At this point, the two-week "Heterogeneous Teachers in One Classroom" competition and the evaluation of teachers' basic teaching skills officially came to an end. The activity lasted for a long time, with the largest number of teachers participating in the evaluation, unprecedented scale and the best effect. More than 50 classes are wonderful, and each class has its own highlights. Specifically highlighted the "five major achievements":

First, dare to "be unconventional" and show self-study style.

The purpose of "heterogeneous in the same class" is to let teachers give full play to their potential wisdom and design high-quality classroom teaching that is unconventional, unique and reflects their own teaching style for the same class. Our teacher made it.

The judges agreed that the teachers in the classroom were not only bookish, rigid and innovative. The content of the same class is not to teach by the book, but to create innovative teaching plans through careful processing and ingenious design of teaching materials. Although the content of the same class, teachers' teaching methods and students' learning methods are really different, the best effect of the class is the same. The same is true of teachers' "demonstration of basic skills in classroom teaching". They dare to challenge the regular classroom, dare to be unconventional, create a vibrant school, and show their teaching style.

Second, return to the standard and attach importance to teaching and learning.

Classroom orientation means that teachers guide students to learn through effective teaching and teach according to students' learning needs. Our teacher made it.

The judges unanimously reflected that our teacher has changed and become smarter, wiser and more energetic in class. According to the teacher, the class the students listened to disappeared, and so did the question-and-answer class. However, it is common to guide students to study independently and explore learning through teachers' careful doubts. Effective learning scenes such as reading picture circles, hands-on operation, skill training, teacher-student dialogue, life dialogue and report exchange can be seen at any time. Now our teacher dares to teach and can teach. Basically grasp that students can learn independently and guide them to learn by themselves; Independent associations have difficulties in stimulating students' cooperation; Teaching difficult knowledge teachers. The teacher is very clever in class and the students are active in learning. The church has really become a "school".

Third, dare to challenge and pursue the "real" classroom.

The so-called "real classroom" means that teachers only conduct preset impromptu teaching, random teaching and generative teaching on learning situations and teaching contents without contacting students in advance. Most of our teachers have done this.

The judges all said: What makes them most comfortable is to see the real classroom. Teachers really teach and students really learn. Seeing that teachers have exhausted their wisdom and thoughts, they randomly mobilize students to learn, inspire and encourage them to learn, push them into the text and integrate them into the teaching content and knowledge exploration. Although sometimes there will be collision and embarrassment between teaching and learning. But our teacher can always adjust to the best teaching and learning state with appropriate methods. Achieve the best results.

Fourth, acting on the same stage, highlighting the "strong teacher" style.

Building an excellent teacher project is the goal that our school has been pursuing for many years and has never given up. It is our consistent proposition to encourage teachers to become experts and scholars. To realize the "self-development" of teachers and always maintain the "strong teacher style", we teachers have done it.

The judges agreed that what satisfied them most was that the typical teachers they trained really verified their personal strength again and held the position of "strong teacher". This activity is a classroom teaching contest for typical teachers at all levels in our school during the "Tenth Five-Year Plan" and "Eleventh Five-Year Plan". We just want typical teachers to perform on the same stage, compete with each other and make themselves "best" along their own development track and goals. It seems that our purpose has been achieved. Most of the seven teachers participating in the exhibition today are typical teachers who have won the highest honor in this subject at present. Let everyone enjoy it, benefit a lot, and learn the "master" style.

Five, full participation, to promote the improvement of the overall quality of teachers.

This activity is all-inclusive, and its purpose is to provide every teacher with an opportunity to teach openly, thus promoting the improvement of teachers' overall quality. We did the same.

According to the statistics of the judges, 56 teachers should participate in this activity, and 5 1 person actually participated in the lecture, with a high participation rate. They all agree that this activity is a big dance for young and middle-aged teachers in our school during the Twelfth Five-Year Plan period. Every contestant can prepare lessons carefully, study hard, taste carefully and innovate the classroom. From the classroom performance, the old teachers are young and have rich teaching experience; Middle-aged teachers are innovative in thinking and brave in "self", while young teachers are very energetic and excellent. At present, a team of teachers with new teaching ideas, vigor, innovation, all-round development and catching up with and surpassing outstanding teachers has been formed.

Just now, we enjoyed the above seven lessons, which can be said to be wonderful one after another, which made us feel very comfortable and enjoyed. The reason why they have such a solid foundation is by no means a day's work. My primary school has always advocated that teachers should develop for all, not simultaneously. It advocates that everyone has a style, but not for the same style. Everyone should complete their own development plan, form their own teaching style, and pursue a strong foundation in the classroom. To this end, we put forward the following requirements for teachers.

