Implementation plan of school-based teaching and research activities 1
First, the guiding ideology:
1, with the curriculum reform as the center and quality education as the guidance, further deepen the curriculum reform, highlight the work focus and give consideration to other aspects. Our teaching research work should give full play to the functions of teaching research, teaching guidance and service teaching. The theme of our work is development; The soul of work is innovation; The focus of the work is to comprehensively promote quality education focusing on cultivating innovative spirit and practical ability, so as to lay a good foundation for students to acquire lifelong learning ability, creativity and survival and development ability.
2, do a good job in research, organize teachers to do a good job in classroom teaching mode research.
3. Strengthen the integration of information technology and subject teaching, and strive to promote the modernization of Chinese teaching with the informationization of teaching. Give full play to the advantages of teaching information and optimize the teaching process.
4. Deepening the research of target teaching and primary school curriculum reform is an important way to implement quality education. Classroom teaching is the main position of quality education. Only by optimizing the teaching process and improving the teaching quality in a large area can quality education be truly implemented.
Second, the situation analysis
Teachers: Teachers themselves pay attention to learning ideas, practice, internal strength and development, while teaching and research groups pay attention to teacher education, improvement of teaching level and management of teaching process.
Third, the purpose of teaching and research.
1, oriented by the new curriculum, aiming at promoting students' development, taking various problems faced in the implementation of the new curriculum as the object, taking teachers as the research subject, emphasizing practical research under the guidance of theory, cultivating students' ability of analysis and generalization, summing up and improving teaching experience, and forming democratic, open and efficient teaching and research.
2. Guided by the new curriculum, aiming at promoting students' development, taking various problems in the implementation of the new curriculum as the object, taking teachers as the research subject, emphasizing practical research under the guidance of theory, cultivating students' ability of analysis and generalization, summing up and improving teaching experience, forming a democratic, open and efficient teaching and research system, promoting students' healthy and active development and teachers' professional growth, striving to build the teaching and research group into a learning organization and promoting the full implementation of curriculum reform objectives.
Four. Activity form and system guarantee
Activity form: Establish a teaching and research system with "self-development, peer assistance and professional guidance" as the core elements, with theoretical study, case analysis, school-based discussion, teaching reflection, pairing assistance, experience exchange, investigation and research, problem solving, teaching guidance, lectures, class evaluation, dialogue between backbone teachers and teachers, and cooperation between professionals and excellent teachers as the basic forms, and open teaching days through teaching observation and observation. Create conditions, flexibly use open teaching and research activities and targeted teaching and research activities, and strive to improve the pertinence and effectiveness of school-based teaching and research with the operation mode of "problem-plan-action-reflection".
1. Three research, that is, studying teaching materials, teaching methods and teaching materials for students, is to have a comprehensive view of the whole teaching materials, have a clear idea of the class time allocation of each unit and class, and study teaching methods according to the teaching content required by this unit/class. We should also pay attention to various ways for students.
2. Self-reflection: Teachers talk to themselves, think about their own teaching behaviors, and examine and analyze them. According to the needs of teachers' professional development, improve their own learning, formulate personal teaching plans, conduct self-learning according to the contents of school-based teaching and research training plans, analyze their own teaching behaviors, ask questions and make decisions. Teachers are required to reflect on their teaching effects at any time. After teaching several units, teachers are required to sum up their own experiences consciously and purposefully.
3. Peer assistance: The teaching and research group is the carrier of mutual assistance, which promotes the dialogue between teachers and peers, pays attention to "bringing the old with the new, helping with the help", advocates different ideas in school-based teaching and research, encourages teachers to make bold comments and express their opinions, and takes the problems generated by teachers or students as the content and brings them into the grade group to carry out research.
Institutional guarantee:
1. Organize teachers to learn the new curriculum standards, define the subject objectives and tasks, discuss and determine the teaching requirements, and formulate the semester teaching and research group plan.
2. Organize teachers to learn the routine construction, and realize the scientific, standardized and institutionalized aspects such as preparing lessons, attending classes, arranging and correcting homework, and evaluating academic performance after class.
3. Actively carry out teaching and research activities, determine teaching and research groups and individual semester research topics according to school topics, carry out research exchange reports in a planned way, organize teaching and research classes, publicly show classes, and timely summarize, exchange and popularize experiences.
