Summary of teachers' seminar activities1115. The teaching and research section organized an after-school scientific seminar in our home decoration school. The school assigned the task of this seminar to our math group, and I presided over this activity. This seminar is centered on the lesson "Stop moving objects" taught by Wang Xiuxia. After the activity, Director Chen of the Teaching and Research Section and representatives from other schools made an objective and comprehensive evaluation of our seminar. As the host of this activity, I deeply feel the significance of the after-class discussion. Based on my own feelings and understanding, I summarize and reflect on the content, process and results of the discussion as follows:
First, grasp the theme and reflect the diagnostic function of the discussion. In particular, there are pre-class discussion activities, because the problems to be solved in the teaching process of this class have been put forward in the collective lesson preparation and discussion activities before class, so the discussion activities should be combined with the behavior and teaching effect of teachers and students in classroom teaching, and make a targeted diagnosis to see if this class has reached the preset goal.
Our seminar has gone through the stage of collective lesson preparation and pre-class discussion, and the theme of this seminar is also determined at this stage. However, at the beginning of the seminar, I didn't reveal the theme in time, but started with an ordinary listening and evaluation activity. When I felt that the seminar lacked a theme, I woke up and refined the teachers' views in time to get the theme. Then, when individual teachers deviate from the topic, I interrupt and prompt guidance in time.
If there is no seminar before class, I think it is more important for the host to refine the questions in time and accurately, which is also a key to grasp the direction of the seminar.
Second, lead the activity process with problems. The process of discussion itself is a process of solving problems. First of all, discuss the problems extracted from the pre-class research, which is also a diagnosis process. Combined with the teaching situation and teachers' reflection and summary, this paper discusses the effect of problem solving in classroom teaching, finds out which links are reasonable and positive when solving problems, and which links need further improvement, and then refines new problems in time to assist the topic discussion and guide the activities step by step.
Third, a proper summary will make the finishing touch for the whole seminar. In view of the interlocking problems, everyone has their own opinions, and their opinions are scattered. At this time, it is necessary for the host to make an appropriate and orderly summary, which is actually aimed at the problem. What problems have we solved through this seminar? What are the means and strategies to solve the problem? At the same time, it is necessary to synthesize what problems need further discussion, point out the direction of next discussion, and encourage teachers to try to pay attention to these problems in future teaching.
In this link, we should pay attention to the theoretical generalization. It is necessary to combine teachers' practical experience with the requirements of the new curriculum standard, sum up the problems realistically, and make the measures and methods more operable, which is more conducive to understanding classroom teaching.
Minutes of Teacher Seminar 2 With the active participation and support of all teachers, the "project seminar" of the school has ended. The scene of preparing lessons, listening to lectures and evaluating lessons around each "topic discussion class" reappeared in front of my eyes. The following is a summary of the "project discussion" activities carried out this semester:
I. Characteristics of the seminar
1, the leaders personally participated and listened carefully.
"If you are honest, you can do it without doing it; His body is not right, although he does not obey. " Confucius showed us the true meaning of being a teacher-teaching by example is more important than words. In the series of activities of the seminar held this semester, I deeply realized its significance. School leaders take time out of their busy work to attend and evaluate classes, which sets a good example for teachers and also conveys the message that we should pay attention to improving classroom teaching level and take teaching as the foundation. Driven by the school leaders, our seminar activities went smoothly.
2. Young and middle-aged teachers dare to shoulder heavy burdens and improve themselves through tempering.
Some young teachers attended the seminar. These teachers have the courage to bear the burden of workshops and experience themselves in many polishes, especially Ma Wenjing, a teacher in the Chinese language group. She taught Gaishi three times, constantly overthrowing and starting again; It is in this serious grinding class that their understanding of the teaching materials is profound again and again, and they are gradually concerned about the details of teaching, and their evaluation of teaching is becoming more and more diversified. They control the whole classroom more and more skillfully and easily.
3. Other teachers listen carefully and discuss actively.
In the group lesson preparation stage, under the leadership of the group leader, teachers can take the initiative to adjust classes and participate in the trial activities of teachers in this group. After class, they seriously put forward some reasonable suggestions for some deficiencies in the classroom and constantly improve the teaching design. During the presentation of the seminar, every teacher can listen carefully and think positively. When evaluating classes, everyone can express their opinions regardless of each other, which can not only point out the advantages of classroom teaching, but also point out the existing problems in time.
