In order to make our study efficient, Karamay Education Bureau made detailed arrangements for this training. A variety of training courses and detailed and reasonable training plans have been prepared for us. Each student is equipped with a teaching tutor and an administrative tutor, which is convenient for us to study with the post. At the same time, teachers in Karamay No.1 Middle School are required to use all available time to answer questions about distributed management, arrange brainstorming every week, and let students have a week-long study exchange and ideological collision. Li Guolian, director of the Education Bureau, visited the study site for many times to communicate with students and encourage us to put the concepts we have learned into practice in the future. The leaders and teachers of Karamay No.1 Middle School gave the greatest support to this training. President Chen Dong was present many times to help us answer questions. We attended lectures in various teaching and research groups and participated in the public teaching demonstration of the concept of large unit in the new textbook of No.1 Middle School. In practice, we prepare lessons, study and grow together with the teachers in No.1 Middle School. In just three months, we have a comprehensive understanding from the actual operation of distributed management to the design ideas and theoretical framework.
In the most impressive lecture, we not only saw the hard exploration of Karamay educators on the road of education reform, but also saw the fruitful achievements of Karamay educators.
? President Sun of Karamay Senior Middle School gave a special lecture entitled "Looking for excellent teachers"! President Sun used eight discoveries to tell the students what qualities an excellent teacher should have! At the beginning, President Sun introduced the theme of this lecture through an animated short film called "Finding Yourself"! President Sun said that many teachers are unhappy in their normal teaching life because they have not found themselves! An excellent teacher should be able to clearly understand his profession, dare to undertake the mission of social change, and have a deep recognition of his profession, which will enrich his spirit. President Sun also mentioned that excellent teachers should learn to turn the expectation and recognition of the principal into the self-expectation and recognition of teachers, because professional recognition can become the lasting internal driving force for teachers' development! For teachers' professional development, President Sun believes that autonomous learning is a necessary way to become an excellent teacher unit, and external training is hardly a lasting motivation. Excellent teachers should be clear about their strengths and weaknesses, the areas they love and are good at, learn to take the initiative and get the opportunity of precise training, and apply for what kind of training they need according to their own problems or development direction, because only active learning and training can get twice the result with half the effort! Excellent teachers are not only good at reflecting on their own shortcomings, but also good at discovering their own development advantages and carrying them forward! President Sun tells students how to be an excellent teacher with popular and humorous language and real and vivid examples! It is inspiring and inspiring!
Liu Wei, president of Beijing No.11 School, gave a lecture on the school's curriculum planning and implementation under the background of "five educations at the same time". Liu Wei started with three basic principles of curriculum development planning, namely, "indomitable spirit", "selectivity" and "development". Liu believes that curriculum development planning must be conducive to the development of students' personality, but without the choice of curriculum, personality is impossible. Under this basic principle, hierarchical and classified courses are more conducive to the development of students. He briefly expounded the operability of layered teaching with the layered setting of basic subjects such as foreign language, mathematics and physics in the eleventh school. Then, from the perspective of how to make a teaching plan, President Liu introduced how beijing no.11 high school realized the transition from a master schedule to a one-person schedule. How to make the lesson plan inclusive enough? How to meet the ever-changing growth needs of students? How to deal with the tension between educational resources and the diversity of limited learning needs? In short, the premise of teaching planning is to fully respect children's wishes, so that every child can find a runway that suits him. In the specific operation of curriculum implementation, President Liu Wei also introduced how to set up teaching situations, how to find problems from life, how to drive students, and how to help students give more operational methods such as evaluation scale and learning resources. Regarding the setting of the core tasks of the course, he said: "The setting of the core tasks must first bear the objectives, and the learning activities must implement the unit objectives. Teachers need to have "problem-solving thinking" and "engineering thinking" when setting core tasks, and they can learn addition and subtraction, such as adding a variable to the ordinary world in reading the whole book; In the reading teaching of Historical Records, let students set the best combination of monarch and minister according to their own reading experience and understanding of characters. At the same time, when talking about the process evaluation that teachers pay attention to, President Liu also said that performance evaluation will also have a far-reaching impact on students, and the evaluation of students' works is more important than the previous learning process. It is meaningful to discuss the improvement of students' learning ability and the realization of learning goals in the evaluation of learning results. The two-hour lecture made every student gain a lot and was full of yearning for Beijing No.11 Middle School.