First, study more.

Learn from famous teachers and let their experience be carried forward. Always listen to the lessons of famous teachers, and play the leading role of famous teachers through mutual listening and evaluation or school-based compilation. At the same time, it also requires famous teachers to do a good job in teaching and help improve our teachers' overall classroom teaching level.

Second, think more.

Now there is a new saying, "If you want to have a good class, you must grind it first." The process of grinding lessons is the process of fine processing the content of teaching materials and the methods of teaching and learning. There can't be a good class without grinding. In short, if you don't grind your lessons, there will be countless in your mind. How can you teach without countless in your heart? Therefore, preparing lessons should sharpen teaching materials, teaching methods and students, and pursue the best results in the classroom.

Third, in-depth study

"New Curriculum" needs research-oriented teachers. If we don't study or go deep, there will be no breakthrough in the implementation of the new curriculum. So what are we concerned about? Study how teachers should teach and how students should learn. This is the core issue of the new curriculum reform research. Today, these seven classes have a common feature, that is, teachers push students to the position of learning masters and let them "really learn". An education expert once said that if students can't "really study" in the teacher's class, that is the biggest sorrow. What we should pursue now is the real classroom. To highlight the truth of real classroom, we should handle the relationship between teaching and learning and straighten out the relationship between teaching and learning. It must be clear that our teachers are the service providers, instructors and participants of students' learning, and they should teach students according to their studies, guide them according to their studies, and generate them randomly, and resolutely oppose inefficient practices such as full-time irrigation and full-time questioning. We should learn to appreciate students, cultivate their abilities of reading, questioning, listening, thinking independently, exploring and solving problems, and develop good study habits. Really return the initiative to the students and return to the classroom standard.

Pay attention to practical results:

Pursuing the best effect of teaching. Teachers should carefully design teaching situations to attract students' active participation. No matter what class or type, we should cultivate students' interest and develop their practical ability. A class should be a coordinated activity of multiple senses, guiding students to actively use their brains, eyes, mouth and hands to carry out practical activities in class, so that students can learn both knowledge and wisdom. No matter what kind of classroom teachers, they should put the development of language, the cultivation of thinking ability and the cultivation of application consciousness in the first place. In class, students should think more and do more. Teachers should cultivate students' thinking, thinking and behavior, so that students can form good study habits. Really let our students teach by example and turn the church into a school.

To pay attention to practical results, we should face all students, make the classroom a classroom for all students, and pay special attention to the learning performance of poor students in the classroom. At this point, some of our teachers have done a good job, limiting the bottom of "learning" to the standards of poor students. However, some teachers don't do enough. They blindly ask gifted students in class, as if classroom questions are for gifted students. Therefore, we must adjust our direction. There is such an evaluation standard in the selection of this activity, "for all students, teaching at random", which is also a goal that we must implement in the future classroom.

Quality:

It is not difficult for our teacher to "attend classes", but it is difficult to have a good class. If you want a good class, you must have high quality. Now the goal of our team building is to promote the connotation development of teachers. What does "connotation" mean? It means "quality". It is impossible to have a good class without high quality. So how do we show the high quality of classroom teaching?

1, has a strong ability to handle and control teaching materials, and can make better use of teaching materials. 2, proficient in teaching methods, training "learning" counseling, proper training, good classroom effect.

3. Have strong control ability, be good at inspiring and guiding situations, and use evaluation to mobilize students' enthusiasm and initiative in learning.

4. The language is clear, concise, speaks Mandarin, and the teaching attitude is natural and generous. The blackboard is neat and the design is reasonable. 5. The demonstration of teaching AIDS is standardized and accurate, and the courseware making is scientific and efficient.

Comrades: There is no end to study and research. Classroom teaching is an art, and only "high art" can make you confident and sublimate your classroom to the highest level. I sincerely hope that everyone will strengthen "training" and become "practical" as soon as possible and become a strong teaching teacher.

Summary of heterogeneous teaching and research activities in the same class II

First, the heterogeneity of the same class can make teachers reflect on themselves.

Teachers' self-reflection is the basis and premise of carrying out school-based teaching and research. Class heterogeneity can not only promote the reflection of coaches who participate in class heterogeneity, but also promote the reflection of other participants. Among them, teaching reflection can be divided into three stages according to the teaching process: reflection before teaching, reflection during teaching and reflection after teaching.

1, reflection before teaching.

