The details are hereby notified as follows:
I. Teaching plan
(a) the overall inspection situation
1, the overall situation is good, and most teachers can make teaching progress and prepare teaching plans carefully according to the teaching materials. The teaching plan can embody the new curriculum concept, be student-oriented, face to the whole, actively advocate the teaching mode of autonomy, cooperation and inquiry, and have certain teaching preparation and clear process.
2. Most of the teachers' lesson plans are detailed and standardized, and the teaching links are complete, which to some extent reflects the effectiveness of learning methods, the effectiveness of after-class summary and the diversity of learning forms. Some teachers can write reflections after class and sum up experiences and lessons in time.
3. Most teachers' teaching plans can highlight the subject characteristics and learning situation, and prepare both teaching materials and students; Prepare the contents and methods.
4. Some teachers' teaching plans can reflect that teachers have repeatedly checked and carefully revised before teaching and adjusted according to the teaching content.
The attached lesson plan is compiled as follows:
Grade one:, Julie, Zhu Yuli, Li Yuanyuan,,, Xia,, Zhang Wei, Yao Li, Liang Longkai, Li Dechao, Zhang Na, Guo Hongcai, Zhao Qing, Wang Rongling, Sun Cunmei, Yang Wensen, Gu Deguang, Lu Xiu, Chen Hui and Zhang Caiyan.
Sophomore students: Shao Hua, Li Gang, Fan Yong, Li Lei, Xiang Hengsheng, Ping Li, Liu Juanjuan, Gong Xia, Zhang Jing, Wang Yonghui, Sha Yunling, Bing Lin, Pan Shuchang, Guo Min, Du Cunhui, Wang Ting, Liu Yiliang, Du Ju, Bao Juan, Xu Shi, Huang Liqiong, Wang Xiaojing, Zhao Zhengyan and Jia Manman.
Senior three: Zhu Bo, Li Bin, Tong Zhiyuan, Dong Yao, Sun Yong (No.), Chen Feng, Zhu Xiaoying, Dai Xiao, Li Jie, Zhu Tao, Zhang Lei, Wei Gang, etc.
What is particularly commendable is that Zhu Ni's teaching plan is compiled in columns, and the teachers' teaching and students' learning, knowledge content and learning method guidance are clear, clear at a glance and operability. Guo Hongcai in Grade One, Fan Yong and Du Cunhui in Grade Two, Zhu Bo, Wu Shaotang, Zhu Xiaoying, Dai Xiao and other teachers in Grade Three, can carefully prepare lessons for two or more times, circle with multicolor ink, add or delete comments, which can be described as "all over the sky", reflecting the deep thinking and meticulous spirit of seeking truth and being pragmatic. Senior one (written in the third volume), Xia, Li Dechao,, Senior two Tong Bo, Shao Hua, Ping Li, Gong Xia, Wang Yonghui, Senior three (written in the fifth volume), Zhu Tao, Wei Gang and other teachers have rich teaching plans, neatly written and complete links, which are exemplary. Julie and Liang Wen, two Chinese teachers in Grade One of Senior High School, can persist in re-understanding and reflecting on their teaching practice in time after teaching, reflect on their own gains and losses, sum up experiences and lessons, and write a lot of post-teaching reflections, including vertical reflection, horizontal reflection and individual reflection. The methods of reflection include action research, comparison and summary. The content is very enlightening, each article is not less than 300 words, which is worth popularizing and learning.
(2) Existing problems
1. The teaching process of some teachers' lesson plans is too simple, lacking of class arrangement, which is not conducive to the actual teaching operation.
2. Some teachers have incomplete teaching plans, especially there is no blackboard design, homework and summary in the teaching content. Some don't even have three-dimensional goals, and turn the lesson plans into lecture outlines or lecture notes. Most teachers' lesson plans lack "after-class reflection", and some have "after-class reflection", but they are superficial and formal, lacking pertinence and practicality, lacking improvement measures and inspiration from them, and cannot play the role of "reflection-adjustment-improvement" well. Some only write the word "reflection after teaching" and have no content.
3. Some teachers have few teaching plans and their writing is not serious and standardized.
4. The content of lesson plans written by teachers in the same preparation group or even the same level, especially the homework, is not uniform enough, which reflects that the collective preparation of lessons by individual preparation groups is invalid.
5. Individual teachers use old lesson plans or only handouts (electronic drafts) without handwritten lesson plans, and the old lesson plans or handouts fail to show traces of secondary lesson preparation or use.
(3) Suggestions for improvement
1, the compilation of teaching plans should generally conform to the compilation procedures formulated by the school. Teachers should deal with the relationship between collective lesson preparation and individual secondary lesson preparation, and the teaching goal of collective lesson preparation is unified. However, at a certain level, this goal may seem too high or too low. Therefore, when preparing lessons for the second time, teachers must make appropriate adjustments according to the actual situation of their classes. According to the content and characteristics of the course, combined with the specific learning situation and own teaching experience, the personalized teaching plan is compiled, which not only conforms to the teaching plan norms, but also has a personal teaching style and is suitable for students' level.
2. Teachers should creatively use and understand textbooks, actively develop curriculum resources, and flexibly use various teaching strategies to guide students to learn in practice. The compilation of lesson plans should pay more attention to students' "learning" and make more efforts in the guidance of learning methods.
3. When compiling teaching plans, we should pay attention to the organic unity of ideology, science, logic and artistry, pay attention to infiltrating ideological education in combination with teaching content, strengthen humanistic quality education, and embody the principle of teaching and educating people. The education of emotion, attitude and values should pay attention to edification, infection and subtle influence.
