Speech at the end of the first part of mathematics special topic: grasping the theme teaching and research and taking the road of connotation development of mathematics base
Do a good job in special teaching research and promote the development of subject connotation
—— Summary of the work of primary school mathematics subject base of experimental school in Xiuzhou New District, Jiaxing City
Since the mathematics teaching and research group of our school was named as the second-round discipline base in Xiuzhou District of Jiaxing City in 20XX, it has constantly standardized the construction of the base organization, constantly improved its working measures and enriched its teaching and research activities with high standards and strict requirements. In the past two years, we have focused on teaching and research issues from teachers' confusion and students' difficulties, from teachers to grade groups to teaching and research groups, and grasped "thematic teaching and research" at multiple levels and in all directions. In the process of carrying out the work of subject base, the school-based teaching and research of subjects in our school has been deepened, and at the same time, the professional development of teachers has been promoted, the comprehensive ability of students has been developed, and the teaching quality of our school has been improved to some extent.
First, carry out regular teaching seminars at multiple levels and in all directions.
1, the class group regularly conducts collective lesson preparation seminars to realize method exchange and teaching optimization.
The mathematics group of our school has set up a collective lesson preparation group with grade group as the unit. Carry out collective grinding with the preparation group as the unit. In the process of discussion, the mode of one person attending class, one person studying and the team leader guarding the gate was changed. According to the number of groups, the preparation group determines that everyone will attend a class to observe. One section, "Collective Wisdom Practice", advocates the early intervention of teachers and makes it clear that the improvement of teaching is a collective rather than an individual matter. There are two modes of operation:
(1) By default, the class teacher will inform the group leader of the class content one month in advance, and print and distribute it to each teacher in the group. Teachers in the group spend a week preparing detailed plans and explaining their design concepts. In the second step, in the topic discussion, each teacher expounds his own teaching process and design concept. Finally, discuss and integrate the final teaching plan to be taught by the class teacher.
(2) Practice preparing lessons. First of all, teachers independently design the classroom according to their own teaching experience and style, representing their original behavior. In the second round, teachers in the group are involved in teaching design, which is not only an impact on teachers' existing teaching behavior and habits, but also a process of pre-experience confrontation and dialogue. The second round of teachers' class has also become a new class supported by new ideas. What teachers care about is not the teaching itself, but whether the design of activities is effective; What we pay attention to is not the teacher's personal performance, but the different reactions and actual gains of different students; What is concerned is not the result of the activity, but the preparation process of the activity. The original intention of the seminar has been implemented and rewarded.
In addition, the members of the grade preparation group also regularly think and communicate about the difficult problems in teaching from the aspects of knowledge points, teaching materials and students, and discuss countermeasures to realize method sharing and teaching optimization.
2. Old and new teachers often hold mentoring seminars to impart experience and grow together.
The school will arrange the teachers in the first stage of development in the grades of experienced and well-guided excellent teachers, and let them work together through the mentoring system. The master is required to guide young teachers to understand the teaching materials and choose teaching methods and learning methods. The master and apprentice listen once every two weeks to exchange their own design ideas. Through the mentoring system, new teachers can get some education and teaching theories from the backbone teachers, and more importantly, they can get a lot of "silent education and teaching knowledge". Under the guidance of the masters, the new teachers of our school, Shen Liyan and Huang Yan, have greatly improved their teaching level and have undertaken tasks in district-level mathematics teaching and research activities for many times. At the same time, pairing activities also keep key teachers on the road of learning and research.
3. Project team members carry out project research activities in a down-to-earth manner, learn from each other and improve their professional level.
Based on the subject, attach importance to the process management of subject research. Do a good job in the "three-stage implementation" of project process management, that is, preliminary demonstration and design management, medium-term progress management and final summary and refinement management, so that the members of the research group can really participate in the improvement, especially the collective participation of the members of the research group, and take this as a breakthrough to improve the writing of cases and papers. In the past two years, two municipal planning projects have been completed in the mathematics group, and several district-level projects have been completed or are under study. 20XX 65438+ 10, Zhang Mingzhen's Practice and Research on Cultivating Primary School Students' Mathematical Reflective Ability was published in the provincial publication Teaching Monthly, and many papers or cases won prizes in the city and district papers appraisal. Vice President Wang Zuying's thesis "From Paying Attention to Plot to Mathematical Thinking" won the first prize in the city, and "Teaching as a Skill" was published in Teaching Monthly.