4. Organize 1-2 teaching and research activities every week. The main contents include preparing lessons, checking teaching plans, studying and solving difficult teaching problems, learning teaching experience and teaching reform experience, summing up work, discussing and analyzing students' learning attitudes, learning methods and learning quality. Put forward specific measures and methods to solve the problem and record every activity.
5. Give full play to the leading role of backbone teachers, implement it to people, speed up the training of teachers in the whole regiment, and attend lectures twice a month.
6. Accumulate data and sum up experience.
Verb (abbreviation of verb) Activity content and schedule
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School-based teaching and research activities implementation plan 2
First, the guiding ideology: implement the requirements of quality education and promote the balanced development of educational goals; Strengthen the teaching and research of Chinese subject in the graduating class of grade three, and actively promote the improvement of the teaching quality of junior high school education; Solidly carry out discipline teaching and research, give full play to the leading role of Chinese discipline, and promote school teaching in by going up one flight of stairs.
Second, the purpose of the activity:
1. Discuss the Chinese teaching of the graduating class of Grade Three, make clear the general review direction and teaching strategies, improve the efficiency of classroom teaching and improve the quality of Chinese teaching in junior high school.
2. Pass on the information of the senior high school entrance examination, study the direction of the proposition of the senior high school entrance examination, and improve the pertinence of junior high school Chinese review.
Three. Activity form: special training
4. Lecturer: Li Zengwei
Verb (abbreviation of verb) Activity time: the second class on Tuesday afternoon of the fifteenth week.
Location of intransitive verbs: school meeting room
Seven. Activity steps:
1. Teacher Li Zengwei gave a special speech entitled "Review of Grade 20 12 Chinese Entrance Examination in Neijiang City" to convey the information of the entrance examination.
2. Mr. Chen Chun Bridge and Mr. Luo Dunfa talk about how to seize the limited time for effective review and the confusion in review.
3. The rest of the teachers put forward reasonable suggestions on the review of the senior high school entrance examination according to their own experience.
School-based teaching and research activities implementation plan 3
First, the guiding ideology:
After the mid-term exam, we found that there are always several students with Chinese learning difficulties in each class. They don't like Chinese classes very much, and they don't like reading. As a result, their Chinese scores are getting worse and worse, and they basically lose their interest and enthusiasm for Chinese learning. Therefore, through the research of this topic, we want to find some effective countermeasures to stimulate the reading interest of these students with learning difficulties, so as to effectively improve their reading ability and help them develop for life.
"Chinese Curriculum Standard" clearly points out that students should be trained. "Chinese curriculum should cultivate students' thoughts and feelings of loving the language and characters of the motherland, guide students to correctly understand and use the language and characters of the motherland, enrich language accumulation, cultivate a sense of language, develop thinking, and enable students to have the ability to read, write and communicate orally to meet actual needs. "How to make students with learning difficulties have the reading ability to meet the actual needs and lay a solid foundation for the development of students, so we set up a topic to analyze the reasons for the low reading ability of students with learning difficulties and think about countermeasures.
Second, introduce the situation of students with learning difficulties in our eyes.
(1) Results of previous exams in this period. The score is below 50 points for a long time; Students whose grades in Chinese are obviously lower than the average level are identified as students with learning difficulties.
(2) At ordinary times, homework reading questions are basically not done or the error rate is high;
(3) Reading questions are basically not scored.
Third, the help measures determined by our group.
1, urge them to preview before class, which can be understood by reading the text, writing new words, circling the words they don't understand, or consulting reference books, so that students with learning difficulties can understand the content of the new lesson and read it better in class.
2. Pay more attention to students with learning difficulties in class, always pay attention to their classroom situation, try to form interaction with them, and teach them the methods of listening to lectures, taking notes and making comments.
3. Pay more attention to students with learning difficulties after class, teach them reading methods, help cultivate their reading comprehension ability, and make autonomous reading a habit. For the key texts and paragraphs that need to be recited, teachers should explain them in an orderly way, so that they can be easily recited on the basis of understanding; Students with learning difficulties should be urged to read more useful extra-curricular books, such as Tang poetry and Song poetry, five thousand years, fables and idioms dictionaries, so as to cultivate their good reading habits and improve their basic literary literacy.