The second link of the same-class heterogeneity-"autonomous learning, drawing up a plan" requires every teacher who participates in the same-class heterogeneity to draw up the most satisfactory design plan within the specified time. This link is equivalent to a game. In the next link-"collective discussion to determine the plan", everyone should come up with their own teaching design plan and shine. The so-called pressure is motivation. Therefore, every teacher will fully reflect on his own teaching and the teaching of other teachers, try to find out the differences between himself and others, and highlight his own teaching characteristics and teaching style on this basis. In the third stage-"collective discussion, determine the plan", each teacher will know himself and others more objectively and comprehensively, and then reflect on the success and shortcomings of his original plan through mutual comparison and make improvements.

2. Teaching reflection.

In the fourth link of heterogeneous teaching-"implementing teaching and paying attention to lectures", every participating teacher should carefully capture the generation in classroom teaching and record his own thoughts at any time. This link can reflect on success, such as recording teaching presupposition in detail, appropriate teaching measures, infiltration of advanced teaching concepts, innovation of traditional teaching methods and creative use of teaching materials. This link can also reflect on the shortcomings, such as the mistakes in teaching in order to avoid detours in the future, the innovation of students, such as some whimsy of students, in order to broaden teaching ideas and improve teaching level. In fact, the contents of these reflections are basically similar to the general classroom reflections, but because the heterogeneity is aimed at the same teaching content and is comparable, the content of reflection will become more and more profound.

3. Reflection after teaching.

After the fifth link of "evaluation, reflection, summary and improvement", each teaching plan will show its own bright spots or shortcomings, and this is the time when teachers need profound reflection most. Facing the same teaching content, it is natural to understand and grasp the content of teaching materials, arrange and design teaching links, choose and organize teaching activities, and raise and solve teaching problems. In this way, every teacher can participate in different classroom modes through teaching, attending classes and evaluating classes, find new teaching methods and existing problems through comparison, and better understand the different teaching effects produced by different teachers' different treatments of the same teaching content and different teaching strategies, so as to truly realize their own shortcomings in the deep heart, and finally open their own teaching ideas and form their own unique teaching style. Obviously, this kind of reflection is positive, beneficial and creative, and it is a kind of collective reflection worth promoting.

Second, the heterogeneity of the same class can provide a platform for teachers to help each other.

Mutual assistance and cooperation among teachers is the soul of school-based teaching and research. Mutual cooperation among teachers means that teachers should open themselves while reflecting on themselves, and strengthen professional exchanges, coordination and cooperation, share experiences, learn from each other, support each other and grow together in teaching activities such as curriculum implementation. Suhomlinski once said: "No teacher can fully embody all the advantages. Every teacher has his own advantages that others don't have, and he can express himself more prominently and perfectly than others in a certain field of spiritual life. "

Undoubtedly, cooperation can make full use of different resources among teachers to achieve mutual assistance among peers, and the heterogeneity within the same class provides a good platform for mutual assistance among teachers in many aspects. For example, the third link of the same class heterogeneity-"collective discussion, determine the plan" is that after each teacher designs his own satisfactory teaching plan, the teaching plan is finally determined through collective discussion. At this time, everyone discussed the text interpretation, teaching objectives, teaching methods and teaching means without reservation. And every teacher, with the help of his peers, will make his understanding gradually comprehensive, his thinking gradually profound and his thinking gradually clear. In the fourth link of "implementing teaching and focusing on lectures", after comparing different isomerism, the lecturers will see their similarities and differences and appreciate different teaching wisdom from different angles, such as language introduction, problem design, cutting-in angle and classroom treatment. , so as to broaden the teaching ideas in comparison; In the fifth link of the same class heterogeneity-"evaluation and reflection, summing up and improving", teachers should think about how to do it according to other teachers' evaluation suggestions and their own actual situation, and write a more optimized re-teaching design, which can absorb other people's valuable experience in teaching method innovation and teaching organization.

What needs to be put forward in particular here is that cooperation with high-level teachers is the basic form of heterogeneous activities under one roof. Just as a master takes an apprentice-a new teacher is different from an excellent teacher with rich teaching experience and outstanding teaching achievements. He can not only benefit from the transmission, help and guidance of excellent teachers, but also adapt to the teacher's role and teaching environment as soon as possible. Obviously, this kind of help is the most direct and effective. In addition, other participants can also get help from the tips or suggestions of excellent teachers to improve their teaching ability and even teaching quality as soon as possible.