Second, seek practical results, attach importance to the process and do thematic teaching and research activities.
In order to strengthen the effectiveness of teaching and research group construction and improve the quality of school-based teaching and research in an all-round way, our school established a teaching and research group on the basis of collective lesson preparation group, and the discussion activities focused on the classroom and highlighted the theme. More than two years' practice has proved that focusing on the classroom and carrying out special teaching and research activities have built a good platform for promoting the functional transformation of the teaching and research group from "management unit" to "research entity"
(1) Focus on the problem stage: "theme" comes from "problem". Every two weeks or after each unit of teaching, each teacher puts forward one or two questions of research value or original opinions according to his own teaching problems or puzzles, and fills in the "after-class reflection form" and submits it to the teaching and research group. These questions can be my own understanding of teaching materials, analysis of students, from my own classroom practice, or my thoughts after listening to other people's classroom practice. The teaching and research group uses the biweekly activity time to carry out consultation and defense of problems, and solve them on the spot if they can be discussed. If they can't solve it, they will gradually strip off their non-qualitative things in the process of discussion, so that the problem becomes clear and gradually focused. Our teaching and research group has conducted a series of research and discussion around "reading textbooks and students", "effective classroom questioning", "exploring effective implementation strategies", "cultivating students' reflective literacy" and "effective classroom teaching management", and achieved certain results.
(2) Data collection stage: Many activities, or communicating with teachers, all talk about their lack of theoretical reserves, and it is often impossible to analyze the classroom from a certain height, so the data collection link after the theme is determined is essential. After the theme of teaching and research is produced, every member of the group will work together. Everyone has his own task. Or current situation analysis, or concept guidance, or case collection. In this process, each teacher is actively exploring the knowledge related to the subject driven by the task, and in this process of searching for information, it will help each teacher improve the research topic.
(3) Classroom-based research stage: research should be combined with classroom, and even the perfect thinking should be tested and evaluated by practice. In this process, we will change the teaching and research methods of the teaching and research team leader who has worked hard in a class, advocate that every teacher should get involved in advance, and go through every link of writing lesson plans, trying out teaching and attending classes with the teachers in class, so as to achieve * * * common growth in the process of common polishing.
(4) Theme summary stage: Thematic teaching research guides teachers to grasp the links of teachers' lectures, lectures and comments, so that teachers can find the growing point of the research through self-comparison, peer evaluation and collective reflection, conduct in-depth practical anatomy of the research topic for a period of time, accumulate teaching raw materials, process and construct the materials under the guidance of relevant educational theories, form a case study with certain theoretical color, and verify it through case teaching until. In this way, teachers' research has been improved from the level of intuition, sensibility and experience to the level of integrating theory with practice, revealing essential characteristics and causality.
Third, diversify forms, broaden channels and enrich mathematics teaching and research methods.
1, "Please come in, please go out". Every semester, the school regularly invites experts to come to the school for theoretical guidance and demonstration classes to conduct in-depth research on the problems in the new curriculum. Every time we meet an expert, we benefit a lot. On the one hand, teachers are given theoretical support through expert reports. Secondly, we imagine to put forward our own understanding of teaching materials and ideas of curriculum reform in class, and listen to experts' suggestions humbly in class evaluation. On the other hand, special-grade teachers are invited to come to the school with the most cutting-edge classroom teaching and give teachers specific classroom operation strategies. At the same time, our school actively arranges teachers to carry out activities such as "sending teachers to school", taking demonstration classes or special lectures according to needs. For example, in May of 20XX, Zhang Mingzhen went to Huzhou to discuss the average, and in September of 20XX, Mr. Yang li Ping took classes in the teaching and research activities of municipal academic leaders. In XX, 20XX, Professor Yu Weifang gave a performance on the same stage as Zhu Guorong. 20XX 65438+ In February, Mr. Wang Zuying taught at the seminar for famous teachers in the city.
