Case Reflection on School-based Research Activities (1)
This semester, I was fortunate to participate in the "National Training Plan" (2012)-the distance training of school-based backbone teachers in rural primary and secondary schools in Shaanxi Province. After more than two months of online study, we can say that we have gained a lot. For us teachers who work in rural primary and secondary schools, this is indeed a rare learning opportunity. Through this training and study, I improved my understanding, cleared my mind and found my own shortcomings. I deeply realize that if I want to be an excellent teacher, I must constantly update myself, keep pace with the times, and strive to improve my professional quality, theoretical level, educational and scientific research ability, classroom teaching ability and so on. At the same time, we should constantly sort out and reflect on ourselves and promote our continuous growth through reflection and improvement.
In the future teaching, I want to do the following:
First, adhere to self-reflection and sum up the gains and losses of past practice. As a teacher, we must position ourselves, and in our future work, we must take the road of professional development combining "learning-reflection-research-practice". In the future education and teaching practice, calm down and learn from others' strengths, walk slowly, teach slowly, teach in middle school, teach in middle school, make your own way in teaching and research, realize the common development of teachers and students, and improve the teaching quality steadily.
By listening more, thinking more, practicing more and understanding more, focusing on teaching skills and lesson analysis, we will further cultivate basic skills, innovate teaching design, enrich teaching methods, develop teaching AIDS and equipment, ensure the quality of each lesson, teach students basic knowledge and skills, improve students' enthusiasm for learning mathematics and participating in mathematics activities, and cultivate students' awareness of lifelong learning. At the same time, we should learn to be sincere with others. A good teacher-student relationship should be run by oneself, and students should be treated fairly and equally, instead of condescending and dignified, and set an example for students. We should also learn to "tolerate" everything, such as students' performance and grades. I think this is a very important point that teachers should do. At the same time, we should be full of love, know how to forgive, learn to look at students from a developmental perspective, and strive to find their bright spots, praise more and criticize less.
Second, keep learning and improve your own quality. Educator Kyle Lianke said: "Students can forgive the teacher's harshness, rigidity and even nitpicking, but they cannot forgive his ignorance." We should teach well and do what students like, only reading, reading and reading again; Study, study, study again! Form your own teaching style. Textbooks are just tools. Only when teachers are knowledgeable can they turn rigid textbooks into effective ways to stimulate students' interest and subjective initiative. To tell the truth, I usually work in the front line of teaching and I am very busy in class. I think more about how to complete specific teaching tasks, and I have no time to take care of others or study systematically. After listening to the expert's lecture, I made up my mind to correct my previous thoughts, make a study plan, squeeze time, spare time, study all kinds of educational theories hard, and dare to practice in class. I believe that as long as I make unremitting efforts, I will gain something and feel something. Only by enriching and upgrading ourselves in time and facing competition and pressure can we face it calmly and not be eliminated by society. Reading thousands of books, taking Wan Li Road and reading are good foundations for self-cultivation. With the development of the times, a bucket of water can no longer meet the needs of students. I want to become a flowing water through continuous learning.
Third, actively communicate and learn from each other. Every teaching and research activity in the school is your best learning opportunity. The teaching and research form of speaking, listening, teaching and research is my favorite, because I have heard many teachers' thinking sparks collide through activities, and they are all sparks. Moreover, in the usual teaching, I especially like to exchange teaching methods, learning methods and students' situation with other teachers to maximize teaching efficiency. After dinner, several colleagues sat together, and the students discussed the most. In this training, I also deeply feel that all kinds of training have brought great convenience to our education and teaching work, and I can gain more knowledge and gain more gains in communication.
Training is only a means, and training is only the beginning. I want to let the clear spring of training flow forever. In the future, I will apply what I have learned. I will internalize the new knowledge learned in this seminar as soon as possible and apply it to the education and teaching process.
Case Reflection on School-based Research Activities (Ⅱ)
Carrying out school-based research activities is the premise to ensure the effective implementation and promotion of the new curriculum reform. At present, many schools have joined the school-based teaching and research activities. Schools have carried out school-based teaching and research activities, and school-based research in our school is also in full swing. However, in the process of carrying out school-based teaching and research, I think there are still many problems worthy of our reflection.
Question 1: Teachers are always in a passive learning state and lack initiative and enthusiasm for self-improvement. What should schools do to form a situation in which teachers study consciously?
Reflection and thinking: effectively reduce the burden on teachers and get rid of the complicated routine work.