4. According to the situation of students with learning difficulties, set reasonable goals and find their small progress.
Fourth, specific arrangements.
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School-based teaching and research activities implementation plan 4
Guiding ideology
According to the school's teaching plan and subject characteristics, cooperate with the teaching department to engage in collective teaching research and teaching activities to improve teaching quality. Help young teachers grow up quickly and lead the whole group of teachers to successfully complete the tasks assigned by the school. Give full play to the teaching enthusiasm of team members, vigorously carry out teaching research, be brave in practice and innovation, adhere to school-oriented and student-oriented, and comprehensively improve the quality of subject teaching.
Activity plan
1. Make the teaching and research plan of this group, and make the teaching plan and teaching schedule for this semester.
2. Fully cooperate with rural teachers to carry out the "four standards" teaching activities and meet the "four standards" teaching inspection.
3. Carry out the activity of "supporting the old and bringing the new" to rapidly improve the teaching ability of young teachers.
4. Hold open classes for teachers, test paper propositions and courseware making competitions.
5. Mobilize the whole group of teachers to actively write papers and teaching experience.
6. Carry out the research on "the effectiveness of teaching problems".
7. Hold a school math contest.
Activity form
Work is carried out in the form of going out to observe, attending classes in joint schools, preparing lessons collectively, writing teaching reflections, conducting teaching seminars, teaching competitions for teachers, and student competitions.
Activity purpose
Through the activities of the teaching and research group, give full play to the strength of key teachers, improve the professional quality of young teachers, explore the method of "effectively arranging homework", make the school-based work of mathematics go to a new level, and comprehensively improve teachers' educational and teaching ability and teaching and scientific research level.
Implementation plan of school-based teaching and research activities 5
I. Propose a theme
Constructivist learning theory holds that learning is not simple information accumulation, but the interaction between students' existing knowledge and experience (that is, the original cognitive structure) and the information they actively choose and pay attention to from the environment and the reorganization of the cognitive structure caused by it. Psychological research also shows that students always construct their own understanding of new knowledge on the basis of existing knowledge and experience. When they study, their minds are not blank. Through their previous study practice or daily life, they have historically formed basic knowledge and experience about many learning problems. These knowledge and experience sometimes do not conflict with the correct scientific concept, but sometimes they are quite different from the correct scientific concept. Their knowledge and experience are called "pre-concepts" in teaching.
Many students' preconceptions are potential, which have an important influence on many of their scientific activities, such as observation, understanding, application of knowledge and problem solving, and sometimes play a negative role. However, our traditional teaching often only focuses on imparting new knowledge, and the teaching of scientific concepts cannot automatically correct students' original or even wrong concepts. After teaching, students often stick to their original views. Therefore, in order to help students realize the transformation from pre-concept to scientific concept, we must find out the pre-concept and its characteristics in students' minds and implement teaching on this basis.
Second, the purpose of the activity
Through school-based teaching and research activities, the causes of problems are clarified and analyzed, so as to give full play to their subjective initiative, think hard and explore, and strive to explore a reasonable way to effectively solve the influence of students' pre-concepts on teaching results in their own classroom teaching, and also urge teachers to pay attention to students' scientific pre-concepts in future classroom teaching.
Three. Contents and steps of activities
1, organize discussion and formulate the theme of school-based teaching and research activities.
2. Theoretical study.
According to their own understanding of the subject, teachers adopt the methods of independent learning, independent practice and independent feedback to improve themselves. The teaching and research group collectively studies books related to pre-concept teaching, such as Scientific Teaching of Concept Change and related papers and cases. It is required to take reading notes and reflect during the learning process, and at the same time exchange and learn some excellent materials in the group to realize resource sharing.
3. Invite experts and lead professionally.
In view of the current school teachers' lack of professional guidance on the "pre-concept" teaching of science, we regularly invite teaching and research researcher Mr. Xue to give us guidance to solve our doubts.
4. Use the course for discussion.
According to the activity plan, the teachers who start the class are determined, and the teaching design is made through collective lesson preparation and brainstorming. After class, discuss and reflect on the theme.
5. Summarize and reflect.
Teachers are required to write an event and a teaching fragment that they feel most deeply when participating in school-based teaching and research activities, and communicate in the whole group through papers and cases.
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