2. Demonstration class for backbone teachers. Every semester, the school will organize mathematics teaching experts, academic leaders, and district and city academic leaders to give "demonstration classes" to all mathematics teachers to explain their teaching ideas. Pass sign
The demonstration class enlightens teachers from teaching objectives, teaching process, teaching content, teaching environment, teaching means and teaching evaluation.
3. Actively undertake high-level teaching and research activities. On the one hand, the introduction of district and municipal teaching and research activities can make teachers in this group appreciate the teaching art of famous teachers outside the school, and at the same time, they can listen to experts' thoughts and accept the most cutting-edge information on teaching reform, so that every teacher in this group can benefit. On the other hand, it also provides a platform for mathematics teachers in all brother schools in the region to learn and observe. For example, in March of 20XX, the "School-based Teaching and Research Site Meeting" was held; Hosting the "Teaching Seminar for Municipal Academic Leaders" in 20XX; In XX month of 20XX, I undertook the activity of "Demonstration Class of Regional Leading Goose Project Tutor"; 20XX, 65438+February, presided over the "seminar on teaching by famous teachers in the city" and so on.
4. Expert Forum. In order to improve the theoretical literacy and scientific research ability of key teachers, the school organized an expert forum. Key teachers are required to set up forums regularly, the contents of which are about their professional growth, project presentation, topic discussion, case exchange, etc. , and take an interactive approach during the forum. If in doubt, the teachers in the forum can ask questions directly and ask the teachers in the forum to answer them. This semester, we will hold a reading exchange meeting of "* * * reading, * * * enjoying and * * * growing". At the meeting, Wang Zuying, Zhang Mingzhen and Yu Weifang exchanged views on topics such as Why Can't You Explore, Understanding Textbooks and Students to Make Teaching Design More Effective, Respecting Textbooks and Paying Attention to Learning Situations, so as to guide teachers to read articles, textbooks and students, and provide conceptual support and strategic guidance for teachers' growth.
5. Reading exchange activities. Reading is the only way to improve knowledge structure, enrich teaching theory, optimize teaching methods and improve teaching quality. The activity of "reading exchange for backbone teachers" led by the teaching and research group is carried out once a month around the theme. The collective process is as follows: in order to make reading more targeted and effective, at the beginning of the semester, members discuss the theme of reading and thinking. During the reading process, members print and recommend excellent articles, paragraphs and other materials to members. At the end of the month, members sort out their reading gains and share them in a centralized way. For example, in the second semester of the 20XX academic year, the focus is on "building an effective computing teaching classroom", "exploration and thinking of space and graphics teaching" and "building an effective problem-solving teaching"
Learning classroom ","Exploration and thinking of statistics and probability teaching "and other topics have carried out reading exchange activities, which have played a good role.
6. Establish the base website to promote communication and interaction. Do a good job in the website of mathematics subject base and strengthen the construction of resource base, including excellent papers, cases, teaching essays, teaching design, courseware, etc. , realize resource sharing, build an exchange and exhibition platform, and give full play to the radiation function.
Fourth, change the perspective, expand the scope and develop students' ability.
The research on the subject base of mathematics has shifted from simply paying attention to teachers' teaching to paying attention to teachers' teaching and students' learning.
1, recording students' real thinking. Teachers pay attention to students' real thinking development track in the classroom during the teaching process. Every math teacher can record students' performance in the form of real cases or teaching fragments after class. After completing a unit teaching, the teacher makes a rational analysis of the problems existing in the students' learning process, writes a small paper on teaching strategies, and develops students' thinking.
2. Develop students' math activities. Our school holds a series of activities of "Mathematics Week" from June 5th to February every year. During the activity, students in junior, middle and senior grades were given special quality oral arithmetic test, "24-point" competition and problem-solving ability test, and activities such as telling math stories and math puzzles, publishing math tabloids and showing excellent math homework were combined to stimulate students' interest and improve their corresponding math ability.