Now people tend to pay more attention to how to "reduce the burden" on students. As everyone knows, it is not only students but also teachers who need to reduce their burdens. The teacher is very busy every day. Do they have to do something? Take the teacher's lesson plan as an example. Because the education authorities and schools stipulate how many lesson plans must be written well in a certain period of time, many teachers have made sufficient preparations for the inspection, reaching a certain number at a time, and students' homework is randomly selected, which invisibly increases the workload of teachers, but it is impossible to make it clear what to do every day. Although there are no hard and fast rules in our school, in every routine examination and assessment, whoever writes more and whose lesson plans are detailed will get a higher assessment score, instead of studying teaching methods, learning methods and innovation degree. Why do you have to specify the number of jobs? What's the point of this rule that you spend a lot of energy in pursuit of quantity? Some front-line teachers have worked in the same class in the same grade for more than ten years or decades. Is it necessary to write detailed cases every day? In my opinion, this kind of teachers should make appropriate and necessary improvement and promotion on the basis of teaching plans in previous years, study more good teaching methods and means, and do more teaching and research work, instead of mechanically writing some so-called new teaching plans that they can recite backwards.
In addition, educational administrative departments and schools should have less meaningless inspections, so that teachers can have more time for research and teaching; Less formal things will free teachers from a lot of complicated routine work and embark on the road of creation and research. Only by creating a relaxed and free atmosphere for teachers, giving them humanistic care, and letting them dare to express their opinions and share their wisdom, can the school be truly built into a cooperative learning organization.
Question 2: At present, teachers have a lot of affairs and great pressure, especially in rural boarding schools. Teachers' professional happiness and sense of accomplishment are not high. How to reconcile the contradiction between life and work and find the happiness of career and life?
Self-reflection: Let teachers taste the sweetness of teaching and research, and lead them to the sunshine avenue of teaching and research.
School-based teaching and research must be deeply explored by teachers. Therefore, teachers' innovative behavior can't be evaluated casually, but teachers' dominant position in teaching and research work should be highlighted, and teachers' individual should be fully respected, so that school-based teaching and research can be full of vigor and vitality, and teachers can really enter the research state, learn in teaching and live in research.
Of course, various forms of teaching and research activities are necessary, but they are by no means the whole of school-based teaching and research. Therefore, the amount of action should be measured, and every teacher should not participate in various activities. Teachers should show their specialties and research results. The construction of any platform should aim at some people and make some people's specialties, so we can't force everyone to participate (except the basic skills of teachers, of course), otherwise the teachers will be exhausted, and the quality and intensity of teaching and research can't be discussed. Only by not excessively interfering with teachers' work, advocating individual play and innovative research can the campus present a new atmosphere of letting a hundred flowers blossom and a hundred schools of thought contend, let teachers taste the fun of research itself, stimulate teachers' enthusiasm for education and teaching, and let teachers gain a sense of accomplishment and satisfaction in their work. Only in this way can teachers truly embark on the sunshine avenue of teaching and research.
Question 3: How to reasonably integrate the complicated daily teaching work with school-based research, and how to improve the effectiveness of school-based research under the premise of appropriately "reducing the burden"?
Self-reflection: teaching and research tasks should be arranged in an appropriate amount, with goals and directions, so that teachers can accept them easily and happily and stay away from leaving their jobs.
The fundamental purpose of school-based teaching and research is to promote teachers' professional development, but teachers' development cannot be separated from a relaxed, harmonious and comfortable working and living space. In today's society, the expectations of teachers from all walks of life are too high, which invisibly exerts great pressure on teachers, forcing them to work hard in the direction of "perfect person" or even "divine person", but the reality must be reality, which has a certain distance from this extreme perfectionism concept, so that teachers bear a heavy burden and have a sense of job burnout. In addition, although quality education has been advocated for many years, exam-oriented education has not reduced the prestige of that year. Unit exams, monthly exams, mid-term exams and final exams, coupled with the development of various activities, both students and teachers are exhausted. Under the heavy pressure of this overload work, who can keep a cheerful and detached attitude towards teaching and scientific research?
Therefore, to promote teachers' professional development, we should pay attention to teachers' professional life style and moderate teaching and research tasks, instead of just putting forward various requirements and more vague tasks for teachers who have already suffered great pressure. Only when a teacher meets a task that can be started and easily completed will he feel happy, so that his life will be happy and happy, and this happiness can be brought to his work. It is hard to imagine a teacher who is sad all day saying sincerely: I work, I am happy!
Question 4: The lack of professional guidance and the deviation of the main body have bound the hands and feet of school-based teaching and research.
Self-reflection: give teachers the necessary professional guidance and let go of school-based research.
