The course "Solving Simple Equations" taught by Mr. Bai can create a relaxed, democratic and harmonious learning environment and guide students to actively participate in the learning process. Pay attention to the interaction between teachers, students and students, and pay attention to students' ideas. Through group discussion, deskmate cooperation and exchange study, it provides students with independent activity space and exchange opportunities, and guides students to acquire knowledge through their own exploration, which embodies the new curriculum concept of subjective teaching.
Understanding within a Billion, taught by Mr. Hao, demonstrated with multimedia courseware, and handled and used the teaching materials flexibly. By asking students to write numbers on the blackboard and say the number sequence, students' mathematical language expression ability can be improved and their interest in learning can be stimulated.
Teacher Wang teaches "Solving Problems 1" and pays attention to the cultivation of students' good study habits; Teachers' teaching language is accurate and rigorous; The inspiration and guidance to students are just right, and the communication with students is cordial and natural.
The axisymmetric graphics taught by Mr. Liu boldly allows students to explore the teaching focus of this course in the form of group communication and cooperation, and at the same time, it is highly targeted and students can summarize it well, which is very good.
This observation activity provided an opportunity for the teachers of the research group to learn from each other. Teachers saw these differences in the classroom and made clear the direction of future efforts.
Summary of Primary School Classroom Observation Activities On May 7th, xx City Teaching and Research Section and xx City Teaching and Research Section held the "Observation Activity of Primary School English Teaching in xx City in 20xx" in xx Town No.2 Middle School. Teacher Chang, an English teacher in primary school and a researcher in the teaching and research section of xx City, presided over it. Two teachers, Zhang Xiaoru and Guo Anbang from xx Town Central School, had an observation class respectively.
These two teachers, from the design of tasks to the implementation of activities, from the guidance of teachers to the participation of students, all reflected the careful preparation of teachers, and the teachers gave good comments at the meeting. In particular, Mr. Liu from xx Primary School, Hi-tech Zone, xx City, gave us a special demonstration class on primary school English. Teacher Liu's vivid language, lively and lovely movements and interesting scenes deeply attract and infect students.
The students studied the whole class very happily. Students have mastered the target language, cultivated study habits and learned reading methods through colorful activities in a happy classroom and in a life-like situation, and the teaching effect is very good. Teacher Chen from xx Primary School made a finishing remark. Teacher Sheng from the teaching and research section of xx gave us an important lecture on English classroom teaching methods in primary schools.
Teacher Sheng asked the teacher to follow the law of children's growth and make clear the teaching objectives at each stage. Teacher Sheng has taught us many effective teaching methods in cultivating students' listening, speaking, reading and writing abilities. After listening to Mr. Sheng's lecture, the teachers gained a lot. Teachers have a deeper understanding of primary school English classroom teaching methods and have more love and confidence in primary school English teaching. This activity really benefited the teachers.
Summary of primary school classroom observation activities 3 On May 25th, the observation and discussion activities of primary school mathematics classroom teaching in the North District of xx, sponsored by the Education and Training Center of the Municipal Bureau and undertaken by xx Central School, were held in the multimedia classroom of XX Central School. Luo xx, Huang xx, Cai xx and Zhuo xx, teaching and research staff of the Municipal Education and Training Center, came to the school to guide the work. Nearly 50 leaders, researchers and teachers from xx, xx and xx schools participated in this activity.
Xie X, Cai X and Feng xx, the proofreader of xx Center, respectively took three math classes: the volume of irregular objects, the understanding of cuboids and cubes, and the basic nature of fractions (fragment teaching). Teachers teach through lectures and group discussions, so that students can devote themselves to their studies and accept new knowledge. Subsequently, the teachers in the participating area gave speeches in three math classes respectively.
Later, Professor Huang commented on the activity and spoke highly of it. He emphasized that teachers' participation in regional teaching and research is to improve their understanding of classroom teaching and dare to speak, think and ask questions, so as to improve the effectiveness of classroom teaching and promote school education and teaching.
Finally, President Liang of xx Central School summarized the teaching and research activities in this district.
Summary of classroom observation activities in primary schools 4 20xx 1 65438+1October1Sunday afternoon, the weather just entered winter was still cold. A seminar on realizing efficient classroom teaching under the mode of "I want to learn-three paragraphs and one thought" in primary and secondary schools in xx District was held in Yangmu School. Forty-eight people participated in this activity, including the leaders of the teacher training school. The composition of the participants in this activity reflects a high level. On the basis of regular teaching and research, this activity is based on the requirements put forward by the Education Bureau and the Teachers' Training School in the second half of this year, that is, to cultivate students' learning ability of "independence, cooperation and inquiry", combine the characteristics of physical education classroom teaching, strengthen the "three paragraphs and one thought" model, highlight the teaching concept of "learning first and then teaching", give full play to students' subjectivity and realize efficient classroom. This activity is divided into four stages.
The first stage is the investigation and research stage.