Looking back, we are delighted to see the results of our efforts: the dialogue atmosphere of the teaching and research group has been formed, and all the teachers in the group have participated and spoken. The XX teachers of the whole group are * * * 1 Jiaxing teachers, 2 district academic leaders and 5 teaching experts. There are three municipal projects in the group, 1 district projects. Everyone participates in the projects and studies the problems under the guidance of the leading projects. In the past two years, our school has undertaken two municipal mathematics seminars and one district-level base exhibition. In such subject group discussions and base activities, every teacher has been promoted on the basis of the original. I believe that as long as we brainstorm and do solid research, our mathematics foundation will be better built, and our teachers and students will also develop better in this fertile soil!
20XX June 18
The second part of mathematics topic: the speech at the end of the implementation plan of mathematics classroom observation project in No.11 Middle School
Zunyi No.11 Middle School Mathematics Group Zou Lei
I. Guiding ideology
Change the concept of teaching and research, improve teaching and research methods, pay attention to effective classroom teaching mode and improve the quality of mathematics teaching. Teaching and research activities continue to take theoretical study as the guide, case analysis as the carrier, problems as the core, practice with problems-feedback-adjustment-re-practice as the basic model, go deep into the normal classroom, track the quality, conscientiously do a good job in teaching research, teaching guidance and teaching service, and carry out teaching and research activities in a down-to-earth and effective manner to promote the development of teachers and students. Strive to improve the quality of mathematics teaching.
Second, the theme of the activity: implement an efficient classroom plan to improve the effectiveness of classroom teaching.
Third, the conditions of research.
(A) leaders attach great importance to the urgent need to change the status quo of our school.
School leaders attach great importance to and support education and scientific research. In the research of education and teaching, based on the principle of "problem is topic, teaching is research, and growth is achievement", everything is based on the reality of schools, teachers and students, so that the research of topics is closely related to the daily education and teaching of all teachers and students, and the research process runs through the whole process and every link of the actual work of schools, and provides system and financial guarantee.
(2) Rich research experience is a good guarantee for project research.
Since the beginning of this year, our school has been doing project research, and has completed the district-level projects of "setting problem situation teaching" and "teaching strategy" in our school, and achieved good results and experience. By attending classes, evaluating classes and competing in the teaching and research activities in our school, the teachers of the research group have the opportunity to go deep into the classroom observation, understand the current situation of classroom teaching, have theoretical support, and more importantly, practice, feedback and correct the problems in the experimental process in time.
(three) the basic quality of researchers is excellent, and the structure and age distribution are reasonable.
The main participants in the study are all between 30 and 45 years old, including 2 senior teachers, 5 intermediate teachers and junior teachers 1 person. It can be described as young and strong; They are all mathematics education majors with more than ten years of work experience, which can be described as professional counterparts and rich experience; They are all front-line teachers with good scientific research conditions. They can not only grasp the first-hand information of the subject research, but also fully grasp the latest trends of the subject research. They all have strong initiative, which provides a strong guarantee for the smooth progress of the research.
Four. Target audience:
Project leader: Liu Lei.
Project team members: Zou Lei, Chen Yingping, Wu Xianghua, Natalie, Min Yang, Zheng Tingting and Chen Kuiying.
Verb (abbreviation of verb) is the main link of classroom observation activities
The first link: pre-class meeting, the main task:
1, determine the research theme of classroom observation-continuous research and breakthrough. Try to study around what to teach, how to teach, how to learn, how to learn and the direction.
2. Do a good job in the pre-test questionnaire of Zunyi's basic education research project "A systematic study of classroom observation and professional development of middle school teachers".
3. Determine the object of observation: the research group selected three people to focus on observation, namely Natalie (Grade 7, senior teacher); Zheng Tingting
(Grade 8, second-level teacher); Wu Xianghua (Grade 9, Grade 1 teacher). Teachers who are not in the research group should enter the class at any time.
Have a class.
4, according to the research topic to determine the focus of observation (around the efficient classroom, you can choose one of the links to clarify the purpose of observation), and make a classroom observation table (teacher dimension, student dimension, curriculum dimension, classroom dimension).
5. Determine the specific observation point of the observer-according to the actual choice of the observer.
The second link: classroom observation, the main task:
Conduct classroom observation. Pay attention to division of labor and cooperation, pay attention to the records of observation points, and pay attention to individual research.
1, the teachers of the research group use the classroom observation table, choose observation points to make records, and do a good job in data sorting and collection.
