, paying attention to the individual differences of students, taking into account the balance of disciplines and improving learning efficiency.
5. Characteristic teaching methods.
Teaching without definite methods is the highest realm of teaching methods. On the premise that teachers and students are used to the basic model of "three links" and have internalized the "three links" into a learning process, blindly emphasizing the unified model will constrain teachers' thinking and creativity. Different subjects, different goals and different methods make teachers change with time. For example, in Chinese subject, it is necessary to cultivate students' Chinese ability and humanistic quality, and the preparation group actively integrates teaching materials to form a number of special topics; Integrate teachers and implement teachers' shift; In the classroom form, the demonstration class introduces textbooks, plays, debates and so on. Let Chinese "live"; Design a study plan of expression and communication, let students talk about feelings and implement writing. The breakthrough in these modes has effectively improved the teaching efficiency.
The key of "autonomous classroom" is to let students be autonomous, and the core is to let students learn. It is to decide what to teach and how to teach according to the learning situation. Teachers don't talk about what students already know, but let students talk about what they can do after being inspired. Only teachers who have difficulties after being inspired can make the finishing touch. But guidance, instruction and help must be at the right time and in the right place. In the final analysis, learning is a matter for students, and all "teaching" should be subordinate to students' "learning". Teaching students to study independently is the best teaching. This is our practical interpretation of the characteristics of "autonomous classroom".
Third, build a model of students' independent moral education with independent management as the core.
On the premise of trusting and respecting students, a student education management model based on system management, self-management as the core and cultural guidance as the strategy has been established, which is based on creating an educational environment in which everyone actively participates, manages independently and is influenced by culture, providing students with a multi-level, multi-channel and multi-directional self-management platform to exert their autonomy, creating a spiritual and cultural atmosphere and realizing students' self-education, self-management and self-development.
1. Humanization of rigid system management.
Everyone is equal before the system, which is only one aspect of the problem. The key is that the formulation of the system should come from students and be internalized into voluntary behavior norms of students. The school actively guides students to make class rules democratically, participates in making some school rules and disciplines democratically, and makes all school systems become students' moral knowledge and collective public opinion. In the implementation of the system, students manage themselves and highly rely on the power of culture and public opinion to maintain management, so that students' daily behavior meets the requirements of the system and moral norms in a conscious state, forming a rigid system of humanization, conscious behavior norms and collectivization of supervision and management. This is the foundation and guarantee of self-management. Practice has proved that the humanization of rigid system is an effective way and method to transform preventive moral education into developmental moral education.
2. Socialization of independent management.
Respecting, trusting and relying on students, specifically to moral education, means letting go of independent management. Specifically, it is to let students live independently, study independently, manage independently, socialize independently, build independently culture, engage in recreational activities independently, organize associations independently and grow independently. Our school has set up a student self-management Committee from three levels: school, grade and class. Under the guidance and guidance of teachers, the three-level daily affairs in autonomous management are supervised, assessed and evaluated independently. The student self-government management committee fully implements socialized management, and members are responsible for each other, coordinate with each other, and actively and creatively carry out their work, thus forming a situation in which everyone has something to do. For example, the formulation of class objectives, class rules and training songs, quantitative assessment of students' quality, duty week, cultural corridor, window design and production, and apartment life management in daily affairs are all handed over to autonomous management; In education and teaching, crazy English reading guide, flag-raising ceremony, campus broadcast, literary evening, unsupervised, hiking and training activities are all organized by students themselves. At the same time, self-management also extends to a wider range of fields such as students' social activities. Such as literature club, choir, dance team, basketball team, art club, photography club, etc. Break the boundaries between grades and classes, let students with similar interests carry out activities independently, meet the development needs of students with different specialties, and let all students have a development platform to experience the happiness of school life.
3. The construction of school culture is three-dimensional.
Schools should be full of cultural charm, become a place that students yearn for and miss, and become a spiritual home for students. While cultivating students' autonomous learning and management ability, the infiltration, nourishment and edification of culture is an intangible spiritual force. We take influence, spiritual inspiration and spiritual shock as our foothold, tap students' inner potential and stimulate students' inner motivation as our focus, and infiltrate education into every level of the school. In shaping environmental culture, efforts should be made to make the layout of gardens, corridors, walls, classrooms, sports grounds, student apartments and other places beautiful, generous, comfortable, warm and interesting, giving people beautiful enjoyment and elegant experience, fully embodying educational ideas and cultivating students' humanistic quality and personality quality; The creation of spiritual culture is mainly reflected in the democratic formulation of class emblem, class song and class training, class oath, singing school song, running exercises during recess, theme class meeting, poetry reading and so on. In the students' independent experience, it nourishes the soul, enlightens the spirituality, sublimates the emotion, ignites the students' passion, promotes the enterprising power and stimulates the life ambition. Turn the school into a charming temple with centripetal force and cohesion.