In short, the heterogeneous teaching and research activities in the same class have multi-dimensional angles and different styles, and different strategies can collide and sublimate in communication. This multi-level and all-round cooperation and mutual assistance can provide every teacher with more opportunities to learn from others.

Summary of heterogeneous teaching and research activities in the same class 3

Today, I was fortunate to attend the seminar of "heterogeneous teaching in the same class" by Minhe. This heterogeneous teaching activity is a good learning platform. This kind of teaching and research activity is a teacher research activity that really takes place in the classroom teaching situation. According to the teaching content that needs to be studied, teachers Li Rong and Zheng Shoucai will teach the lessons. Then reflect and comment on this lesson. Through analyzing and discussing the questions raised by the teachers after class and after class, the peer guidance class can improve the teaching behavior and improve the teaching level. As listeners, teachers are both learners and researchers. This kind of activity not only concretizes the lecture, but also provides a scientific basis for future research and analysis. At the same time, it also provides teachers and peers with materials for self-improvement and self-reflection.

"Heterogeneous in the same class" refers to the same teaching content, and different teachers make different teaching designs according to their own reality, existing teaching experience, students' situation, teaching style and teaching skills, thus forming their own teaching styles and characteristics. Make teachers achieve "eight immortals crossing the sea and showing their abilities" in teaching design and implementation. This forms a class with the same content and different structure. "Heterogeneity in the same class" allows us to clearly see different teachers' different treatment of the same textbook content and different teaching effects produced by different teaching strategies, thus opening up teachers' teaching ideas, highlighting teachers' teaching personality, and truly embodying resource sharing and complementary advantages. The real "heterogeneous teaching and research method in the same class" can trigger the collision of participants' wisdom, learn from each other's strong points and improve the teaching effect obviously. At the same time, it also promotes the professional development of teachers.

After a round of teaching and research activities by teachers, I think that the "same class heterogeneity" based on lesson preparation is to form a general framework and thinking on the basis of concentrating everyone's wisdom, which is paved by collective wisdom. This "heterogeneity" reflects the teacher's personal style, personal superb teaching skills and personal teaching style. This is a higher-level teaching process. This "heterogeneity" will inevitably make teachers' personality stronger, make the classroom more exciting, let teachers realize themselves in "heterogeneity", and let teachers learn from others' strengths and find their own gaps in "heterogeneity".

Model essay on the experience of heterogeneous lectures in kindergartens (five articles); Model essay on the experience of heterogeneous lectures in primary school English (four articles); Model essay on the experience of heterogeneous lectures on mathematics in primary schools (three articles); Model essay on the experience of heterogeneous lectures on mathematics in primary schools (four articles); Summary of heterogeneous classroom teaching activities of mathematics teachers in the same class in 20021year; Summary of heterogeneous classroom activities of Chinese teachers in the same class in 20021year; 6.20066666 Teachers' experience in heterogeneous teaching activities in the same classroom in 2008 (six chapters) VII. 202 1 (two articles) Experience of young teachers' heterogeneous learning in the same class. 202 1 the latest heterogeneous activity plan for primary school classes. 20265439 Summary of Different Experiences at the Same Level

During class, I can not only listen carefully, think and feel, but also reflect on my teaching behavior. I am in the classroom, listening to the lessons carefully prepared by the teachers. Here, I personally appreciate their profound interpretation of teaching materials, accurate grasp of the classroom and close attention to students. While they opened the door to students' wisdom, they also taught me many new teaching methods and new teaching concepts, which triggered my thinking about classroom optimization. I benefited a lot from attending classes. I got a close look at each teacher's teaching style, profound teaching skills and exquisite teaching art. Although the teaching styles of the two classes are different, there are many places worth learning in each class. In the classroom, teachers can adopt the characteristics suitable for students in this class according to the actual situation of students, adopt students' autonomous learning, actively explore and communicate, and cultivate students' ability of bold innovation and practice!

The new concept of new curriculum reform, heterogeneous teaching in the same class and inter-school communication can benefit every teacher and also convey new teaching ideas. In short, every teacher has his own characteristics but is tolerant of each other. As a teacher, we should not only do well in every class, but also work hard on the word "good". How can we do a good job and have a class that students like? How can we cultivate students' mathematical thinking, innovative consciousness and practical ability? We should think more, study more and get out of ourselves.

In a word, I think it is very meaningful to participate in this heterogeneous activity in the same class, which has injected a fresh blood into our teacher. I will also use this accumulated teaching experience to better apply it to the actual teaching work and take every class seriously. Dedicated to those students around us who are thirsty for knowledge. ;