Second, the highlights of the seminar
This seminar, on the one hand, prepares lessons collectively and urges teachers to pay attention to "three preparations", that is, preparing textbooks, students and teaching methods. On the other hand, it is also a platform for teachers to build exhibitions, create opportunities for mutual learning and communication, and learn from each other and improve together in discussions and seminars.
In short, through this semester's discussion, I feel the three major changes brought by the curriculum reform to classroom teaching.
1, the change of teaching concept. In this series of discussions, we feel that the teaching concept of autonomy, inquiry and cooperation advocated by the new curriculum is like a quiet spring rain nourishing the teachers in every class.
2. The change of teaching mode. In this series of seminars, the teaching mode embodies life, openness and diversity.
3. Changes in the relationship between teachers and students. Under the guidance of the new curriculum concept, teachers pay more attention to students' initiative in learning, respect students' individual experience, create a harmonious and democratic classroom atmosphere, and let students learn knowledge in a relaxed atmosphere.
Third, the existing problems
Of course, classroom teaching is always a regrettable art, and we should not ignore the existence of problems while discovering advantages.
1, the setting of teaching rules should pay attention to effectiveness. All methods are aimed at making students learn knowledge and gain wisdom, so we should design the teaching process and classroom questioning from the students' point of view, and guide students to improve their reading comprehension through in-depth experience and perception of keywords.
It is very important to cultivate students' ability in teaching, so we should not only impart good knowledge, but also cultivate students' ability, so that students can learn to learn and think.
3. Mathematics is the most beautiful poetics. Therefore, our language needs to be tempered again. The language in mathematics classroom is rigorous, concise, simple and clear, but humorous. Let students feel and discover the beauty of mathematics in a beautiful language environment, thus stimulating students' enthusiasm for learning mathematics.
Mathematics learning should be closely related to students' life. In teaching, we should pay attention to it and let students apply what they have learned to their lives, which will solve practical problems and discover mathematical problems in life.
5. Help students develop good study habits. Let students attend classes, do their homework, express their thoughts and cooperate with others, which is helpful for students' lifelong learning.
In short, through this seminar, the concept of the new curriculum standard has been truly implemented, and learning methods such as independent inquiry, cooperative learning and exchange discussion have entered every class. Classroom teaching has really played the leading role of teachers, and the main role of middle school students in thinking, listening, speaking and practicing has been fully reflected. Create scenes, encourage praise, appreciate every student, stimulate students' interest in learning, and let every student gain and develop in class. Although the seminar is over, our discussion has not stopped. I hope that in the future teaching, we can have more exchanges and discussions to make our classroom full of surprises!
Summary of Teacher's Seminar 3 In order to make each student get his or her proper position more effectively, this semester, the Smart Mathematics Group revolves around the theme of "Flexible learning and use-effectively improving hierarchical practice", and I am honored to participate in it.
Practice class is an important part of classroom teaching, which can encourage students to consolidate and digest the mathematical knowledge or skills learned in class, deeply understand and master the newly taught mathematical thinking methods in class, and can flexibly use these methods to solve mathematical problems. I have a deep understanding of such an idea, that is, Teacher Chen's layered practice class on distance pursuit. On June+10, 5438, Mr. Chen held such an open class in Class 52, and carefully summarized several analogical distance problems, from easy to difficult, so that students could find the problems through comparative exercises and distinguish and master them well. In the course evaluation, teachers all praised that such classes should have more classes at ordinary times.
Hierarchical practice can be a special practice class or embodied in new teaching. For example, in our first grade, because of the different teaching level and age characteristics of kindergartens, children are easy to forget before learning, and each class should be down-to-earth. Therefore, when designing exercises, we attach importance to the differences of students' individual development, and most of them have clear conditions and single ideas. Let them find problems from their own observations and solve them inadvertently in their hands, such as: queuing fruit rows; The premise is that children must be made to understand that they must work hard to gain something.
Through studying in xx Mathematics Group this semester, I am more aware of the importance of layered practice. In the usual math teaching in the future, I will carefully design exercises at each level like this class, not only in-class exercises, but also after-school homework. Since we studied this subject, we have been exploring, practicing, summarizing, reflecting and improving, and we have indeed achieved certain results. I also gained a lot.