Collective lesson preparation summary chapter one
On the morning of June 27th, 2000, I had the honor to participate in the political collective lesson preparation activities of Pingyao Experimental Middle School, a national training base school. The collective lesson preparation group of this activity is presided over by a famous school teacher. The participating teachers spoke actively and offered suggestions. Teachers and researchers talked about their views on collective lesson preparation, pointed out the problems and puzzles existing in collective lesson preparation, and discussed the solutions to the problems. The old teacher gave important guidance, and the teachers actively exchanged and interacted, and the atmosphere was warm and harmonious.
Let's talk about my experience in preparing lessons collectively this time.
First, there must be scientific and reasonable methods.
In this collective lesson preparation, the school lesson preparation team stressed that in each collective lesson preparation, it is necessary to determine a master and backup person, and the master and backup person should introduce their own teaching ideas, teaching objectives, teaching priorities and difficulties, teaching methods, learning methods, teaching hours, teaching ideas and teaching design. , and other members to supplement, delete, modify, initially form a teaching design scheme, and finally summarized by the lesson preparation team leader to form a * * * case. This is a good mode of collective lesson preparation, which is worth promoting.
2. Brainstorm and learn from others.
Collective lesson preparation provides a platform for teachers to communicate with each other. Colleagues exchange teaching and research, students' learning is also conducive to our teachers' own literacy, understanding other people's teaching ideas and methods, learning from each other's strong points and making innovations, which is not only conducive to students' learning, but also conducive to the improvement of our teachers' own literacy. .
3. Organizational forms can be flexible and diverse.
Group lesson preparation can actually be done at any time in the office. I think everyone can set up a notebook to prepare lessons collectively, and record their speech materials and every activity process, and even the free communication between teachers in the office can be recorded, which will be better. This kind of notes can also be recorded in the form of teaching reflection.
Four. Some teachers have suggested that it is difficult to allocate time for collective lesson preparation. The following rural schools have few classes of the same grade, and the collective lesson preparation organization is not good. Some suggestions were put forward:
1. Prepare lessons online.
Conditional schools can organize online collective lesson preparation. Designate the teacher formation plan prepared for the first time, post it on the school-based teaching and research network, and put forward the existing problems. Other teachers in the collective preparation group took the time to log in after class to express their opinions and put forward improvement measures for discussion. Finally, the lesson preparation team leader synthesized the teachers' opinions, formed a * * * case and implemented it.
2. Solve the shortage of teachers in the preparation group.
Rural middle schools can participate in organizing collective lesson preparation as a whole. Teachers of all grades form grade preparation groups to prepare lessons collectively to solve the problem of insufficient manpower in the preparation groups.
Above my humble opinion, I hope all teachers and leaders will give me more advice!
Summary of collective lesson preparation Part II
As the old saying goes, a person who studies without friends will be ignorant. In the training of English teachers in Luxi Primary School, I once again realized the meaning of this sentence. In this small classroom, I not only realized the serious and responsible style of Mr. Cheng, the leader of English subject in luxi county, but also realized the spirit of happiness, unity, progress, openness and tolerance of our English teachers in Luxi. During the brief discussion, I felt the young teachers' open thinking, tolerant mentality and serious learning attitude. As the leader of Grade Three, I was actually worried from the beginning. I'm worried that I can't coordinate different opinions, I'm worried that the organization is not good at discussing procedures, and I'm even worried that some teachers won't listen to my division of labor. After all, I have only been working for one year, and my qualifications and experience are far behind other teachers. But in the later discussion, I found that my worry was unnecessary. Here, I am very grateful to our team members for their support.
One thing in this discussion left a deep impression on me.
One thing is that at the end of the discussion, Mr. Cheng asked us to register the names of the team members. As soon as I heard this, I immediately said to Teacher He Ling, "Can you help me register the list of all the members of our group?" She readily agreed. (Because, at that time, I was making some summaries. ) Then, I heard Teacher Cheng say, "... you should do it yourself, or you won't know each other's names after discussing it together ..." I suddenly felt warm on my face. So, I got the signed document back.
Some little things seem simple and even hard to find, but it is through these casual little things that we feel extraordinary personality. Perhaps this is also the beginning of experiencing the beauty of life.
I can't tell you what this training has brought me. I just hope that I can make better use of what I have learned and do my own job conscientiously, and I also hope that I can persevere and move forward step by step towards my dreams.