Teaching and research departments rarely come to the school for on-site guidance, and the form of teaching and research content remains unchanged and fixed. The content is limited to the introduction of teaching materials and methods, unified progress, unified requirements, unified homework and teaching plan design, or just to carry out lectures and class evaluation activities and summarize similar experiences. "School-based teaching and research" is carried out within the school to solve the outstanding problems existing in the school itself. The main body of its research is of course all teachers. However, in schools, due to the strong inertia of the traditional teaching and research model, teachers basically rely on so-called professional researchers to conduct teaching and research. That is to say, from the selection of research topics to the formulation of research plans, from the development of research activities to the conclusion of research topics, and even which teachers will give lectures, open classes, demonstration classes and so on. Who will evaluate them after the lecture, who will attend the teaching and research meeting and so on. , are arranged in advance, other teachers have become supporting roles or bystanders. In this way, some teachers think that teaching and research is the business of individual teachers, and there is no need to do it if they can't do it themselves, as long as they teach well. Under this misunderstanding, they are only used to learning from others' good practices and deviate from their main position in school-based teaching and research.
The development of school-based teaching and research can not be separated from teachers' individual play, but also from teachers' collective and professional researchers. Among them, professional guidance is the key. Without the necessary help and guidance of experts. Experts can be professional researchers or backbone teachers in schools. First of all, schools should make full use of their own resource advantages, give full play to the leading role of key teachers and academic leaders, and create a good teaching and research atmosphere. Second, teachers should be sent to take turns to study and bring back advanced experience from the outside. Third, we should strengthen theoretical study. Teachers' research must start from the theory, saying a thousand words is ten thousand. This kind of school-based research is not practical, nor is it limited to the study of general textbooks and teaching methods. But to study how to reform teaching methods and learning methods under the guidance of the new curriculum concept. This change can not be separated from large-scale teaching and research activities, so the research can not stay in the aspects of attending lectures and evaluating classes, but the continuous attention and lasting research on a certain problem. Fourth, strengthen practical experience, start with the problems encountered in practice, operate practice and explore research.
Reflection on the Case of School-based Research Activities (Ⅲ)
This semester, the school organized school-based research activities, that is, the teaching mode of "learning before teaching and training in class". I was lucky enough to take part in this activity. It was the first time since I worked that I experienced the basic skills of teachers in all directions. After the experience, I feel completely transformed, which not only consolidated the teaching content, but also significantly improved my teaching ability. Let me talk about my gains from several aspects.
First, whether a class is successful or not, teaching design is very important.
Through this activity, I have a new understanding and understanding of teaching design. What is instructional design? Teaching design is the systematic planning of teaching and the design of teaching methods. Generally speaking, instructional design refers to the concept and plan of classroom teaching, that is, the prediction and planning of teaching before classroom teaching begins. Teachers play a leading role in the teaching process. In order to play the best leading role, teachers must think carefully and design their own teaching activities. The research of teaching design includes the whole teaching process, such as determining teaching objectives, understanding students' preparation, making teaching plan, analyzing and determining teaching tasks, evaluating teaching effect, stimulating and maintaining learning motivation.
Second, we should make it clear what to teach, how to teach and why to teach.
The first item of this activity is self-study guidance. The design of self-study counseling should be clear, concrete and operable. The design of self-study guidance should be a form of teaching and research activities based on curriculum standards and teaching materials and combined with the actual situation of students. It is necessary to explain clearly what to learn, how to learn and how long to learn. Accordingly, my teaching design is analyzed from the overall understanding of teaching materials to the understanding of teaching content, from the choice of teaching methods to the guidance of students' learning methods. In the choice of teaching methods, teachers should not only pay attention to how to teach, but also consider how and why students learn from the perspective of students. Secondly, the design of the teaching process should make the whole teaching process clear.
Third, insist on taking students as the main body
This is easier said than done. How to take students as the main body and how to grasp the degree of "letting go"? There are actually many articles to do here. In this class, I basically follow the model of students' experience first and then teachers' summary. I will talk as little as possible about what students can master through their own exploration and experience, and do some guidance, supplement and combing in key links, so as to make students feel that they are learning, rather than following the teacher.
Fourth, keep your mouth shut
Try not to remind students when you want to operate. Although what you said at this time may be completely correct, it is unlikely that students will listen. If what you say is very important, let the students calm down and broadcast it all, otherwise they will stop talking. The teacher's language should be as relevant to the classroom as possible, and sometimes it needs to be bypassed after going out. Turn from the topics that students are interested in to the classroom topics.
Without reflection, there will be no progress, and without reflection, today's mistakes are the continuation of tomorrow. These are my thoughts on participating in this activity. I hope I can think more in the future teaching and gradually improve my teaching level.
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