Through regular teaching research, we can understand teachers' understanding of efficient classroom, especially sports efficient classroom and "autonomy, cooperation and inquiry" learning, whether they are proficient in using the teaching method of learning first and then teaching, and the problems that teachers are confused and need to solve urgently in classroom teaching. Through investigation, combined with the theme of this activity, a questionnaire survey was conducted on primary and secondary school teachers in xx District on "building an efficient classroom, autonomy, cooperation and inquiry learning". The questionnaire consists of four big questions and seven small questions, namely:
1. What is the connotation of efficient classroom? What should an efficient physical education class look like according to your own teaching practice?
Second, what role does the intuitive teaching method play in physical education? Combined with their own actual teaching situation, how can teachers use intuitive teaching methods to improve classroom efficiency? How can students better observe the effect?
Third, talk about your understanding of "autonomous learning, cooperative learning and inquiry learning" in combination with your own teaching practice?
Fourth, according to the characteristics of students in their own grades, choose teaching materials and explain the teaching methods and learning methods of "I will learn" and "I will use" in combination with the teaching concept of "autonomy, cooperation and inquiry". At the same time, it is required that the questions in the questionnaire can be consulted online, but the answers must be combined with their own teaching practice, not allowed to print, and must be handwritten.
Give it to the vice principal of our school before the activity and bring it to the activity site. And take the questionnaire integration as the activity discussion outline:
Let's talk about what an efficient physical education class should be from two demonstration classes and our own actual teaching.
Second, how to cultivate students' ability of "autonomous learning, cooperative learning and inquiry learning" through two demonstration classes combined with their own teaching practice?
3. What role does the intuitive teaching method play in physical education? Based on two demonstration classes and my actual teaching situation, this paper talks about how teachers can use intuitive teaching method to improve classroom efficiency. How to let students find and solve problems in observation and practice?
Fourth, talk about the successes and shortcomings of the two demonstration courses, and how to improve them. Its purpose is to strengthen teachers' theoretical study, improve teachers' professional quality, improve teachers' understanding of efficient classroom, make teachers observe two demonstration classes purposefully and emphatically, have a clear aim in the discussion process, see the problems more deeply and discuss them more hierarchically, so that this activity can solve practical teaching problems and improve the quality of physical education in primary and secondary schools.
The second stage, the selection and guidance stage of demonstration teachers.
According to the routine teaching and research, it is determined that teacher An Feng from Yangmu Primary School and teacher Wu Hao from Experimental Middle School will take the demonstration class. The teaching contents are skipping rope in grade six and passing and catching football in grade eight respectively. The teaching method is to learn before teaching, and the practice method is "autonomy, cooperation and inquiry", which highlights the subjectivity of students and the dominance of teachers.
The third stage is the observation and discussion stage.
This stage includes five contents. First, the teaching and research staff presided over the activity, put forward the theme, purpose, significance and meeting requirements of the activity, and presented the discussion outline to remind the participants to observe the key points. Then watch the demonstration class of two teachers, the lesson "Jumping Big Rope" by teacher An Feng, the sixth grade of Yangmu Primary School. Because skipping rope is one of students' favorite sports, the technical movements are not difficult, and the key to jumping rope is that the group of students should coordinate and unify. In teaching, teachers ask for activities and students practice in groups freely. In practice, students are guided to find out the reasons for falling rope through the teacher's tips, and they can jump more in the specified time through mutual cooperation and research. In class, students actively cooperate, discuss enthusiastically, find problems through practice and solve problems in practice. For example, a group found it difficult to succeed in the process of cross-skipping. Through the observation and tips of the group students, they found that the rope was short and took the initiative immediately. Mutual guidance and help among groups can put forward effective suggestions and methods, and the group reports that the evaluation of teachers and students is in place and reflects deeply. Under the mode of "three paragraphs and one thought", the concepts of "learning before teaching" and "autonomy, cooperation and inquiry" are fully embodied, and the learning goal is realized. Teacher Wu Hao's eighth-grade lesson "Football-Passing and Catching with Inner Feet Moving" is relatively complicated and difficult to learn, but the teacher starts from being familiar with the ball, arousing students' interest in learning, experiencing the action by observing the teacher's demonstration and practicing independently in groups, and summarizing the action methods under the guidance of the teacher. Students remind each other in the process of practice, find out their own and others' mistakes, correct each other, and gradually master the essentials of action and apply them to practice. In the teaching competition, the students in the group study the technical and tactical cooperation and share their respective tasks. In the three stages of "what to learn", "I can learn" and "I can use", I always study in an atmosphere of autonomy, cooperation and inquiry, so as to achieve the learning objectives and fully reflect the students' subjectivity.