? Teacher Wu Yong from Education Quality Testing Center of Municipal Education Bureau gave a report entitled "Regional Education Quality Monitoring Helps the Development of Quality Education". Teacher Wu believes that education quality monitoring is a professional evaluation of education quality by professional people through professional tools in the long-term process. It is a scientific evaluation of education quality, and the foothold of evaluation is value judgment. Teacher Wu pointed out various problems in the simple and one-sided performance diagnosis of students before, such as evaluating teachers' performance with three rates and average scores, cultivating students who value scores over abilities, and many teachers do not like to participate in teaching research. Teacher Wu believes that the purpose of education quality evaluation should be to find process problems and make teachers and students better. Evaluation is also productivity! In the specific operation of education quality evaluation, Mr. Wu believes that summative evaluation should be combined with formative evaluation, academic evaluation should be combined with non-academic evaluation, and appraisal evaluation should be combined with feedback guidance! We should learn to use concrete data to blur and reveal the influence of various factors affecting students' teaching, learning and management and the influence of related factors on learning! High-quality evaluation is indispensable at both the macro level of the country and the micro level of education and teaching!
Frances Sun, vice president of Karamay No.1 Middle School, introduced the curriculum structure and subject teaching of No.1 Middle School from five dimensions: the existing construction foundation of the school, the six major tasks of "double new construction", key breakthroughs in curriculum improvement, tackling key problems and annual planning, and unitized classroom teaching practice. She mentioned that the reason why No.1 Middle School has made certain achievements in the transformation and change is mainly due to the relatively perfect school organizational governance system characterized by academic guidance and flat governance, which greatly activated the motivation for running a school. She summed up the advantages of this governance system as four characteristics: flattening, federalism, distribution and balance. This governance system improves the efficiency of school education and teaching, solves the contradiction between front-line educators and administrative decision makers in traditional schools, greatly exerts the educational function of teachers in the teaching process, improves the relationship between teachers and students in traditional teaching, and greatly improves the quality of running schools. She then introduced us to the teaching practice of No.1 Middle School, which is characterized by the cultivation of students' autonomous learning ability and lifelong development guidance, that is, students study independently before class and ask questions, and teachers provide effective resources to help guide students to explore and solve problems. This learning mode has greatly mobilized the enthusiasm of students, and it is also in line with the concept of educational reform in ordinary senior high schools and the concept of large-scale teaching of new textbooks. In terms of teachers' professional development, No.1 Middle School has also established a relatively perfect curriculum system that is conducive to teachers' professional development, and implemented a teacher development system with dual training of disciplines in departments, guidance of curriculum and teaching research institutes, supervision of curriculum offices and sharing of educators' colleges, and established three-level teacher development courses of professional foundation, professional development and professional development. In terms of students' curriculum construction, the curriculum construction of No.1 middle school and senior high school mainly includes nine fields and fourteen curriculum modules. Starting from next semester, we will make choices with the help of students' development direction, and devote ourselves to discovering and cultivating more possible students, so that students can have spare capacity and expertise in their studies! In the practice of unitized classroom teaching, Mr. Sun elaborated in detail how to decompose learning objectives and carry out teaching based on core literacy under the support of curriculum standards. And through the teaching design of the first unit of the second volume of compulsory Chinese in senior high school as an example, it shows us the concrete process of how to integrate the unit teaching materials and sort out the internal relations between the texts. Teacher Sun advocates decomposing the unit learning objectives under the support of curriculum standards, and teachers should pay attention to their own vegetarian reading experience, so as to improve students' Chinese core literacy in situational learning activities. Finally, Mr. Sun also put forward the direction of continuing to tackle key problems at present, that is, improving evaluation results and strengthening process evaluation. I also hope that a research group can show a complete unit design in the later open class discussion activities!