4. Ideological and moral cultivation is emotional.
The key of "self-management" is to make students independent, the core is students' emotional experience, and the highest realm is infection and emotion. The theme class meeting in our school is an important form of self-management and an important carrier and way of moral education in our school. Theme class meeting activities, the protagonist is not the teacher, but the students themselves. From the formal point of view, sketches, cross talks, speeches, recitations, debates, democratic discussions, etc. Is eclectic; From the content, gratitude, communication, study, life, ideals, outlook on life and so on are rich and colorful. Students actively participate, fully show and express their feelings, and some people are full of passion and even tears. Their appeal and educational power are better than preaching and reprimanding, which not only brings students a psychological experience full of interest and life value, but also enables them to exercise their consciousness and ability, so that they can understand and grow independently in reflection. We realize that students have emotions, and our education must respect students' emotions.
In the state of students' autonomy, teachers should first change their ideas, fundamentally trust students and learn to be shopkeepers. Secondly, we should change our mentality, don't worry about students' problems, and take the emergence of problems as an opportunity for education, because every problem has favorable educational factors in it. Thirdly, the transformation of education and management is realized through research, guidance, service, coordination and adjustment. Fourth, we should change our habits, don't pretend to be the boss, get along with students on an equal footing, listen to their voices, go deep into their hearts, really give students a space for independent growth, and give teachers a way to liberate themselves, so as to achieve a win-win situation in which teachers are professional and relaxed and students are independent.
At present, the "independent classroom" and "independent management" in Yichuan Middle School have been organically integrated. Students teach students in class and manage students after class, which forms a self-development model suitable for China characteristics, which has become an important guarantee for the rapid development of schools and the rapid improvement of teaching quality, and has caused extensive and profound changes in the form of school education. I use "one overall change, four specific changes" to summarize. "A big overall change" has greatly changed the overall learning atmosphere and mental outlook of the school. Students have changed from passive learning to active learning. Students can learn, learn and be willing to learn, forming a democratic, equal and people-oriented teaching atmosphere. Learning has become a passion and happiness, and the whole campus is full of feelings of life. The "four major changes" are: first, teachers have changed, and teachers have become servers, guides, researchers and learners of students' learning. In the teaching process, teachers have changed from the role of imparting knowledge to the role of guide, server, researcher and developer in classroom teaching, which really dispels teachers' job burnout and improves teachers' professional happiness. Second, the classroom has changed. In the classroom, students are moving, the atmosphere is active and the teaching methods are diversified. Autonomous classroom, students participate extensively, students dare to ask, speak, discuss, explore and ask questions, and everyone participates. Textbook drama, classroom debate and classroom group competition have come to the classroom one after another, making the classroom colorful. Third, students have changed. Students have a strong interest in learning, strong comprehensive ability and good habits. Autonomous classroom can stimulate students' thirst for knowledge, standardize students' active learning and improve students' learning ability and efficiency. In group cooperation, students develop the habit of division of labor, cooperation and gregarious, and their learning ability and interpersonal coordination ability are enhanced. Fourth, the teaching results have changed, and the college entrance examination results have changed from slow growth to large-scale overall improvement. The number of students enrolled in the college entrance examination has increased from 20 1 in 2005 to 20 1154. The online rate of college entrance examination students is close to 60%, and the online rate of undergraduate students is 96%. The six indexes of college entrance examination ranked first in all counties and districts of Yan 'an City for six consecutive years. In recent two years, the number of senior students has greatly increased, and the results of college entrance examination have made a qualitative leap. From a few students admitted to a college at the beginning, there are many students admitted to 2 1 1 engineering university and 985 engineering university now. This year, Cui Tao, a science candidate in our school, won the first place in Yan' an this year with 666 points; Zhang Ying, a fresh liberal arts candidate, won the first prize in Yan 'an with 644 points, ranking 365,438+0 in the whole province, and was admitted to Tsinghua University.
The vitality of life comes from people's autonomy, initiative and creativity. Because of self-determination, teachers are liberated from the tedious daily affairs, leaving more time to study students and become real mental workers, thus becoming more professional and pure; Because of autonomy, students get rid of endless "nagging" and "preaching" and become masters of their own lives, full of happiness and happiness in controlling their own destiny; Because of independence, the school starts with passive and helpless examination and assessment, which makes education glow with youthful vitality and keeps Excellence with us, thus having the enthusiasm, initiative and creativity of work.