2. Investigation and analysis method: through questionnaire survey, we can understand the learning situation, determine the implementation progress, and adjust the implementation methods or steps in time. Provide theoretical basis for this study.
3. Resource induction: In the experiment or investigation, it is necessary to record in detail, do a good job in the control experiment, and collect the data and evidence cited in writing the paper in detail, such as original materials and photos. If you find anything, you'd better make a preliminary analysis, induction and collation at that time. The person in charge of the project should consciously collect and save these original records and materials.
4. Experience summary method: insist on process research such as exploration, research, summary, revision and guidance, and form phased summary in time.
5. Integration method: All members of the research group work together and summarize collectively.
Three. Work done since the establishment of the project
1. Strengthen theoretical study and improve teachers' teaching concept.
Learn innovative education theories at home and abroad, as well as modern pedagogy and psychology theories, insist on taking reading notes, reflect after writing, and be enriched in pursuit, realization and transcendence. Organize the teachers of the research group to study the subject "Curriculum Standards", interpret the training activities in combination with the textbooks of all grades, and strengthen the promotion of teachers' teaching concepts.
2, held a meeting of the members of the research group, a clear division of labor, responsibility to people, to carry out the work.
In the past two years, since the first meeting of all members of the research group was held in September, 20 12, the research group has held four meetings to increase teachers' knowledge reserves, from learning project plans and clarifying the research contents of the project to learning curriculum standards and developing curriculum resources in various disciplines. According to the work arrangement, clear division of labor, responsibility to people, research topic opening work and experimental report class, arrange questionnaire survey work, and understand the progress of teachers' research topics.
3. Questionnaire survey and analysis on the transformation of classroom teaching methods in primary and secondary schools.
In April of 20 13, the teaching department designed a questionnaire survey of "going deep into the classroom and changing ideas", which was investigated and analyzed among teachers in central schools, providing a strong basis for the smooth development of the next research. From September, 20 13 to June, 20 14, teaching research was carried out around the student-centered classroom teaching, which closely combined the topic research with the teaching practice at the forefront of teaching, effectively promoting the process of topic research.
4. Carry out research work in combination with student-oriented teaching practice.
Since the implementation of student-oriented teaching, the routine teaching and research work in our school has been carried out around the practice of student-oriented, which has raised the requirements on the basis of previous teaching and research work. According to the work arrangement of the teaching department, each teacher should carefully prepare a "student-oriented lecture class" every semester, and the teaching and research group will carefully organize a series of activities such as listening to lectures, listening to lectures and evaluating lectures, so that each activity has a theme, records and reflection, and is combined with subject research. Every teacher should write a short essay on student-centered teaching cases every semester, and communicate at the final work summary meeting. The teachers of the whole school are guided by the principal, student-centered, United as one, and closely combine subject research with teaching practice to find an interactive platform for subject research.
5. Determine the sub-topics of action research in the next stage.
On the basis of the questionnaire analysis report, the research group determined the sub-topics and arranged the next stage of action research. Through the collective research of the members of the research group, the following topics are determined as sub-topics of this research topic:
1, the theme is to create problem situations and carry out effective teaching.
2. Cultivate students' problem awareness and the ability to ask effective questions.
3. Cultivate students' process learning methods and increase their ability of information collection and processing.
4. Take the effective learning of students and the effective teaching of teachers as the theme.
Fourth, preliminary research results:
(A) teachers to implement effective interpretation of teaching materials
Taking school-based implementation as the basic carrier and lectures and collective lesson preparation as the basic forms, this paper explores the principles of teachers' effective interpretation of textbooks, the basic direction of the expansion of interpretation forms and the basic requirements of interpretation, thus forming a systematic school-based implementation strategy for teachers' effective interpretation of textbooks based on school-based teaching and research. Its main realization methods are:
(1) collective interpretation, give full play to the leading role of the teaching and research group in preparing lessons, and build a communication platform.
(2) Teachers' individual interpretation reflects individual understanding.
(3) Joint teaching and research, establishing educational alliance with famous schools inside and outside the region, so that high-quality resources can be fully enjoyed in the school.
(4) network explanation, with the help of network resources such as rural distance education platform, cultivate rural teachers' ability and habit of continuous learning based on network.
(B) Teachers effectively interpret the basic elements of teaching materials
1, Interpretation of Curriculum Standards
(1) Fully understand the spirit of curriculum standards. Including understanding the connotation of curriculum standards; Characteristics of curriculum standards; The connection between curriculum standards and teaching syllabus.
(2) Accurately grasp the curriculum standards of various disciplines. On the basis of understanding the overall spirit of curriculum standards, teachers should accurately grasp the subject curriculum standards and study each part in depth. Dialogue corresponds to preface, curriculum objectives, content standards, curriculum implementation suggestions and so on.