4. Due to the differences in teaching teachers, subject types, teaching contents and class hours, the preparation of teaching plans can vary from person to person, but teachers must have complete paper teaching plans with main contents in class, and printed lecture notes (handouts) or courseware slides cannot be used instead of teaching plans.
5. There should be some reflection after teaching. It is advocated that if teachers find better ideas and methods in class after class, they should write them in the lesson preparation book in time, make up or modify them, so as to make the next lesson preparation more perfect.
6. In order to reduce copying time, it is understandable to use old lesson plans as teaching resources. However, we should learn to use the old lesson plans in new ways, and add, delete and adjust the old lesson plans according to the new learning situation and newly acquired knowledge and teaching methods, so as to be effective, practical and durable.
7. It is suggested that teachers should strengthen the consciousness of "new curriculum standard" and "college entrance examination explanation" when compiling teaching plans. In particular, senior three teachers and senior one and senior two young teachers should earnestly have the syllabus in their hearts, in their mouths and in their pens. The teaching plan should indicate which point the teaching content corresponds to the "college entrance examination instructions", and indicate the teaching key points and difficulties according to the requirements of the college entrance examination instructions. In the teaching process, the same content should also be marked accordingly.
Second, class notes
(a) the overall inspection situation
The overall situation is not satisfactory. Most teachers don't listen carefully according to the requirement of "at least one class a week". Moreover, judging from the attendance records handed in, most teachers only have simple teaching process records, and there are few comments and suggestions after listening. There are still a few teachers who don't even know the lecture time, class hours or even the teacher's name, let alone the suggestions after listening! What's more, some teachers didn't actually attend classes, but faked to cope with the exam, and even used notes from past lectures to cope with the exam.
Judging from the inspection, the teachers who have shown more than 20 classes (including 20 classes) in the "lecture notes" and recorded them completely and have "opinions and suggestions after lectures" are:
Senior one: Ma Anyang (section 25), (section 2 1), (section 20), (section 22), (section 22), (section 23), (section 2 1).
Senior two: Shao Hua (section 22), Jin (section 25), (section 24), (section 2 1), (section 22), (section 2 1), Jia Manman (section 2 1) and Tong.
Senior three: Wang Wenwen (30 songs), Wei Liming (22 songs), Lu (20 songs), Sun Cuibang (28 songs), Zhu Xiaoying (20 songs), Hua Yi (22 songs).
(2) Suggestions for improvement
1, teachers should establish a correct concept of attending classes, and both the participants and the lecturers should be open-minded and eager to learn, learn from each other's strengths and make progress together.
"Stones from other mountains can attack jade." As teachers, especially young teachers, we should take the initiative to attend classes (of course, as middle-aged and elderly teachers, we should also put down our posture and study for life), watch more classes of other teachers and learn to talk to them. In observation, we should not be a simple phonograph, nor just a video camera, but only record wonderful moments. Instead, we should use our brains to seriously analyze how others organize classroom teaching and why they organize classroom teaching in this way. How do I organize classroom teaching in this course? Compared with them, my classroom teaching links and teaching effects are different and the same; What inspiration did I get from their teaching? What will I do if I encounter a similar class accident? ..... Through such reflective analysis, I can get enlightenment and lessons from other people's teaching.
"The authorities are fascinated, and the onlookers are clear." Similarly, as a teacher, while giving full play to the main role of self-evaluation, we should also pay full attention to and give full play to the evaluation role of participants. Teachers in the same school, especially teachers in the same track, are similar in teaching objectives, methods and processes, teaching objects and teaching environment, which will give you a deeper understanding with them. Therefore, after class, teachers should be able to listen to the lecturer's comments and suggestions in a timely and active manner, treat their peers' comments rationally, and reflect deeply on their own teaching to avoid "accepting everything" and "enviing others".
2. Strictly implement the regular requirements of the school for classes, and ensure the quantity: at least 1 class every week; Quality assurance: to really enter the classroom (rather than behind closed doors), the recording session of the lecture should be complete, and you should have your own thoughts and suggestions.
3. The Academic Affairs Office and the Grade Department should jointly supervise and inspect the implementation of various open classes between the school level and the preparation group at the beginning of each semester. Requirements: All teachers in this teaching and research group must attend the class at the school level (if the class schedule conflicts with their own class, they will adjust the class themselves) and encourage teachers in other groups to attend the class; In the open class of the preparation group, members of the same preparation group must attend classes, and teachers of other grades are encouraged to attend classes. Let this arrangement form a mechanism and discipline. You can't just do superficial articles, just talk on paper.
4, teaching and research group and lesson preparation group should conscientiously do a good job in listening to lectures and evaluating classes. The open class of the preparation group should be evaluated on the first Sunday after the lecture; Each teaching and research group of the school-level open class shall organize teaching and research activities on Wednesday or Thursday of the following week after the end of the lecture, and conduct teaching and evaluation. The evaluation should be honest, realistic and appropriate. We should not only point out the advantages and disadvantages, but also put forward constructive suggestions.
Third, the collective lesson preparation record
Most lesson preparation groups can carefully record the collective lesson preparation process, with the main points of the main and auxiliary speakers. However, some individual lesson preparation groups have incomplete records of collective lesson preparation, and the teaching content is simply copied, reflecting that collective lesson preparation is a mere formality.
The praiseworthy preparation groups are Chinese, Biology and Politics in Grade One, Chinese, English, Chemistry, Politics and History in Grade Two, and Mathematics in Grade Three. The process is complete and the records are comprehensive and standardized, especially for the preparation group of Chinese and mathematics in Grade One, and the preparation materials of the host and the preparation person are more detailed.