Collective lesson preparation summary Chapter 3
On the morning of April 28th, 2065438+0 _, I had the honor to participate in the collective lesson preparation activities of Gucheng Primary School organized by the Town Education Committee. This activity was presided over by Peng Shaolin, a researcher in the town teaching and research section.
First, Bi Yancheng, the leader of the teaching and research group, made an overall analysis of the second volume of junior one mathematics; In particular, the difficult problems that should be paid attention to in teaching are discussed and expounded. Then the old teacher Zhu Fengyun of Gucheng Primary School discussed the problems and difficulties in the chapter of "Understanding Forms", and the teacher Liu Zetao of Linchi Primary School talked about the chapter of "Understanding Centimeters and Meters" and put forward the difficulties and solutions. I have discussed with you how to solve the students' mistakes in the calculation of "carry addition and subtraction", and each teacher has expounded his own methods to solve the mistakes. Teacher Peng from the town teaching and research section participated in the discussion with us and put forward new requirements for preparing lessons in the future. Everyone spoke actively and expressed their opinions boldly, making the activities colorful and fruitful. Through the training and study of this activity, I have an overall understanding of the first-grade mathematics (Volume II), a deeper understanding of the methods and means of education and teaching in lower grades, and a brand-new understanding of the advantages and disadvantages of collective lesson preparation in the future.
In this activity, I first made a brief analysis of the first grade mathematics (the first volume), and then expounded the following three opinions and suggestions on mathematics teaching in lower grades:
1, kiss his teacher, you can trust his way. When students like you and fall in love with you, they will follow you, listen to your teaching, consciously study your math, complete your homework, and even take the initiative to find auxiliary materials to improve their study. As for how to make students like you, different schools and teachers have different methods and means. I have used the following methods in junior high school mathematics teaching: ① Call out each student's name, let the students know that you know him or her, feel that you respect him or her, and he or she will naturally feel intimate with you; Usually, people like people with a sense of humor. I often tell a short story or joke for two or three minutes before class, so that students can study easily in class. (3) Grasping students' bright spots, praising, encouraging and even rewarding them, so that students can study with confidence; (4) In class, students are often allowed to have a rest between classes to maintain their exuberant energy. Let the students play related games after class, and let them learn with interest while playing middle school.
2. Use the teaching resources around you flexibly and openly. Since the allocation of "national primary and secondary school modern rural distance education resources", the educational resources of various schools have been greatly enriched and improved. Every mathematics textbook and its related CDs, as well as the high-quality materials purchased by teachers when they go out to study, are very good teaching resources. As a subject teacher, we should make good use of them actively. For junior high school mathematics teaching, the arrangement and quantity of flowers and trees in the school, equipment and supplies in the classroom, students' gender, grouping, clothing, hobbies, etc. are all available materials, but this requires teachers to be good at observing and discovering and using them flexibly and openly.
3. The school offers a "heart-to-heart class" and fills in the "Student Growth Record Manual". The ancients said that "sharpening a knife doesn't make a mistake in chopping wood". The school designated the third or fourth class every Monday afternoon as a "heart-to-heart class". After giving teachers certain guiding rules, any teacher was asked to go to class to talk with students in a targeted manner. At the same time, several teachers can enter the classroom to talk with the students, and the students who are found can communicate with the teachers. The location can be flexibly arranged, which can be in the playground, classroom or teacher's office, and the rest of the students can study in the classroom. Through heart-to-heart, teachers can learn more about students, eliminate their psychological barriers and draw closer to each other's hearts. Talking is equivalent to sharpening a knife, and teaching in the future is equivalent to chopping wood. A close heart will be conducive to the future work and to teaching students in accordance with their aptitude. After the heart-to-heart talk, the teacher must write down the heart-to-heart talk notes in the Student Growth Record Manual, recording the dribs and drabs of students' growth and their own educational experiences, and accumulating experience for future continuing education, which is very conducive to the improvement of education and teaching.
In this activity, it is a pity that none of the teachers who are engaged in first-grade mathematics teaching dare to speak on stage. I hope this situation will improve in the future.
Generally speaking, I feel that this collective lesson preparation activity has received the effect of "openness, practicality and promotion".