2. The observed person introduces the teaching design ideas (teaching objectives, teaching methods, teaching strategies, etc.). ) and submit it to teaching design and teaching reflection.
3. Help the lecturer to improve the teaching plan.
4. Improve the classroom observation form in time.
The third link: after-school party, the main task:
1. Self-reflection (teacher speaks in class): Tell yourself about this class.
(1) conception (classroom design);
(2) I think this class is the most successful (satisfied) and the least satisfied (satisfied);
(3) If I take this course again, how can I improve?
2. Peer-to-peer mutual assistance-exchange discussion and reflection improvement: (observe the teacher's activities, everyone speaks, the observer talks about observation experience or suggestions according to the observed content, or it can be self-reflection);
(1) What is my observation point in this class?
(2) I can also talk about self-reflection on what I have observed in this class and what needs to be improved.
(3) The person in charge of the project or the members of the project team summarize the collected data to prepare for the next observation.
3. Write an observation report or teaching reflection, collect the content of peer assistance, and the lecturer will enhance personal gains, form personal reflection, do a good job in data analysis and preparation for activities.
The fourth link: supplementary link-classroom re-training;
Teachers combine the content of peer assistance, modify the teaching plan, and practice again in class. Discuss and report again, and provide excellent "efficient teaching" cases and reflection exchanges.
Activity arrangement of intransitive verbs:
1. Publicity and mobilization: participate in the mobilization and project guidance of district-level teaching and training centers, (September 20XX)
2. Theoretical study, examples and classroom practice: (20XX-65438 XX+February)
Theoretical learning and thinking process, autonomous learning, collective learning and discussion exchange, while infiltrating the influence of "classroom teaching observation" on effective classroom teaching, and conducting student questionnaire surveys; The observed teacher had an observation class. First, carry out classroom observation in all grades, implement efficient classroom, put an end to full-house irrigation, and make the classroom effective and practical.
3. Discussion and conception of classroom observation points in effective teaching (20141-July) According to the requirements of classroom observation activities, the math group and the experimental teachers carry out classroom observation practice in groups and division of labor to implement the requirements of efficient classroom. The school observation group determines a lesson preparation group every week for key observation.
4. Exchange seminar (August 20 14-1February 4): The first exchange collision, exchange, feedback and discussion on the observation points of learning, thinking and effective classroom teaching in the previous stage, and classroom teaching.
5. According to the observation point of "Observation of Middle School Mathematics Classroom Teaching", conceive a classification "observation table" (20xx1-May): under the guidance of district teaching and research staff, guide teachers to cooperate and try to make a classification "observation table", choose at least one classroom teaching to try and improve, and further clarify "what to do?" How? " .
6. Exchange seminar (June-September, 20XX): Carry out efficient classroom activities to meet the standards, guide the teachers who failed to meet the standards in the first round, clarify the reasons for meeting the standards, sum up the improvement, and then meet the standards in the second round.
7. Further improvement: according to the above activities, formulate a scientific and feasible quantitative table of "Observation of Middle School Mathematics Classroom Teaching" which is convenient for teaching and research activities; At the same time, combined with the teaching and research activities in this area, at least two classroom teaching observation records were made; Conduct the second related student questionnaire survey;
8. Introduction and promotion of the whole school experience (20xx-65438+February XX):① Excellent "efficient teaching" cases and reflection exchange. ② Teachers' "Efficient Classroom Teaching" thesis. ③ Summary of "Efficient Classroom Teaching" in schools.
9. Project conclusion: (20xx1-June) Project conclusion report, and at the same time, the Quantitative Table of Middle School Mathematics Classroom Teaching Observation, the project implementation summary report and some related articles are provided.
20XX-XX-XX
Speech at the Math Project Closing Meeting Part III: Professor Chen Yongfang's speech at the National Project Closing Appraisal Meeting in Changchun No.6 Middle School.
Changchun No.6 Middle School was originally a famous school in Changchun, but it was not prosperous enough in the late 20th century. Since entering the 2 1 century, it has gradually started, and in recent years it has become the first batch of high school demonstration schools in Jilin Province and the educational practice base of Northeast Normal University.