After that, the training is mainly on-the-job training. I have listened to several Chinese teachers in No.1 Middle School and No.1 High School, and also participated in the collective lesson preparation and major teaching and research activities of the Chinese teaching and research group in No.1 Middle School and High School. The main feeling is that I believe that details determine success or failure! Teaching cannot be easy for every teacher! I saw Mr. Li Yongmei eating breakfast in a hurry, and I saw Mr. Pang Jiaxuan reciting the students' texts again and again to help them pass the exam! I saw every teacher delve into a problem when preparing lessons collectively. I saw Hao Wei's real confusion and thinking in unit teaching, and I also saw Jin Woo's brave attempt in large unit teaching design. I want to see Mr. Wu Jiefeng's exquisite teaching art and profound teaching theory level in the grinding class, and see them shine in their work, which is what I want to see most. They are strange and familiar to me! Stranger than we have never seen before this training! Know them well, there are so many familiar faces! They have my familiar love for education, seriousness for the classroom and concern for students. Their appearance is the appearance of my colleagues around me, and their appearance is the appearance of countless ordinary teachers who have made selfless contributions to their educational posts! But there are many unique places in it! Before each class, they should take a quiz and make an understanding dictation of the text they want to recite, which is very important and necessary for testing students' recitation and dictation. They are very serious in theoretical study, and the first item reflected in the big teaching and research activities is the investigation of the implementation of teaching theory in practice! The question to be examined is aimed at a question in a text. When I see a problem, a skill panic follows, because I often feel that my theoretical knowledge reserve is ok, but I can't start when I see the topic! This makes me feel on pins and needles at once! In a big teaching and research activity, two young teachers in Grade One of Senior High School used PPT unit to sort out the problems existing in the actual teaching of situational teaching design in the first unit and the third unit respectively! There are theories and examples, which give me a new understanding of the theoretical reserve and teaching thinking of a young and middle-aged teacher! They are the real "back waves", with thoughts, ideas and passion. They are the new force of education in China! It also represents the future of Chinese teaching in No.1 Middle School!
? There are still many problems and contradictions in the combination of large-unit teaching design and teaching practice activities. In practice, we are all faced with specific problems such as insufficient students' preview, too many students' activities, and insufficient class hours! How to solve this problem in actual classroom practice? You can also try to link learning tasks with homework design. When planning class hours, you must choose the best among the best, and you can't attend classes aimlessly. Students' works must also show excellent products and comments. Carefully polish every link in the classroom, pay attention to every detail in teaching, handle the details well, regard the classroom as a work of art, and complete the unit goal as a project. After the completion, summarize and reflect in time, adjust ideas, sort out materials and stick to it. I think we will encounter fewer and fewer problems! See the real chapter in the subtle depths, do the details to the extreme, wait for the flowers to bloom, and there will be unexpected gains!
? During our study, we listened to many wonderful lectures. I also listened to many excellent regular classes and open classes. The exquisite design and flexible classroom of teachers in Karamay No.1 Middle School have benefited us a lot. After three months of study, we not only had zero-distance contact and conversation with masters, experts and peers, but also walked into the classroom of No.1 Middle School to experience the classroom charm brought by the teaching reform. Three months passed quickly, and we came full of expectations and returned full of harvest. I hope that in our future teaching practice, we can seriously digest and absorb the new ideas, new knowledge and new methods of this study, emancipate our minds, update our ideas, act and think in the future education and teaching, and gradually become more and more beautiful, so that our students can have an efficient and happy classroom and harvest a happy educational life.