(3) After understanding the spirit of curriculum standards and mastering the content of curriculum standards, teachers should combine their own life experience and their own education and teaching experience to understand in their own way, internalize the spirit of curriculum standards as a part of their own spirit, and form their own unique understanding of curriculum standards under the guidance of the general spirit of curriculum standards.
2. Interpretation of teaching materials
(1) Look at the overall situation.
After getting a new textbook, teachers should first read through the textbook, understand and grasp the author's writing intention, grasp the textbook knowledge system as a whole, understand the editor's intention, grasp the characteristics of the textbook, clarify the relationship, status and role of each part, and internalize it into the knowledge points in the teacher's own mind through analysis, understanding, chewing and digestion. On this basis, the key points, difficulties and keys are clarified. All three need to be grasped from the connection of teaching materials.
(2) Take its essence and see the big from the small.
When reading textbooks, we should have the ability to make them thinner and thicker. We should make the concise classroom content, unit content and book content thicker. In the specific teaching design, we should make a comprehensive balance according to the curriculum, goal setting and students' learning situation, and then decide which to discard and which to keep, and make the thick books thinner. Reading the text carefully is an important prerequisite for teachers. No matter whether you have read or taught a text before, you should read it carefully several times to form your own reading experience. The dialogue between teachers and students in the classroom is, to a great extent, the dialogue and collision between teachers' understanding of the text and students' understanding of the text. The depth of teachers' interpretation of the text greatly affects the depth of students' understanding of the text, and the uniqueness of teachers' interpretation of the text affects the development of students' thinking.
(3) Mastery and concentration.
Textbook compilation is very systematic, and knowledge accumulation and training are also gradual from easy to difficult. When teachers grasp the systematicness of textbook knowledge, they first grasp the fundamentals of textbooks. When reading textbooks, teachers should not only talk to their own textbooks, but also talk to other versions of textbooks; In addition to talking with the teaching subject, we should also talk with other subjects. In addition to the comparison and integration of different versions of textbooks, we should also break the boundaries between disciplines and realize the integration of contents and methods between disciplines.
3. Interpretation of curriculum resources
Curriculum resources refer to the sum of all kinds of conditions that are rich in educational value and can be transformed into or serve school curriculum. Teachers' interpretation of curriculum resources is carried out from the following aspects:
(1) Using "Banbantong" as a teaching aid, a curriculum resource database was established.
(2) Collect several teaching designs of the same subject and make a comparative study.
(3) Deal with the relationship between teaching design and curriculum resources such as teachers' teaching books, extracurricular reading materials and exercises.
(4) Select and prepare the required teaching equipment, teaching tools and courseware.
(5) Optimize the design of curriculum resources.
(C) the basic strategies for teachers to effectively interpret textbooks
(1) Reading textbooks from the students' point of view
Students are the main body of learning. Only when the textbook is understood by students can it truly reflect its mathematical value. After a teacher understands and masters the textbook from his own point of view, it does not mean the end of reading the textbook. After all, teachers' subjective understanding can't replace students' understanding. Therefore, teachers should also change their roles, regard themselves as students, re-read the text from the perspective of students, interpret the text, and understand the confusion and feelings of students in the process of reading the text. On this basis, determining teaching objectives, arranging learning materials and designing learning activities are the teaching methods suitable for students.
(2) Combined with the overall thinking of teaching materials.
Each discipline has a certain degree of systematicness and logicality, and the vertical and horizontal connections between various parts of knowledge are very close. The spiral rise of knowledge is an important principle of textbook arrangement. When presenting every knowledge point in the textbook, as teachers, we can't just stare at this knowledge point. Teachers should think about these knowledge: before learning these contents, what students already know, what experiences they can learn from and what problems they should avoid; After learning these contents, what knowledge points do you lay the foundation for and what do you need to extend for students' follow-up study? Only by combing the teaching materials with such a holistic approach can we find a balance in teaching and pay more attention to students and promote the formation of students' classrooms.
(3) Reading textbooks with a dynamic eye.
Textbooks are static texts, but behind the static words and pictures, there is a wealth of information that teachers need to dig. Teachers should take a dynamic view of teaching materials, understand the internal logical connection after static text, and understand the story behind the text to make the teaching materials come alive. Only the teaching materials with vitality can create a vibrant classroom!
(4) Optimize teaching materials through comparison.
The implementation of the new curriculum has brought about great changes in the diversity of teaching materials, and teachers are encouraged to develop teaching materials independently. In classroom teaching, it is rare to see teachers teach textbooks, but more often they teach with textbooks. However, while teaching with textbooks, it does not mean denying textbooks. On the basis of accurately understanding the intention of textbooks, teachers must compare all textbooks with self-developed textbooks, and understand and optimize the textbooks in the process of comparison.