Inferred by time, it is in the upsurge of new curriculum reform in senior high school that Changchun No.6 Middle School seized the opportunities and challenges, seized the commanding heights of new curriculum reform, greatly enhanced the overall development strength of the school, won unanimous praise from students, parents and society, and was also praised and commended by provincial and municipal education leaders. After careful study and investigation, I think: Changchun No.6 Middle School is a good model of curriculum reform in Northeast China, and its reform has six outstanding characteristics:
First, the reform is comprehensive and comprehensive. The reform of No.6 Middle School covers all grades, all subjects, teachers and students of the whole school and the whole process of education and teaching. This is a truly thorough reform, leaving no dead ends and no room. The whole school is constantly reforming from top to bottom.
The second is the sense of responsibility and mission of teachers and students. The teachers and students of the whole school are not only moved, but everyone knows why and what it means. Moreover, everyone has clearly defined their responsibilities and missions, thus effectively mobilizing the enthusiasm of teaching and enhancing their passion.
Third, the principal's advanced concept and cohesion. A good principal is a good school. After President Yang came to the school, he put forward four "eclectic" policies (building eclectic schools, training eclectic teachers, and training eclectic students in an eclectic way), taking the lead in leading everyone to change their educational concepts, clarify their training objectives, optimize their operation modes, and focus on hot spots and trends.
Fourthly, the innovation and scientificity of curriculum implementation. In the practice of curriculum reform in No.6 Middle School, many reforms are unique to No.6 Middle School, such as the requirements of "four fields" (target field, thinking field, emotion field and life field) and "three best" (best time, best region and best level) in classroom teaching, which is an extremely valuable creation.
Fifth, the form of curriculum reform is intuitive and popular. The form of curriculum reform should not be underestimated. For example, the design of the "Five Roadmaps" (Curriculum Reform Roadmap, Classroom Teaching Reform Roadmap, Training and Correction Roadmap, Student Behavior Development Roadmap, Dynamic Education Roadmap) in No.6 Middle School is not only scientific and rigorous, but also clear, easy to understand and use, which is greatly beneficial to implementation.
Sixth, the experimental effect is obvious and it is widely popularized. To sum up, the results of curriculum reform in Changchun No.6 Middle School are not only large in quantity and wide in scope, but also high in gold content and good in quality. As an ordinary high school, it is really admirable to achieve such great results in a few years. What is particularly gratifying is that most of the achievements are universal and practical, which can be extended to brother schools and play a role in a wider scope.
In a word, the reform of Changchun No.6 Middle School basically meets the requirements of the national new curriculum, and also conforms to the physical and mental development and cognitive characteristics of senior high school students, with its own unique color and meticulous creation. Many of their theories, ideas, thinking, teaching models and codes of conduct are scientific, advanced and effective. For example, their "four views" theory (school-running view based on curriculum, education view based on students' independent development, curriculum view based on "four games" and training view based on efficiency) is not only advanced and effective, but also highlights their creative level. For another example, in practice, they put "preparing lessons-attending classes-doing homework"
Integrating into a complete system engineering is a very insightful and tolerant move, and its effect is above the "four views". In addition, they can combine teachers' teaching with scientific research and dare to combine curriculum reform with examination reform, which is really rare and fully meets the requirements of quality education.
To sum up, I think: Changchun No.6 Middle School is really a model school for curriculum reform in high schools around us. They successfully armed the teachers and students of the whole school with education and scientific research, effectively improved the teaching quality, greatly improved the reputation of the school, established a good prestige for the national new curriculum reform, and strengthened and improved the confidence and courage of the reformers.
Dear leaders and teachers,
Many of our schools send delegations to the south to study foreign ideas and Dulangkou; I think I might as well compare Changchun No.6 Middle School with Yang Si and Dulangkou to see who thinks deeper and further, which is more in line with the spirit of the new curriculum reform. Who does it more truly and meticulously, and can better reflect the laws of basic education? Whose frame of reference is bigger and more convincing? Who is more transparent and enlightening?
Of course, I prefer the south and the north, especially Jilin and Changchun, to join hands with * * * to build a * * * to enjoy our * * * and Gome's good education spring. Welcome a hundred flowers to bloom and spring is full of gardens!
Thank you!