After observation, enter the discussion session. Because in the process of observation, a teacher asked such a question: "The teacher didn't teach much." This problem involves the theme of this teaching and research activity, that is, giving full play to students' subjectivity. Before the discussion, teaching researchers made a detailed interpretation of the teaching concept of learning before teaching: learning before teaching is not to fix the teaching method, but to use it flexibly according to the teacher's situation, learning situation and content. Students' quality is good, the teaching content is simple, teachers can teach less or even not, and students' autonomous learning is the main thing in class, and teachers should prompt and guide them in time. The content is relatively complex and difficult. Teachers can demonstrate first, students can practice independently after observation, and students in groups can correct each other. * * * They can study the action methods together and complete the learning task under the guidance of the teacher. I once again reiterated the concept of learning before teaching and began to discuss. First of all, the two teachers explained the classroom design with this activity as the theme, and reflected on the actual teaching situation. Then the participants have a discussion in the form of the school as a group. Discuss in groups first, send representatives to speak, other teachers supplement, and the school leaders summarize. During the discussion, teachers commented on the two courses according to the discussion outline and their own teaching practice, and put forward their own views and suggestions. Other teachers in our school added that school leaders put forward constructive opinions and suggestions in combination with our school's physical education. Some questions raised by many teachers are very in-depth, and the teaching and research staff have given detailed answers. Participants discussed some deeper issues, and their opinions were basically unified. On the basis of discussion, the researchers commented on the two courses, summed up their advantages, pointed out their shortcomings and put forward suggestions for improvement. The atmosphere of the seminar was warm, and some puzzles and problems in teaching were solved through constant debate and discussion. Everyone has a new understanding of giving full play to students' subjectivity and cultivating students' autonomy, cooperation and inquiry learning ability, and has raised it to a new height.
After the discussion, the teaching and research staff gave a lecture entitled "Methods and strategies to realize efficient physical education classes". The lecture starts from "What is an efficient physical education class? Necessary conditions for effective teaching in physical education classroom: how to cultivate students' abilities of autonomous learning, cooperative learning and inquiry learning? What should be paid attention to in cultivating students' abilities of autonomous learning, cooperative learning and inquiry learning? Application of intuitive teaching method in physical education This paper analyzes and expounds how to realize efficient physical education classroom based on the present situation of physical education teaching in our region and two classes, which provides theoretical basis and practical operation methods for teachers in future teaching and will play a positive role in realizing efficient physical education classroom in our region.
Finally, Secretary Shi Lianhong, the head of the Teacher Training School, summarized the activities. Secretary Shi spoke highly of this activity: the theme of the activity conforms to the concept of curriculum reform, the teaching and research staff are well prepared, the research before the activity is comprehensive, the questionnaire and discussion outline are closely related to the theme of this activity, the questions are practical, and the main problems in physical education teaching are grasped. By answering questions, teachers can find their own shortcomings through their own professional quality. The lectures of teaching researchers are highly targeted and have strong guidance and operability for teachers' actual teaching. The classroom teaching effect is obvious. Teachers have a deep understanding of learning before teaching and are skilled in using it. Students' activities in the classroom are active, giving full play to students' subjectivity and cultivating students' independent, cooperative and inquiry learning ability. During the discussion, teachers participated extensively, combined evaluation with practice, accurately found advantages and disadvantages, raised specific questions, put forward pertinent opinions and put forward reasonable suggestions. Teachers dared to express different opinions and dare to argue. Through the discussion, the teachers have more clearly defined the direction of curriculum reform, solved the practical problems and puzzles in teaching, really played the role of teaching and research, and achieved the purpose of this teaching and research activity. At the same time, it puts forward hopes and requirements for future physical education teaching and physical education teachers: I hope that in the future work, everyone will study hard physical education teaching theory, improve their professional quality, actively implement the spirit of curriculum reform, raise awareness, guide their actual teaching with advanced teaching concepts, better complete teaching tasks, and make new contributions to improving the quality of physical education teaching in primary and secondary schools in xx District.
The fourth stage, the activity summary reflection and extension stage.
This activity was strongly supported by the leaders of poplar school and experimental middle school and physical education teachers. In particular, two teachers, An Feng and Wu Hao, actively discussed teaching methods with teaching researchers in this activity, striving for perfection, and showed high classroom control and classroom teaching ability for everyone without a trial class. Although this activity has been recognized by the leaders and teachers attending the meeting, there are still many shortcomings, such as teachers can't let go completely in teaching, fearing that students can't do well and repeat explanations; Students have not formed the habit of cooperative inquiry in practice. These problems need to be constantly guided and strengthened in the future teaching and research, so that students can develop good study habits of autonomy, cooperation and inquiry, form their nature, give students the initiative in class under the guidance of teachers, give full play to students' subjectivity and solve problems in class. At the same time, teaching and research personnel will guide teachers to be independent, cooperative and inquiry in the future teaching and research process. Guide teachers to study teaching theory independently, study teaching materials, and consciously improve their professional quality and ability; Guide teachers and students to establish equal and cooperative relations. In the process of classroom practice, I hope that teachers are not only organizers and guides, but also collaborators and participants with students. Guide teachers to seriously study teaching methods and find and solve problems in time. Make physical education classroom teaching more suitable for the current curriculum reform. I hope that in the future teaching and research work, with the support of leaders and the joint efforts of physical education teachers in primary and secondary schools in the whole region, we will raise our awareness and work hard to make new contributions to improving the quality of physical education classroom teaching in primary and secondary schools in the whole region.