Collective lesson preparation summary Chapter 4
In order to improve the quality of teaching, our school prepares lessons in groups of grades and gives lectures by one person every month. Teachers' preparing lessons is the premise of good lessons. Here I also want to talk about some views on the implementation of collective lesson preparation in our school:
First of all, preparing lessons collectively has many advantages. Collective lesson preparation really concentrates the teaching wisdom of all teachers, learning from each other's strong points and opening the door to promote the prosperity of teachers. One of the most important points is that it can help young teachers grow up quickly, lead new teachers to get started as soon as possible, and get familiar with education and teaching as soon as possible, which can make new teachers take fewer detours in teaching and shorten the growth cycle. On the other hand, it also makes old teachers more modest, cautious and rigorous in their studies.
Second, individuals can only make themselves more and more backward, and can't adapt to the requirements of the times and the new curriculum at all. Collective lesson preparation provides a platform for teachers to communicate with each other. Colleagues can exchange teaching and research, understand other people's teaching ideas and methods, learn from each other's strong points and make innovations, which is not only conducive to students' learning, but also conducive to the improvement of our teachers' own literacy.
Third, collective lesson preparation is conducive to enhancing teachers' sense of cooperation, rallying teachers' joint efforts and creating a good teaching and research atmosphere. The new curriculum advocates autonomy, cooperation and inquiry learning, which applies not only to students but also to teachers. Through collective lesson preparation, teachers learn to cooperate and share, improve work efficiency and increase the knowledge content of classroom teaching. Collective lesson preparation can greatly promote the teaching and research atmosphere of the school.
Collective lesson preparation, the main and standby students choose the class to prepare lessons, and prepare lessons first. After the preparation, the master and the standby students introduce their own teaching ideas, teaching objectives, teaching priorities, difficulties, teaching methods, learning methods, teaching hours, teaching ideas, teaching design and so on. And other members to supplement, delete and revise it, initially forming a teaching design scheme, and finally integrating it by the master and the alternate students.
We have learned a lot from this lesson preparation, and made it clear that the new curriculum reform not only advocates students' autonomy, cooperation and inquiry learning, but also requires teachers' autonomy, cooperation and inquiry to form a discussion atmosphere. In this lesson preparation, the members of this group communicate frankly and strive for perfection.
Through classroom practice, we found that there are still some problems in preparing lessons:
When teachers and classmates introduced the teaching ideas and design, we just made a big revision and ignored several details. For example: the control of the first three minutes of class, the specific words to be grasped in reading, and the specific instructions for reading.
In a word, teachers have tasted the sweetness of cooperation through collective lesson preparation, lectures and discussions, and are no longer nervous about others attending classes, but are more willing to communicate with other teachers. Teachers believe that through continuous communication with other teachers and our unremitting efforts, our classroom teaching level will reach a new level.
Collective lesson preparation summary Chapter V
As the saying goes, a flower is not spring, and a hundred flowers bloom in spring. Only by doing a good job in collective lesson preparation can we improve the teaching quality as a whole and strengthen collective lesson preparation, improve teaching efficiency and realize resource sharing.
Through one year's practice, this semester's collective lesson preparation content is richer and the discussion form is more efficient. Taking the collective lesson preparation of our English group as an example, this week's highlights are mainly to establish teaching design templates to make the teaching design more practical and suitable for teachers to reflect in class and after class. Teaching design is the redevelopment of teaching materials and the design of teachers' creative activities. A good lesson begins with design. Through the overall guidance of the school and our research, this paper summarizes the teaching design as follows: the teaching design should establish the goals of knowledge, ability, emotion, attitude and values. Design the teaching implementation process around the teaching goal, that is, the teaching implementation strategy. It is necessary to combine the differences of students' cognitive laws, practice, consolidate evaluation and follow-up in time. Design should highlight students' dominant position, create teaching situations from students' questions and design teacher-student interaction. In addition, this episode also adjusted the teaching progress, discussed the use of flip classroom, and studied the teaching materials, curriculum standards and natural spelling. Through discussion, we can give full play to everyone's wisdom and experience, and at the same time, through the unity and cooperation between teachers, we can learn from each other's strengths and accelerate the process of personal professional growth.
Prepare lessons collectively and summarize 5 related articles:
1. Five experiences of collective lesson preparation.
2. Summarize five cases of teachers' teaching work.
3. Five summaries of education and teaching experience
4. Teachers' online teaching summary and reflection 5 2020 latest selection
5. Five selected training summaries
6. Five Selected Summaries of Teachers' Personal Growth
7. Five Selected Summaries of Teachers' Personal Work in 2020
8. Teachers give lectures online, summarize and reflect on the five latest selections.
Summary of Five Selected Teachers' Teaching Work in 2020
10.2020 Five Selected Summaries of Teachers' Individual Annual Work